Childminder

Childminder

Unique reference number (URN): 2800108 Registered with Ofsted: 20/10/2024 Registers: EYR

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Safeguarding standards not met

The childminder not ensured that there is an open and positive culture around safeguarding that adequately protects children from harm. The childminder has not kept her safeguarding training up to date. She has a basic understanding of safeguarding policies and procedures however she does not have a secure understanding of the action to be taken in the event of an allegation being made against anyone living, working or looking after children. She does not implement robust safer recruitment processes. She has not ensured that all assistants that work with her have been deemed suitable by Ofsted. At times, some assistants whose suitability has not been checked are left unsupervised with children. This compromises children's safety.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Needs attention

Children make variable progress in their learning. Their ability to achieve well across all the areas of learning is limited because they are not consistently provided with activities that build on their existing skills. Although children explore activities that support their interests, they have fewer opportunities and support to develop their deeper thinking. This means gaps in children's development do not close quickly enough.

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Achievement Needs attention

Children learn how to take turns. They learn to work together to figure out how to use the water resources in the tray. Children develop independence as they learn to put on their shoes and suncream before outdoor play. Older children develop their language skills as they engage in back-and-forth conversations during mealtimes about healthy and non- healthy foods. This helps to support children's early language development.

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Behaviour, attitudes and establishing routines Needs attention

The childminder is not fully confident in supporting children's behaviour. The strategies she uses are inconsistent, due to a lack of understanding of children's behaviour. For example, when children's behaviour becomes challenging and they become disengaged in their learning, they begin to hurt their friends. The childminder does not always help children to understand the impact their actions have on others.

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Behaviour, attitudes and establishing routines Needs attention

The childminder has oversight of children's attendance. She has procedures in place to follow if there are any concerns regarding children's attendance. The childminder implements a basic routine, which children follow well. They understand what is coming next. For example, after outdoor play, they know to wash their hands before they play inside. They are able to follow routines well.

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Behaviour, attitudes and establishing routines Needs attention

The childminder acts as a positive role models. She has a kind and caring attitude towards children. She ensures that all children are included in the learning opportunities they offer. She recognise children's achievements and offers positive praise. This boosts children's self-esteem.

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Children's welfare and wellbeing Needs attention

The childminder has policies and procedures in place to support children's wellbeing However, she does not consistently implement effective risk assessment procedures. For example, when some children are joining in with activities outside, they dip their tools into water and then place them into their mouths to eat. Furthermore, during mealtimes, some children are allowed to jump up and down with food in their mouth. This does not assure children's ongoing safety and welfare.

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Children's welfare and wellbeing Needs attention

The childminder provides a welcoming space for all children. Children demonstrate they feel safe as they seek the childminder out to play with them in their games. They seek cuddles for reassurance and engage in conversations with her as they learn about healthy foods and teeth.

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Children's welfare and wellbeing Needs attention

Children develop an understanding of healthy lifestyles and how to keep themselves safe in the hot weather. For example, children learn about the importance of drinking water to stay hydrated. They join in with putting their sun cream on and engage in discussions about protecting their skin in the sun. Children independently wash their hands and enjoy balanced meals. They have daily access to fresh air outdoors and develop their physical skills. They demonstrate good strength as they squeeze water through the water resources.

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Curriculum and teaching Needs attention

The childminder plans a curriculum that supports children's interests. However, the curriculum is not yet ambitious to ensure that children make the best possible progress. The childminder does not always build on children's knowledge and skills. For example, when children pretend to brush teeth during an activity, the childminder does not respond effectively to extend their learning further. The childminder is aware of children's next steps in learning. However, all children access the same learning opportunities, and she does not precisely adapt teaching for children of different ages and stages of development. Consequently, teaching does not consistently meet the needs of all children or support them to make the best possible progress.

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Curriculum and teaching Needs attention

The childminder focuses on children's personal, social and emotional development in the setting. She ensures that children feel secure before they engage in learning. Children are enthusiastic and enjoy exploring the resources available. For example, children work together and show curiosity as they explore the new water resources. The childminder encourages counting with children and exposes children to numbers. They share books with

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Urgent improvement

each other and the childminder reads to the children with engaging tone. As a result, children begin to develop their emerging vocabulary.

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Inclusion Needs attention

The childminder has not taken enough action to ensure that she has a secure understanding of how to support children with special educational needs and/or disabilities, and those who face other barriers to their learning and wellbeing. She has not attended any professional development opportunities to further her understanding of children's individual needs and how to support them further in their learning and development.

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Inclusion Needs attention

The childminder knows the children in her care well and can explain the progress children have made from their starting points. She has implemented some strategies to support children's individual behaviour needs. However, this is inconsistently implemented across the setting. At times, children receive different strategies which impacts on their understanding and development.

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Inclusion Needs attention

The childminder has procedures in place to identify gaps in children's learning. She works with parents and the local authority to share information about children and gain further support. However, the childminder has not fully implemented these procedures into her practice.

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Inclusion Needs attention

Children who speak English as additional language are well supported in the setting. The childminder uses phrases and words from children's home languages in their play, routines, stories and songs. Children are exposed to a range of vocabulary to support them with expressing their needs effectively.

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Leadership and governance Urgent improvement

The childminder has failed to notify Ofsted with the correct information about the individuals who work on the premises. She has failed to ensure that she has effectively checked the initial suitability of any assistants. For example, assistants who have not had their suitability verified are allowed to lone work with children during some parts of the day. This is not in line with the childminder's risk assessment. Furthermore, documents relating to recruitment and staff training are not easily available or accessible. This compromises the safeguarding of children and breaches requirements in relation to record-keeping.

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Leadership and governance Urgent improvement

The childminder understands the strengths in her setting. However, she has not consistently identified weaknesses in her practice. The childminder has not ensured that she undertakes ongoing professional development opportunities to further her own knowledge and skills. This leaves gaps in her expectations, understanding of the curriculum and safety procedures in the setting. Furthermore, she does not provide her assistants with clear guidance about her expectations, policies and procedures. As a result, they are not clear on their roles and responsibilities in the setting. The childminder's assistants complete mandatory training such as safeguarding. However, the childminder does not provide her assistants with targeted or effective professional development opportunities to support them to improve their practice. This leaves gaps in their knowledge and understanding of the curriculum and safety procedures in the setting.

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Leadership and governance Urgent improvement

The childminder supports the wellbeing of her assistants, and they report they feel well looked after. She has implemented partnerships with parents. For example, parents receive newsletters and updates regularly regarding their child's development.

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What it's like to be a child at this setting

Children's health and safety is not consistently assured. The childminder does not always implement her risk assessment procedures to keep children safe. She has not ensured that all adults who work with children have robust suitability checks in place. The curriculum is not yet well-sequenced or fully implemented, and children are not always helped to extend and build on what they already know or can do. This does not fully prepare them for their next stage in learning. Children receive inconsistent behaviour strategies from the childminder and her assistants. This means that children do not always receive clear and consistent guidance on their actions and how they may impact others. Children who may have barriers to learning do not always receive the support they need. The childminder knows the children in her care well but has not yet implemented procedures to further support their learning.

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What it's like to be a child at this setting

Children demonstrate they are happy and engage in the activities on offer. They develop a sense of belonging at the childminder's setting. For example, their home languages are celebrated and used throughout the day. Children show that they feel valued and safe. They build lovely relationships with the childminder and demonstrate they feel safe in her care.

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What it's like to be a child at this setting

Children enjoy learning about good oral health. They are provided with opportunities to learn about the importance of brushing teeth and what contributes to healthy lifestyles. This helps to support children to follow effective hygiene practices. Children develop a love for stories and rhymes as they listen to familiar stories and songs. The childminder shares information about children's development with their parents. She shares ideas and strategies to support topics, such as toilet training, to help maintain continuity between the setting and home.

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What it's like to be a child at this setting

Attendance is promoted and monitored by the childminder. She recognises the importance of attendance and has procedures in place to follow-up any patterns of concerns to ensure children are kept safe.

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Next steps

The provider is not meeting the requirements of the Early years foundation stage and Ofsted intends to take enforcement action.

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Next steps

We will issue a Welfare Requirements Notice requiring the provider to have taken the following actions by the assigned date:

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Action Completion Date

ensure that the childminder and any assistants undertake appropriate safeguarding training and that this is renewed every 2 years 08/07/2026

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Action Completion Date

ensure appropriate records are maintained and that they are easily accessible and available 08/07/2026

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Action Completion Date

demonstrate your understanding that any assistants must be cleared as suitable by Ofsted via the suitability letter before they are included in child: staff ratios 08/07/2026

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Action Completion Date

To meet the requirements of the Early years foundation stage the provider must take the following actions by the assigned date:

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Action Completion Date

ensure any assistants undertake appropriate professional development opportunities to ensure they offer quality learning and development experiences for children that continually improve 22/07/2026

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Action Completion Date

plan and implement a well-sequenced curriculum that is planned to reflect what children need to learn next across all areas of learning 22/07/2026

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Action Completion Date

implement effective strategies to support and manage children's behaviour 22/07/2026

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Action Completion Date

ensure that the childminder and any assistants are able to identify and minimise hazards 22/07/2026

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About this inspection

The inspector spoke with the childminder, the assistants, parents and children during the inspection.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:45 - 16:15

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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