Childminder

Childminder

Unique reference number (URN): 2733242 Registered with Ofsted: 19/07/2024 Registers: EYR

p.1

Safeguarding standards not met

The childminder has not ensured that there is an open and positive culture around safeguarding that adequately protects children from harm.

p.2

Safeguarding standards not met

The childminder has not taken sufficient action to meet the statutory safeguarding requirements of the early years foundation stage (EYFS). This is because she allowed an assistant to work before Ofsted had completed the required suitability process. As a result, the assistant was not permitted to have unsupervised contact with children. In addition, the childminder did not notify Ofsted that she had employed an assistant, as required. Furthermore, the childminder's safeguarding training was not maintained in line with statutory requirements.

p.2

Safeguarding standards not met

These weaknesses reduce the effectiveness of the safeguarding arrangements because statutory requirements designed to protect children were not followed consistently. This means that children may not consistently receive the protection that the statutory safeguarding arrangements are intended to provide. Although the childminder demonstrated a good understanding of safeguarding responsibilities and child protection procedures, the identified breaches of the EYFS statutory requirements meant that the safeguarding standards were not met

p.2

How we evaluate safeguarding

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

p.2

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.

p.2

Achievement Expected standard

Children make progress in their communication and language and show growing confidence in expressing themselves during play and everyday interactions. They join in with familiar songs, stories and group activities, using words and short phrases to communicate their ideas and respond to what they hear. Children who speak more than one language participate confidently and engage well alongside their peers.

p.2

Achievement Expected standard

Children develop early mathematical understanding through regular opportunities to count, recognise shapes and use mathematical language. They demonstrate confidence when counting objects and identifying shapes during play, showing familiarity with concepts such as size, quantity and number.

p.2

Achievement Expected standard

Children also develop physical skills through active play indoors and outdoors. They enjoy regular opportunities to be physically active and participate enthusiastically in outdoor experiences. Children move around their environment with growing confidence and enjoyment.

p.2

Achievement Expected standard

Overall, children make progress from their starting points, reflecting the childminder's generally effective understanding of their development and learning needs.

p.3

Behaviour, attitudes and establishing routines Expected standard

The childminder supports children to understand what happens during the day through calm and consistent routines. She provides clear guidance during play and everyday activities and uses praise and encouragement to promote positive behaviour. Children respond well to this approach and show willingness to join in with activities and cooperate during routines.

p.3

Behaviour, attitudes and establishing routines Expected standard

The childminder acts as a positive role model. She speaks respectfully and uses simple, clear language to support children's understanding. Children respond positively, engaging in activities and showing enjoyment as they take part. They are familiar with daily routines, including joining in with group activities and helping to tidy away resources.

p.3

Behaviour, attitudes and establishing routines Expected standard

The childminder promotes regular attendance, which supports continuity in children's learning and helps them settle into familiar routines. Children move confidently between activities and respond positively to the childminder's expectations. The childminder supports children sensitively when they need reassurance or encouragement. This helps them to manage transitions calmly and remain emotionally secure.

p.3

Behaviour, attitudes and establishing routines Expected standard

However, opportunities for the childminder to develop children's independence further within the daily routines are not yet embedded. At times, children are not encouraged to make choices or take responsibility for aspects of daily routines for themselves.

p.3

Curriculum and teaching Expected standard

The childminder plans a curriculum that reflects children's interests, starting points and next steps in learning. She uses ongoing observation to understand what children know and can do and incorporates learning opportunities into everyday play and routines. The curriculum focuses on supporting communication and language, early mathematical understanding and personal development through a range of play-based experiences.

p.3

Curriculum and teaching Expected standard

The childminder supports learning by joining children's play, modelling language and using familiar activities to reinforce key skills. For example, during a dotty sticker activity, children eagerly identified colours, counted the stickers and talked about where they should be placed. The childminder modelled language, introduced mathematical vocabulary and encouraged children to talk about what they were doing. These experiences helped children develop their communication, early mathematical understanding and fine motor skills.

p.3

Curriculum and teaching Expected standard

Children also benefit from stories, songs and daily conversations, which help build their vocabulary and confidence in communication. Children who speak English as an additional language are supported through repetition, visual cues and opportunities to hear and use both English and their home language.

p.3

Needs attention

The childminder follows children's interests to maintain engagement and uses a range of resources, both indoors and outdoors, to support learning. She provides opportunities for children to be active and explore, outdoors and in the local community, to support children's physical development and confidence.

p.4

Needs attention

However, opportunities to consistently extend children's thinking and communication are not yet fully embedded. At times, interactions move on too quickly and children are not always given sufficient time to respond or develop their ideas further. As a result, children occasionally do not have opportunities deepen their learning during some play and routines.

p.4

Inclusion Expected standard

The childminder promotes inclusion effectively and ensures that children feel valued and able to take part in all aspects of the setting. She typically adapts her interactions to support children's communication and engagement, including those who speak English as an additional language. She uses repetition, visual cues, gestures and familiar routines to help children understand and participate confidently in activities.

p.4

Inclusion Expected standard

The childminder monitors children's development through ongoing observation and uses what she knows about children to support their participation and learning. She works closely with parents, discussing children's needs, progress and next steps to help maintain continuity between home and the setting.

p.4

Inclusion Expected standard

The childminder demonstrates a secure understanding of how to support children with special educational needs and/or disabilities. She has completed relevant training and understands the importance of early identification, working in partnership with parents and seeking advice from external agencies where appropriate. She plans activities and provides suitable resources to meet children's individual needs and support their learning and engagement.

p.4

Inclusion Expected standard

The childminder helps children learn about different cultures and traditions through planned activities, books, celebrations and experiences within the local community. As a result, children feel included, develop confidence and form positive relationships.

p.4

Children's welfare and wellbeing Needs attention

The childminder's arrangements to promote children's welfare and safety are not consistently secure. Weaknesses in staffing suitability arrangements reduce assurance that care and supervision are consistently effective. This affects how safely children are supported across the day.

p.4

Children's welfare and wellbeing Needs attention

The childminder provides caring and responsive support that promotes children's health, comfort and wellbeing. She plans routines to meet each child's needs. She responds sensitively to children's emotional and physical cues and offers reassurance during transitions such as settling in. She promotes children's understanding of oral health through

p.4

Urgent improvement

practical activities and discussions. Children follow daily hygiene routines, including handwashing before meals.

p.5

Urgent improvement

Children benefit from regular outdoor play and physical activity, supporting their coordination and wellbeing. Suitable safe sleeping arrangements are in place. The childminder maintains a clean and organised environment so children can explore safely. Overall, children benefit from caring routines that support their health and wellbeing.

p.5

Leadership and governance Urgent improvement

The childminder employed an assistant and allowed her to work. Under these circumstances, the assistant was not permitted to have unsupervised contact with children. In addition, the childminder did not ensure that safeguarding training was kept up to date in line with statutory requirements.

p.5

Leadership and governance Urgent improvement

The childminder provides leadership and governance for the setting, but there are weaknesses in ensuring all statutory requirements are consistently met. She maintains policies and procedures intended to support children's welfare and learning, but they are not always applied with sufficient rigour to secure consistently high-quality wellbeing outcomes.

p.5

Leadership and governance Urgent improvement

The childminder provides a welcoming environment and builds positive relationships with children and families. She plans activities linked to children's interests and stages of development. The childminder communicates regularly with parents and carers and celebrates children's achievements, helping to maintain continuity between home and the setting. Parents speak positively about the care their children receive and describe the childminder as caring, approachable and supportive.

p.5

Leadership and governance Urgent improvement

The childminder understands the changes required and is taking steps to ensure statutory requirements, including notifications to Ofsted, are followed and meet regulatory expectations. Until these improvements are fully embedded, weaknesses in safeguarding arrangements may continue to affect children's daily experiences.

p.5

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

The childminder has not consistently met statutory safeguarding requirements. However, children enjoy positive relationships with the childminder. She knows children well and understands their interests, routines and individual personalities. She responds to children's needs with reassurance, encouragement and praise throughout the day. This helps children feel safe, valued and secure. Children play happily alongside one another and are supported to take turns, share resources and develop friendships. Partnerships with parents help provide consistency in children's care and learning. Children who speak English as an additional language participate confidently in daily experiences.

p.6

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

Children enjoy a varied day where they have opportunities to explore, play and learn together. They eagerly join in with stories, songs and play experiences, confidently sharing their ideas and responding to the childminder's questions. Children are curious and motivated to participate and enjoy revisiting familiar learning through play. The childminder supports children's confidence and helps them develop the knowledge and skills needed for their next stages of learning.

p.6

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

Children benefit from familiar routines and positive experiences each day. They enjoy healthy snacks and learn about healthy lifestyles through everyday routines and discussions. They benefit from regular opportunities to play outdoors and develop their physical skills. Children behave well and respond positively to the childminder's expectations. As a result, children develop confidence and positive attitudes towards learning.

p.6

Next steps

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

p.6

Action Completion Date

ensure safeguarding training is renewed every 2 years 31/07/2026

p.6

Action Completion Date

ensure all adults who live in the household and/or work with children have undergone the required suitability checks with Ofsted 31/07/2026

p.6

Action Completion Date

ensure any adults whose suitability has not been checked do not have unsupervised contact with children 31/07/2026

p.6

About this setting

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

p.7

Facts and figures used on inspection

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

p.7

About this inspection

The inspector spoke with the childminder, assistant, and parents and carers during the inspection.

p.7

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.

p.7

Exceptional

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

p.8

Strong standard

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

p.8

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.

p.8

Needs attention

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

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

p.8

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn . Store Street Manchester M1 2WD

p.8

Urgent improvement

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

p.9