Childminder

Childminder

Unique reference number (URN): EY453486 Registered with Ofsted: 02/05/2013 Registers: EYR, CCR, VCR

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Safeguarding standards not met

The childminder has not ensured there is an open and positive culture around safeguarding. The childminder has not ensured relevant suitability checks have been completed on assistants who support her setting. The childminder has allowed assistants who have not completed suitability checks to be left alone with children. This compromises children's safety and wellbeing. The childminder understands that she has breached the requirements and has already taken steps to minimise the risks to children.

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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 Strong standard

All children make notable progress from their individual starting points, including those with special educational needs and/or disabilities. They develop strong independence skills, putting on their own shoes and ensuring they have the right equipment for each activity. For example, children get their own changing equipment at toileting time. These skills are developed from a young age, and children proudly show the childminder as they put their own wellington boots on. This will support their transition to the next stage of education. Feeder schools comment on the skills children have when they join them.

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Achievement Strong standard

Children develop excellent physical skills. They learn to try and persevere. For example, children who were initially unable to walk independently develop this skill over time. Children are independent learners who are eager to try new experiences, such as planting and caring for the garden. Children focus their attention for extended periods of time without constant input from an adult.

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Achievement Strong standard

Children are confident communicators with a wide vocabulary, and they enjoy singing a large repertoire of songs. They listen attentively and engage in conversation. Children show extremely positive attitudes to learning and are being prepared exceptionally well for the next stage in their education. They know how to play cooperatively, demonstrate kindness, show respect and behave well.

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Behaviour, attitudes and establishing routines Strong standard

Children demonstrate highly positive attitudes towards their learning and play. They are confident, motivated and eager to participate in activities throughout the day. Children concentrate well, sustain engagement in activities and show perseverance when completing tasks, such as using tweezers and small tools during sensory and fine motor activities.

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Behaviour, attitudes and establishing routines Strong standard

Children clearly understand the routines and expectations of the setting well. They follow daily routines confidently, including sitting together at mealtimes and tidying up at the end of play. Older children show increasing independence and responsibility for their own self-care. Children consistently behave well and show kindness and respect towards one another. For example, older children check in on their friends when they are sad to make sure they are okay. For those children with barriers to their learning, the childminder breaks down instructions into smaller chunks and role models how to behave.

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Behaviour, attitudes and establishing routines Strong standard

Children develop effective social skills and secure emotional wellbeing. They form warm and trusting relationships with the childminder and her assistants and confidently seek reassurance when needed. Children learn how to manage their feelings and behave appropriately for their age and stage of development. The calm and nurturing environment helps children to feel secure and valued. The childminder monitors attendance carefully, and children attend regularly. Children settle quickly, enjoy their time at the setting and demonstrate a positive sense of belonging.

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Curriculum and teaching Strong standard

The childminder has a very secure understanding of what children know and can do and what they need to learn next. Precise assessments are regularly completed to ensure that all children's progress is carefully monitored. This is regularly discussed with assistants to ensure consistency for all children. The childminder accurately identifies next steps in learning, which enables all children to make positive and sustained progress in their learning and development. The childminder continually repeats key words and models simple language effectively to support the understanding of younger children and those with emerging communication needs. Children hear language modelled clearly throughout the day and are encouraged to communicate during play and routines.

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Curriculum and teaching Strong standard

The childminder provides high-quality teaching experiences for all children. She regularly joins in with children's play and adapts interactions successfully to reflect their needs and interests. The childminder understands that everyday interactions provide opportunities for teaching and learning. For example, while making potions some children talk about 'big' and 'small' objects to add to their bowl. The childminder quickly adapts this for younger children as they discuss the different colours of the ingredients. Children recall information from previous learning experiences. For example, children talk about the different healthy foods they are eating and why these are good for their bodies. The childminder builds on this further, providing children with other foods for them to decide whether they are healthy or unhealthy.

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Curriculum and teaching Strong standard

The childminder consistently supports children's personal, social and emotional development. She helps children to learn to share, take turns and understand their feelings through calm explanations and positive interactions. The childminder and her assistants consistently role model how to behave, which is reflected in all children.

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Children's welfare and wellbeing Expected standard

The childminder provides a welcoming setting where there is a clear focus on supporting children to be independent from a young age. She encourages children to do tasks for themselves, such as getting their nappies ready for changing time. Mealtimes are a social occasion. Children receive clear guidance about the rules for safety, such as when eating. The childminder gives reminders about why children must remain seated. An effective key- person system is in place, and children build secure and trusting relationships with the childminder and her assistants at the setting. The well-organised and stimulating space supports children to play and learn.

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Children's welfare and wellbeing Expected standard

The childminder supports children to have nutritious food and drinks. For instance, she shares information with parents and carers about providing healthy foods for children and works closely with families who find this difficult, including those with barriers to their learning. Children are supported to try healthy food options and enjoy talking about different fruits.

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Urgent improvement

The childminder supports children to learn how they can keep themselves safe. This includes role modelling and encouraging children to slowly climb over the step as they make their way into the garden from the main room.

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Inclusion Expected standard

The childminder has an appropriate understanding of each child's individual needs and ensures they feel fully included and valued. All children demonstrate a sense of belonging and are confident to take part in all activities alongside their peers. Children with special educational needs and/or disabilities (SEND) are well supported. Clear routines and a thoughtfully planned learning environment mean that children can access all areas of learning. Communication and language development are supported well through typically high-quality interactions, modelling and repetition.

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Inclusion Expected standard

The childminder works closely with parents and carers and other professionals to identify children's needs early. This helps children with SEND to make progress from their starting points. Planning is informed by regular observations and reviews of children's progress. Although the childminder does attend regular training, this is not targeted effectively to meet the needs of the children attending the setting.

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Inclusion Expected standard

The childminder uses additional funding effectively to support children's individual needs and next steps in learning. She carefully considers how resources and experiences can be used to help children make progress. For example, she provides children with experiences, such as swimming and visits to the local soft play, which they might not otherwise have.

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Leadership and governance Urgent improvement

The childminder's safeguarding practice is weak. The childminder has not provided information to Ofsted so suitability checks can be completed for all adults who work directly with children. This is a breach of the early years foundation stage requirements. This weakness demonstrates that the childminder has not consistently maintained an effective safeguarding culture.

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Leadership and governance Urgent improvement

The childminder builds positive and trusting relationships with families. Parents and carers feel informed and supported. Communication is open and regular. The childminder understands that families have different circumstances and works closely with parents to support children's wellbeing, inclusion and progress.

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Leadership and governance Urgent improvement

The childminder values training and reflective practice. She works with her assistants to ensure that all training opportunities are well thought out and impact on practice at the setting. The childminder's assistants feel very well supported and comment on the positive impact the childminder has had on their practice. The childminder shares good practice with other settings, particularly additional settings that children attend. This provides consistency for children. The childminder accesses a wide range of activities in the local community to support children's development further. Children remain at the heart of all the learning opportunities that the childminder provides.

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Compulsory Childcare Register requirements

This setting has not met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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

The childminder has failed to ensure relevant checks have been completed on assistants she works with. The childminder does not supervise assistants whose suitability has not been checked. This does not ensure the safety and wellbeing of children.

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

Children are happy, settled and confident in this welcoming, home-from-home environment. They arrive ready to play and quickly engage in activities that reflect their interests. Children confidently explore the environment. This shows they feel secure and well supported. Children demonstrate excellent levels of engagement and superb social skills. They demonstrate kindness, empathy and patience as they play together and take turns.

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

Children enjoy a wide range of experiences that support their development across all areas of learning. The childminder builds learning around children's interests. For example, children enjoy exploring different ingredients to make potions, scooping and pouring, developing their fine motor skills. Children develop their language as the childminder models words, repeats phrases and talks about what they are doing. This helps children begin to use words.

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

Children have lots of opportunities to discover and learn outdoors in the childminder's stimulating and well-planned garden. Children delight in playing in a mud kitchen and explore a range of natural resources. They display great levels of enthusiasm as they explore and try new things. Children have lots of opportunities to engage in first-hand learning. For instance, they learn about where their food comes from as they grow different vegetables in the garden.

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

Children, including those with special educational needs and/or disabilities and those who face barriers to learning, are fully included and make significant progress. The experienced childminder skilfully adapts activities to meet individual needs and works in partnership with parents and carers and other professionals. The childminder also focuses on promoting positive levels of attendance at the setting.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following action by the assigned date:

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Action Completion Date

ensure all assistants are suitable, and relevant checks are completed, to fulfil their roles 15/07/2026

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About this inspection

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

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About this inspection

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

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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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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Our grades explained

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.

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Urgent improvement

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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Urgent improvement

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Urgent improvement

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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