Childminder

Childminder

Unique reference number (URN): 227565 Registered with Ofsted: 03/01/1980 Registers: EYR, CCR, VCR

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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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

There are inconsistencies with the quality of teaching and education children receive. For example, children with special educational needs and/or disabilities or with other barriers to their learning do not always receive the full care or support they require in their care and/or learning. Consequently, they do make enough progress in their learning from their starting points. In addition, some children are not well enough prepared for the next stage of their learning, including school. This is because next steps are not always focused enough on their development and gaps they may have in their learning.

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Achievement Needs attention

Some children learn how to fit puzzle pieces together, as they start to understand how straight pieces fit together. They keep on trying until they are successful. Children show pride as they smile and clap their hands when they reach their aim. Younger children have lots of opportunities to extend their vocabulary, as they attempt to say single words and name objects. Children use their hands, gestures and some words to express themselves. They practise saying colours and shape names. Children learn how to count in sequence. They develop their physical abilities, such as jumping and climbing. Children show a willingness to try new fruits, such as blueberries.

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Behaviour, attitudes and establishing routines Needs attention

The childminder does not effectively support children to learn right from wrong or expectations for their behaviour. When children display undesired behaviours, such as climbing on children-sized tables or chairs or damaging resources, the childminder tells them 'no'. She does not support children to understand why some behaviours are not acceptable, how they can play safely or how they should show care and respect for others. Consequently, these behaviours are repeated and this impacts on the learning environment and others. The childminder praises children for what they do well.

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Behaviour, attitudes and establishing routines Needs attention

The childminder recognises when children are unsettled. She provides them with cuddles and love, and she tries to support children to understand their emotions. Children quickly seek the childminder out when they are in need of reassurance. This demonstrates the bonds they have formed with her. The childminder follows children's individual needs, such as when they become hungry, tired or thirsty. She quickly identifies when children lose interest in the activities, and she follows their interest to provide other learning experiences. This helps children to develop their motivation and focus as they play.

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Behaviour, attitudes and establishing routines Needs attention

The childminder monitors children's attendance and helps parents to understand the importance of this. She makes reasonable adjustments to the learning experiences and environment to help ensure children with special educational needs and/or disabilities are able to join in.

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Children's welfare and wellbeing Needs attention

The childminder does not fully support children to understand their actions and the impact they have. Children can, at times, display repeated poor behaviours, which impacts on others and on the learning environment. The childminder does not work effectively and in partnership with all parents. This does not ensure that children with special educational needs and/or disabilities or with other barriers to their learning receive the consistency they require in their learning and care.

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Children's welfare and wellbeing Needs attention

Children have opportunities to get physical in their play. This includes trips to the local park and walks around the local area. Children practise jumping on 2 feet and practise movements to music. The childminder provides children with a range of balanced and healthy meals. Children help themselves to water. They have some opportunities to take rest during the day.

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Children's welfare and wellbeing Needs attention

The childminder follows children's cues effectively, such as when they become hungry or when they need a change of nappy or clothing. She cleans children's hands and faces before and after meals. The childminder supports children to develop their independence, as they make choices. Children choose where and what they want to play with. The childminder follows children's interests during this time. Children develop warm relationships with the childminder.

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Curriculum and teaching Needs attention

The childminder does not adequately reflect on her own teaching practice. Her use of planning is mainly child-led. At times, the childminder does not focus enough on what children need to learn next. This is because she does not identify key next steps for children to achieve. There are inconsistencies with how the childminder engages and supports children with special educational needs and/or disabilities or children with barriers to their learning. These weaknesses together do not support all children to make continued progress in their development.

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Curriculum and teaching Needs attention

The curriculum covers all areas of learning. While the childminder places focus on children's speech and language development, she needs to develop some strategies used to help fully promote children's speech. For instance, she gives children dummies that they use for prolonged periods of time, including when they attempt to speak and say words. Other support that the childminder offers is more effective. For example, she helps children to develop a love of books and reading. Children help themselves to stories, and they attempt to say words as they look at pictures. The childminder reads clearly. She repeats single words, such as animal names and objects, to help children develop their vocabulary.

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Curriculum and teaching Needs attention

The childminder teaches children shapes, colours and numbers as they play. She models how to count in sequence. Children eagerly join in as they start to represent amounts using their fingers. The childminder supports children to learn how to move themselves on cars. She takes the children on walks for them to learn about the world around them.

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Inclusion Needs attention

The childminder has not maintained her own training. Consequently, her knowledge of how to support disadvantaged children and/or children with special educational needs and/or disabilities (SEND) is not clear enough. In addition, there are inconsistencies with how the childminder works with parents and other professionals. For example, there are times where she does not seek advice from other professionals or where she does not gain sufficient information about the children. This does not ensure that all children receive the full support they require in their care and/or learning.

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Inclusion Needs attention

The childminder uses assessments and observations to identify some gaps in children's learning. This needs to be developed further to help ensure all gaps in children's learning are identified. In addition, at times, she does not set relevant next steps for children to achieve. This does not ensure that children with SEND and disadvantaged children are able to make the best possible progress in their learning.

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Inclusion Needs attention

The childminder has knowledge of how to use any additional funding she receives, such as to buy resources or equipment for children. She also tries to provide new experiences for children, such as on trips and visits. The childminder monitors the use of funding to help ensure it has an adequate impact on children's wellbeing and welfare. She makes some adaptations to activities and the learning environment. This ensures that her setting and learning experiences are accessible for children. The childminder discusses some information with parents and makes referrals to other professionals.

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Leadership and governance Needs attention

The childminder has not focused enough on her own training or professional development. Consequently, she has not maintained her knowledge to a high level. In addition, the childminder does not accurately reflect on her teaching practice. Although she is able to identify areas of strength, she does not focus enough attention on what could be improved. This does not ensure that the overall quality of the setting continues to improve over time. There are also inconsistencies with how the childminder works with some parents, some professionals or other settings children may attend. This does not ensure that all children receive the care and support they require to fully thrive.

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Leadership and governance Needs attention

The childminder finds out some key information about the children from parents when they first start to attend. This includes information, such as dietary needs, interests, likes and some information about the children's development. She also shares some information with other settings that children attend, when they contact her.

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Leadership and governance Needs attention

The childminder keeps her core training up to date, which includes safeguarding and paediatric first aid. She takes on board feedback from others in a professional manner. The childminder has taken steps to improve her knowledge of safeguarding and to update her safeguarding policy. She speaks to children with high levels of care and respect. The childminder manages resources well, as she follows children's interests and their lead. She is mindful of her own workload and wellbeing, and she takes steps to ensure that this is manageable.

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Compulsory Childcare Register requirements

This setting has 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

Children with special educational needs and/or disabilities (SEND) or with other barriers to their learning do not receive the full support they require. This is because there are inconsistencies with how the childminder works with some parents, some professionals or other settings that children attend.

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

There are inconsistencies with the quality of teaching and education children receive. For instance, children's next steps are not focused enough on any gaps they may have in their learning. This does not ensure all children are able to make enough progress in their learning from their starting points.

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

The curriculum covers all areas of learning. It is sequenced well. Children mostly experience child-led activities and learning experiences, as the childminder follows their interests. Children are happy and settled with the childminder. They regularly seek her out for reassurance and comfort. The childminder responds sensitively to children during this time. She showers them with cuddles and care. Children remain engaged as they make marks using a range of crayons and mark-making equipment on paper. Children eagerly show the childminder the marks they have made. The childminder praises children for their efforts. Children explore space as they attempt to fit puzzle pieces into the right hole. The childminder supports them to learn techniques, such as finding the straight edge.

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

Children develop a love of books. They independently select books from the shelf and give these to the childminder for her to read to them. Children start to say some words as they attempt to give meanings to the pictures. The childminder works flexibly with parents to help promote children's attendance. For instance, she makes changes to children's hours and days where required. The childminder makes reasonable adjustments to the learning environment. This helps to support children with SEND to be able to access activities.

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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

must work more effectively with parents, other professionals and other settings to ensure children receive the specialist care and support they require 07/07/2026

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Action Completion Date

should use assessments and planning more effectively to identify gaps in children's learning and to build on children's knowledge and skills 07/07/2026

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Action Completion Date

must develop the strategies used to manage children's behaviour, specifically to support children to understand right from wrong and how their actions impact on others 07/07/2026

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Action Completion Date

needs to prioritise her own professional development and reflect more accurately on the quality of the setting, to help bring about improvement and raise outcomes for all children 07/07/2026

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:30

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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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About this inspection

The inspector spoke with the childminder 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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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

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

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