Driver, Constance Emily

Childminder

Unique reference number (URN): 2822927 Registered with Ofsted: 30/01/2025 Registers: EYR, CCR

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Safeguarding standards not met

Leaders have not ensured that there is an open and positive culture around safeguarding that adequately protects children from harm. This puts children at risk of harm. The childminder has not met statutory safeguarding requirements. She has not implemented safer recruitment procedures for assistants who work with her. She has not obtained references before any assistants started work. Furthermore, she allows assistants to care for children alone without a paediatric first-aid qualification. This has a potentially poor impact on children's health.

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Safeguarding standards not met

The childminder regularly updates safeguarding knowledge and discusses safeguarding scenarios with assistants.

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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 who experience barriers to learning or emotional wellbeing do not always receive timely support. Children who find transitions difficult are not supported quickly enough to settle and engage confidently from the outset. Children make progress from their starting points, but this is not as effective as it could be.

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Achievement Needs attention

Children develop communication and language skills. Children like to participate in conversations and play games that benefit their learning about early sounds. For example, children use words and speak in short sentences as they talk about the rabbits they care for, saying 'carrot'. Children join in with songs and simple music activities. They develop physical skills as they explore pouring water between containers. Creativity is developed as children paint, and explore colours. Independence is built through outdoor play and toileting routines. Children show curiosity, some confidence and enjoyment in learning. Children become more secure over time and develop some of the skills they need for their next stage of learning.

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Behaviour, attitudes and establishing routines Needs attention

Routines do not consistently promote children's safety and wellbeing. Snack times lack clear expectations because children eat while walking around the setting, sometimes without close adult supervision. The childminder does not always minimise risks linked to safe eating, hygiene and children accessing food freely. The childminder does not always adapt routines quickly enough for children experiencing emotional barriers during transition into the setting. As a result, some children are not helped swiftly enough to feel secure and engage confidently from the outset. These weaknesses reduce the overall effectiveness of otherwise positive relationships and behaviour expectations.

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Behaviour, attitudes and establishing routines Needs attention

Children generally behave well and develop positive relationships with the childminder, assistants and one another. They share resources, take turns and cooperate during activities. Practitioners use calm interactions, gentle encouragement and praise to help children feel secure, valued and confident. Children respond positively to familiar adults.

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Behaviour, attitudes and establishing routines Needs attention

The childminder supports children to express their feelings and encourages growing independence through everyday experiences, such as preparing activities and feeding animals. Children show resilience and willingness to participate as they play and listen to the childminder.

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Curriculum and teaching Needs attention

The childminder's curriculum and teaching practice does not consistently build from what children already know and can do or respond quickly enough to their individual needs. Although children are sometimes observed and assessed by the childminder, this information is not used sharply enough to tailor teaching or support children who experience barriers to learning and emotional wellbeing. For example, when children find settling and transitions difficult practice is not adapted quickly enough to reduce distress. Children showing behaviours that may have indicate emerging additional needs, are not explored sufficiently. This means that teaching and support are not consistently ambitious or responsive for every child. Opportunities to extend learning, use assessment precisely and adapt teaching for children's differing starting points are not fully embedded. As a result, while children enjoy learning and make some progress, the quality of curriculum and

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Curriculum and teaching Needs attention

teaching does not consistently maximise outcomes for all children's learning.

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Curriculum and teaching Needs attention

The childminder provides a broad range of experiences that children enjoy. This includes painting, imaginative play, caring for animals and outdoor play. They enjoy activities that teach them that emergent marks have meaning. The childminder speaks calmly, and encourages children to talk. She introduces mathematical language such as 'bigger' and 'smaller' and supports children to recognise colours. Children are generally curious, engaged and willing to take part in experiences on offer. They develop confidence, independence and physical skills through everyday routines and play.

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Inclusion Needs attention

The childminder does not consistently identify and respond promptly to children's individual needs. She does not adapt strategies quickly enough to support children who may experience difficulties settling into the setting. Some children in the setting are confident learners. However, the childminder's practice is not supporting all children to reduce barriers to learning and develop well emotionally. Overall, inclusive practice is not yet sufficiently responsive to ensure every child receives timely and appropriate support from the earliest opportunity.

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Inclusion Needs attention

The childminder generally knows the children in her care. The childminder can explain how additional funding could support children's learning, although no children currently receive

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Urgent improvement

this funding. She also understands how to support children known to social care if required. This helps to close gaps in some children's learning.

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Children's welfare and wellbeing Urgent improvement

Weaknesses in daily practice compromise children's welfare. Adults do not supervise children appropriately during snack times. Children walk around while eating, eat food from the floor and do not wash their hands before meals. Food is not stored safely, for example lunchboxes remain in children's bags and are not stored in a refrigerator. Children can access other children's food, which poses a risk to the health and wellbeing of children with allergies. These practices do not promote safe eating and good hygiene. In addition, the childminder allows assistants who work alone with children, to do so without a current paediatric first-aid. This is unsafe and is a breach of requirements .

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Children's welfare and wellbeing Urgent improvement

The childminder does not typically adapt practice quickly enough for children who find settling in difficult. Consequently, children do not consistently benefit from care practices that fully promote their safety, health and wellbeing.

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Children's welfare and wellbeing Urgent improvement

Over time, children develop trusting relationships with the childminder and assistants who work with her. They seek reassurance when needed and most children appear confident, happy and engaged in their play.

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Leadership and governance Urgent improvement

The childminder does not ensure consistent compliance with statutory requirements. The childminder has not implemented safer recruitment procedures because she has not obtained references for assistants who work with her, before they start work. She has not ensured that assistants who work with her, who may care for children alone, hold a current paediatric first-aid qualification. Oversight of daily practice is also ineffective because unsafe eating routines and food hygiene practices continue without sufficient monitoring or intervention.

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Leadership and governance Urgent improvement

The childminder does not understand her responsibility to ensure all adults working with children must have their suitability cleared by Ofsted before being included in ratios and working unsupervised. The childminder has a weak understanding of the process to follow when notifying Ofsted of changes in the household. These weaknesses are breaches to requirements. The childminder informed Ofsted about changes to the household, but she did not follow the process closely enough. As a result, some suitability checks were not completed. This lack of oversight means children are left alone with adults who are not cleared as suitable by Ofsted. The childminder's systems to monitor requirements, review practice and manage risks are not sufficient enough. The childminder has not ensured children's welfare and safety is maintained at all times.

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Leadership and governance Urgent improvement

The childminder attends local childminding groups, completes training and seeks guidance to remain informed about changes to requirements. She supports assistants in their role and understanding of the curriculum and maintains positive relationships with parents.

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

Overall, children show they enjoy spending time in the childminder's setting and learning alongside their peers. They are happy in the childminder's care. But the overall effectiveness of the provision is limited by weaknesses in practice. These weaknesses demonstrate a significant lack of understanding of statutory responsibilities in relation to safeguarding, inclusion, safer recruitment and food safety.

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

The childminder's practice is not sufficiently effective. Children with special educational needs and/or disabilities do not receive high-quality support that promotes their development. For example, children with emerging developmental needs are not identified quickly enough. The childminder does not demonstrate that she can record and monitor children's progress in a timely way. Her practice is not typically ensuring gaps in children learning are steadily closing. Children are not making the steady progress they are capable of.

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

Practice does not consistently adapt quickly enough to meet the individual needs of all children, particularly during periods of significant transition. In addition, weaknesses in safeguarding arrangements, supervision and leadership reduce the effectiveness of the provision. As a result, although children enjoy their time at the setting and make progress, they do not consistently benefit from the safe and well-managed environment they need to flourish.

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

Children engage in an appropriate range of play experiences, including creative play and outdoor learning. These experiences support their physical development, curiosity and creative expression. Children are encouraged to develop early independence skills, for example through handwashing after touching the pet rabbits and making simple choices and about what they would like to do. Early language, mathematical understanding and personal, social and emotional development are promoted through everyday interactions and activities. The childminder knows the children and celebrates their achievements.

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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 actions by the assigned date:

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Action Completion Date

ensure all assistants who care for children unsupervised hold a current and valid paediatric first aid qualification 25/06/2026

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Action Completion Date

implement safer recruitment practice by ensuring references are obtained, scrutinised and recorded for all assistants in line with statutory safeguarding requirements 25/06/2026

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Action Completion Date

ensure children are appropriately supervised at all times, particularly while eating to minimise the risk of choking and promote their safety and wellbeing 25/06/2026

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Action Completion Date

improve food hygiene practices, particularly ensuring food is stored, prepared and provided in a hygienic and safe way. 25/06/2026

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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 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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About this setting

Operating hours: Tuesday,Wednesday,Thursday : 08:30 - 15:00

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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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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

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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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