Childminder

Childminder

Unique reference number (URN): 2797664 Registered with Ofsted: 06/08/2024 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. She does not understand or comply with the requirement to report safeguarding concerns about children to the local authority children's social care team in line with reporting procedures. This compromises children's safety and welfare.

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Safeguarding standards not met

The childminder does not follow up safeguarding concerns or seek assurance that concerns reported to other agencies have been appropriately progressed. This means she cannot ensure that children who may be at risk receive the timely help and protection they need.

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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 Urgent improvement

Children are not achieving well enough and are not prepared effectively for the next stage in learning, particularly those who have special educational needs and/or disabilities or face other barriers to their learning. Overall, children do not develop sufficiently high levels knowledge and understanding. They use occasional opportunities to practise skills, such as climbing at the park or blowing bubbles. However, these experiences are often spontaneous and are not adapted to support their learning. This limits how securely children build the knowledge, communication, independence and confidence they need for later learning.

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Achievement Urgent improvement

Children enjoy their regular visits to the park and attend a playgroup, where they explore the local community and spend time with others. While this promotes their social skills, children gain little else from these experiences. Children do not engage in purposeful play or learning for sustained periods and do not develop positive attitudes to learning.

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Behaviour, attitudes and establishing routines Urgent improvement

There are weaknesses in the curriculum implementation and arrangements for children with special educational needs and/or disabilities or other barriers to learning. At times, they become bored and unsettled. There are too few opportunities for children to explore, investigate and focus. This does not support them to become curious, independent learners. The childminder does not proactively work with other agencies to serve children's best interests. She does, however, build trusting relationships with children and promotes some positive behaviour.

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Behaviour, attitudes and establishing routines Urgent improvement

The childminder encourages children to follow routines, such as road safety on outings. She also understands the importance of promoting children's regular attendance. Children are settled with the childminder and respond well to familiar adults. They have opportunities to spend time with other children during visits to the park and playgroup. However, they do not receive enough purposeful opportunities to develop positive attributes, such as resilience, confidence and independence, in preparation for the next stage in their learning.

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Children's welfare and wellbeing Urgent improvement

The childminder does not have sufficient knowledge of safe-sleep practices. For examples, she does not regularly check children while they are sleeping to ensure they are safe. This does not adequately promote children's safety and welfare. Care routines do not consistently support children's health, safety and wellbeing. For example, hand-washing routines are not securely embedded, including before eating and after children handle potentially contaminated items. The childminder does not always plan effectively for children's welfare on outings, such as ensuring drinking water is available on a hot day.

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Children's welfare and wellbeing Urgent improvement

Although the childminder discusses children's individual care needs with parents, these discussions do not consistently lead to effective action to promote children's health and wellbeing. However, she provides some caring support. The childminder supervises children closely on outings, helps them cross roads safely, prepares foods to reduce choking risk and contacts parents promptly when a child is unwell. Children benefit from a calm and nurturing environment where they appear settled and comfortable. Nevertheless, weaknesses in care routines and welfare practice mean children's health, safety and wellbeing are not consistently promoted.

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Curriculum and teaching Urgent improvement

The childminder does not design and implement a curriculum that reflects children's individual needs, or their age and stage of development. She does not make effective use of accurate ongoing assessment to monitor children's progress or identify what they need to learn next. This impacts on the progress they make, particularly those who have barriers to their learning. The childminder does not suitably challenge children or build on what they know and can do. She identifies that children need support with areas such as communication, early mathematics and physical development. However, typically the activities offered are not adapted or extended well enough when children do not engage or lose interest.

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Curriculum and teaching Urgent improvement

The childminder provides children with some experiences that they enjoy, such as visits to parks and playgroups. However, she does not recognise or use the opportunities that these present to promote children's learning. Although the childminder identifies areas where children need additional support, she does not take the action needed to improve the quality of teaching or the support provided for children.

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Inclusion Urgent improvement

The childminder does not have effective arrangements in place to support children with special educational needs and/or disabilities, or those who have barriers to their learning. Although the childminder is able to identify delays in children's learning and development, she does not seek appropriate support and make referrals to other agencies. This does not ensure that children make sufficient progress in their learning and development. The childminder recognises that she does not adequately adapt her practice to ensure that she consistently meets children's individual needs.

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Inclusion Urgent improvement

Although the childminder occasionally uses methods, such as sign language, she does not assess the impact these have on children's learning and development. The childminder is aware of some areas where children require additional support, including communication and physical development. However, she does not take appropriate or prompt action to seek professional support to help meet children's identified needs. The support children receive is not planned or reviewed well enough to effectively support their learning and development.

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Leadership and governance Urgent improvement

The childminder does not understand or carry out her responsibilities well enough to ensure that children's safety is assured, or that their learning needs are met. Although she is able to identify when children may be at risk of harm, she does act appropriately to safeguard children. In addition, the childminder does not have sufficient knowledge of safe-sleep requirements. The childminder does not have effective oversight of children with special educational needs and/or disabilities, or those who have barriers to learning, and arrangements do not meet their needs. She does not implement an ambitious curriculum or use assessment accurately enough to monitor children's progress and plan what they need to learn next. The childminder reflects on aspects of her practice and recognises some areas for improvement. However, she does not evaluate her practice effectively enough to identify weaknesses promptly or ensure that actions taken improve outcomes for children.

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Leadership and governance Urgent improvement

Although the childminder has completed relevant training and can identify some concerns, she does not implement this knowledge effectively in practice. She does not take timely action to secure appropriate support for children or ensure that safeguarding concerns are followed up, in line with local procedures. Parent partnerships are positive in some ways. However, accurate information about children's progress is not shared and discussed effectively enough to support children's learning at home.

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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

There are weaknesses in the childminder's knowledge of when to refer concerns about a child's safety or wellbeing, and of the local authority safeguarding procedures. This does not enable her to ensure children's safety and wellbeing. The childminder does not follow safe sleep practices and does not check children when they are asleep. The childminder does not have effective arrangements in place to support children with special educational needs and/or disabilities, or those who have barriers to their learning.

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

Children do not benefit from an ambitious curriculum that supports their learning and development. The childminder does not complete accurate assessments of children's progress, including the 2-year-old progress check. This does not ensure that any gaps in child development are identified at the earliest opportunity, or provide parents with information to support their child's learning at home. Breaches to the learning and development requirements mean children do not achieve well and do not receive opportunities to develop positive attitudes to learning.

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

Children experience time in the local community, such as visits to a local park and playgroup, where they have opportunities to meet others. The childminder helps children learn how to keep themselves safe on outings, for example, when crossing roads. She builds trusting relationships with children. They benefit from the childminder's calm, homely environment where they settle well. They have opportunities to develop some physical and social skills through these regular outings. However, weaknesses in safeguarding, teaching and in the arrangements to meet children's individual needs significantly reduce the overall quality of their experiences. Children are not supported well to prepare for the next stage in learning.

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Next steps

The provider is not meeting the requirements of the Early years foundation stage and Childcare Register and Ofsted intends to take enforcement action.

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Next steps

We will issue a Welfare Requirements Notice requiring the provider to have taken the following actions by the assigned date:

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Action Completion Date

gain a secure knowledge and understanding of local safeguarding procedures and how to implement these in practice 17/07/2026

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Action Completion Date

develop a secure understanding of safe sleep government guidelines, including ensuring that sleeping children are frequently checked 17/07/2026

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Action Completion Date

implement effective arrangements to support children with special educational needs and/or disabilities, including liaising with other agencies 17/07/2026

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Action Completion Date

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

implement an ambitious curriculum that suitably challenges children and builds on what children know and can do 01/10/2026

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Action Completion Date

ensure that assessments of children's progress are accurate and that the progress check for children aged between 2 and 3 years is shared with parents, as required 01/10/2026

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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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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 17:00

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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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