Childminder

Childminder

Unique reference number (URN): EY417122 Registered with Ofsted: 16/11/2010 Registers: EYR, CCR, VCR

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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. Despite knowing that she must, the childminder has not informed Ofsted of changes to persons associated with her household in line with previously agreed risk assessments. She has not ensured that all persons who have regular contact with children, or who live or stay regularly at her home, are suitably checked as required. Ofsted is not assured of the suitability of all persons who live or stay regularly at the premises. This compromises children's welfare.

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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 Expected standard

Typically, children achieve well from their starting points and develop a broad range of age- appropriate knowledge and skills across the early years foundation stage. Gaps in all children's learning are closing, particularly where there are potential barriers to their learning.

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Achievement Expected standard

Children's communication and language skills are developing well. They acquire a wide vocabulary. For example, when the childminder and any assistants narrate children's play, they introduce precise language, such as the word 'paramedic'. Children of all ages develop their listening and attention skills effectively. They are interested and engage in the focused activities, such as singing time. Children develop their conversation skills chatting with their friends and the adults who care for them. They enjoy selecting and looking at books independently, developing their literacy skills.

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Achievement Expected standard

Children grow in confidence and independence. They gain skills that will prepare them for their eventual move on to school. The childminder places a clear emphasis on supporting children's readiness for transition and work closely with parents and other providers. Information is shared effectively so that children's strengths, needs and interests are well understood.

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Behaviour, attitudes and establishing routines Expected standard

Children consistently demonstrate positive behaviour and attitudes towards their learning. The childminder and any assistants provide calm, nurturing and predictable guidance, which helps children to feel secure and confident. Children are kind and respectful towards one another. They share resources and cooperate well during their play. When children find it difficult to manage their own behaviour, adults respond promptly and sensitively, helping children to understand the impact of their actions and supporting them to make positive choices.

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Behaviour, attitudes and establishing routines Expected standard

Children show curiosity and enjoyment in their activities and are motivated to learn. Well- established daily routines support children to develop independence and self-help skills. For example, children confidently manage personal routines, such as putting on their own coats in preparation for outdoor play. Adults use frequent, specific praise, which helps to build children's confidence, resilience and positive attitudes to learning.

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Behaviour, attitudes and establishing routines Expected standard

The childminder recognises the importance of regular attendance and works closely with parents and carers to establish calm, positive routines. Clear expectations and appropriate follow-up, support children to arrive settled, on time and ready to engage. As a result, a calm and respectful culture is embedded. Children increasingly manage their own behaviour and routines independently.

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Curriculum and teaching Expected standard

The childminder has a secure understanding of child development and the early years foundation stage. She knows the children well and, typically, her assessment of what they know and need to learn next is accurate. Starting points are clearly identified and agreed with parents and carers. The childminder ensures that teaching builds on what children already know and can do, enabling learning to progress appropriately. Children are supported well for their next steps in learning, including their eventual move on to school.

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Curriculum and teaching Expected standard

The curriculum reflects the ages and stages of the children attending and is delivered through purposeful interactions, play and daily routines. Appropriate priority is given to promoting children's communication and language development and to supporting their physical, personal, social and emotional development.

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Curriculum and teaching Expected standard

The childminder engages children in frequent conversations and asks thoughtful questions to support speaking and listening skills. Children are becoming increasingly confident communicators. Opportunities to develop early mathematical understanding are provided through play, with adults introducing mathematical language during children's play. Children practise sorting, categorising and counting, which supports their understanding of early mathematical concepts. The childminder ensures that physical development is promoted from an early stage, providing effective opportunities for babies to develop their core strength and mobility.

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Inclusion Expected standard

The childminder and any assistants who work with her know children and families well. They identify children's individual needs accurately, including any emerging or changing needs. They have appropriate expectations for all children and take effective action to reduce barriers to learning and wellbeing. This includes adapting routines, interactions and the environment so that children can participate confidently in daily activities.

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Inclusion Expected standard

The childminder works closely with parents and carers. She seeks advice from external professionals to support children's needs. Children's progress is monitored and support is reviewed regularly, with adjustments made when required. Teaching is adapted to take account of individual needs, and quieter children are supported to take part fully. Children's views and choices are valued. Adults listen carefully to children's ideas, helping them to feel respected and confident.

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Children's welfare and wellbeing Urgent improvement

The childminder does not consistently prioritise and promote the safety and welfare of the children attending her setting, with particular regard to considering potential risk associated with changes to her household members. Failure to implement and follow procedures to ensure risk is properly assessed and understood, including by other agencies, compromises children's welfare and exposes them to a risk of harm.

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Children's welfare and wellbeing Urgent improvement

In their interactions with children, the childminder and any assistants establish secure and responsive relationships. Children show high levels of confidence in the setting, access resources freely and seek support from adults when needed. They have a strong sense of belonging and are settled and happy. Parents provide detailed information before children start, which supports smooth transitions and helps children feel known, cared for and emotionally secure.

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Children's welfare and wellbeing Urgent improvement

The childminder has a clear understanding of children, who may face barriers to learning or wellbeing, and puts appropriate support in place so that all children are included and able to thrive. Children are supported to recognise, express and manage their own emotions through regular, sensitive interactions. Babies show clear signs of attachment, and older children confidently communicate their needs. Care routines support growing independence, including personal care and hygiene. Children benefit from regular outdoor play and daily opportunities for physical activity, using equipment, such as slides, and learning about how to manage their own safety. Healthy choices are promoted through nutritious meals, snacks, well-supervised sleep, rest and exercise.

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Leadership and governance Urgent improvement

The childminder has failed to meet her responsibilities to notify Ofsted and other agencies, when there are changes that may impact on children's safety. Despite previously demonstrating a clear understanding of her responsibilities, she has failed to work with Ofsted and other agencies to assess potential risk associated with changes to her household members. The childminder has not taken steps to ensure that all persons who live or regularly stay at her home are suitable. She has failed to openly share information and has not acted in the best interests of minded children. While there is no indication that any child has been harmed in the setting, the childminder's poor leadership of her provision has compromised children's safety.

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Leadership and governance Urgent improvement

The childminder welcomes the views of parents and carers to help her ensure the setting meets the needs of all children. Parents speak positively about the care their children receive and report improvements in children's confidence, social skills and emotional development. The childminder recognises the importance of partnership working, including sharing information with local schools to support smooth transitions.

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Leadership and governance Urgent improvement

The childminder provides clear direction for her assistant so that routines and expectations are generally consistent. Professional development opportunities, including peer observation and feedback, takes place. However, this has not been prioritised with sufficient consistency to sharply focus on further improving the quality of teaching and sustaining improvement over time.

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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 not 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's safety is compromised as there are significant failings in the childminder's management of her provision for children. The safeguarding culture for children in the setting lacks transparency. Risks to children have not been robustly assessed as the childminder has failed to work collaboratively with Ofsted and other safeguarding agencies to consider changes to persons who live or regularly stay at the premises.

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

Children's learning is managed much more effectively. Children show that they are valued and are happy as they play and learn. The childminder takes time to understand children's

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Inspectors:

Vicki Brown Luke Heaney individual needs and works closely with parents and carers to meet these. The provision is adapted so that all children can take part in activities. Children are given sufficient time to become deeply involved in their play, which supports enjoyment and sustained engagement.

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Inspectors:

Children make progress in their development and build confident attitudes towards their learning. They play together harmoniously, learning to share and take turns. Older children support younger children sensitively, creating a strong sense of belonging. Children develop independence through daily routines and become increasingly confident in communicating their needs and caring for themselves. These experiences help children to feel secure, develop socially and prepares them well for their next stage of learning.

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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

take immediate steps to provide information to Ofsted for suitability checks to be completed in respect of all persons living or staying regularly at the premises 07/08/2026

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Action Completion Date

take immediate steps to ensure the safety of minded children, where information indicates that any person living or staying at the premises may be disqualified 07/08/2026

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About this inspection

The inspectors spoke with the childminder and any assistants 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 inspection

The inspection started on 29 January 2026. An inspectors returned on 14 May 2026 to gather additional evidence in line with Ofsted inspections and visits: Deferring, pausing and gathering additional evidence policy.

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About this setting

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