Childminder

Childminder

Unique reference number (URN): 2497996 Registered with Ofsted: 08/01/2019 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 Expected standard

Children, including those with special educational needs and/or disabilities (SEND), those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing typically develop the skills they need for the next stage in their learning. They make progress from their starting points. Their confidence develops from the secure attachments they form with the childminder. Children, particularly those with SEND, develop an increasing ability to interact positively with other children and staff.

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Achievement Expected standard

Children develop their physical development through a range of activities that support both large and small muscle development. They enjoy riding a scooter and squeeze the lever on a spray to squirt the water. Children, including those with SEND, develop their concentration skills as they focus on a sensory activity. They use a range of language as they interact with staff. Children begin to have back-and-forth conversations with their friends. They develop their independent skills as they learn to use the toilet and wash their hands.

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Behaviour, attitudes and establishing routines Expected standard

Children typically enjoy the activities that the childminder provides. They generally behave well and begin to understand what is expected of them. Children, including those with special educational needs and/or disabilities, and those who may face other barriers to their learning and/or wellbeing, follow familiar routines and respond to the childminder's direction. Children typically show positive attitudes to their learning. They enjoy exploring the new activities. Children learn to concentrate while scooping and filling containers. The childminder encourages children to do things for themselves and develop their independent skills. For example, they find their own water bottles at snack time, using their own pictures on the bottles.

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Behaviour, attitudes and establishing routines Expected standard

The childminder is a positive role model and demonstrates appropriate interactions with children. Children develop positive relationships with staff and their peers. The childminder praises children for their efforts. When children need support to share or take turns, the childminder offers support to help them share resources. She plans opportunities for children to take turns. For example, she puts limited number of scoops out so children can learn to take their turn with a larger scoop.

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Behaviour, attitudes and establishing routines Expected standard

The childminder works effectively with parents to promote regular attendance. She monitors absences and follows up promptly with families when children do not attend as expected.

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Inclusion Expected standard

The childminder demonstrates an understanding of how to identify and support the needs of all children, including those with special educational needs and/or disabilities (SEND), those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing. She understands her responsibilities to

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Needs attention

promote inclusive practice for all children. Children typically make progress in their development and develop the skills needed for the next stage in their learning.

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Needs attention

The childminder identifies children's needs through ongoing observation and discussion with parents. She works with parents and carers to understand the needs of all children and supports their ongoing learning and development. This helps her to offer the appropriate support and guidance to children and families. When the childminder identifies that further support is needed, particularly for children with SEND, the childminder completes referrals for these children. The childminder does this alongside their parents. She helps to guide and support parents through the process of referrals to the relevant outside agencies. The childminder shares relevant information with other agencies. She follows any strategies they provide to support children's ongoing learning and development.

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Children's welfare and wellbeing Needs attention

The childminder has failed to identify risks within the environment. For example, equipment is stacked on top of storage units, and unused chairs that are not stacked safely are left close to where children play. This compromises children's safety and wellbeing. When risks are identified, the childminder does not act swiftly enough to minimise risks to children or staff. For example, the changing mat is torn and worn and has not been replaced. Floor tiles are missing in the toilet area, which could pose a trip hazard. The toilet flush button is missing. This does not help to support the health and wellbeing of children or staff.

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Children's welfare and wellbeing Needs attention

That said, children are settled in the care of the childminder. She knows children well. The childminder works closely with parents and carers to help settle children in. She gains relevant information to understand the individual needs of all children, including those with special educational needs and/or disabilities and those who may face other barriers to their learning and/or wellbeing. She gathers information from parents and carers about children's likes, dislikes and home routines. This helps the childminder to support all children to settle and feel included at her setting.

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Children's welfare and wellbeing Needs attention

The childminder offers a healthy diet and supports children to learn about hygiene routines. Children learn how to wash their hands before eating and after using the toilet. The childminder has an understanding of how to support safer-sleeping and safer-eating practices. This helps children to remain safe during mealtimes and sleep times.

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Curriculum and teaching Needs attention

Overall, the childminder plans an appropriate curriculum to meet the needs of all children, including those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing. However, there are inconsistencies in the planning and implementation of the curriculum for some children. The childminder does not effectively consider how the outdoor learning environment can offer a challenging and inviting environment for all children to learn and develop. She does not effectively plan for children's learning and development during school holidays. This does not support all children to benefit from a consistently ambitious curriculum that supports all areas of learning.

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Curriculum and teaching Needs attention

That said, the childminder typically supports children's development well. She supports children's physical development. Children confidently climb the steps of a slide and manage their bodies well. The childminder supports personal, social and emotional development by helping them to take turns and play alongside others. She supports children's communication and language skills through verbal interactions and introduces new language while children play. For example, she uses the word 'crunchy', while children play with a farmyard activity. Children then use this word with their friends. The childminder uses language of full and empty as children fill their cups. Children typically gain the skills they need for the next stage in their learning.

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Leadership and governance Needs attention

The childminder is in breach of several requirements of the early years foundation stage statutory framework for childminders. She does not implement effective risk assessments. Children are exposed to risks in the environment that compromises their welfare and wellbeing. The childminder does not identify inconsistencies in the planning and implementation of the curriculum for some children. She does not have an effective supervision process in place for the assistants that work with her. The childminder does not have a clear overview of the settings strengths and areas for development.

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Leadership and governance Needs attention

The assistants who work with the childminder, complete mandatory training such as first aid and safeguarding. However, the childminder does not consider or identify specific training that focuses on improving practice. She does not effectively support her assistants to undertake appropriate training and professional development opportunities. This does not help to ensure that the assistants who work with her receive effective coaching to improve their teaching and offer quality learning and development experiences for all children. However, the childminder considers the wellbeing of the assistants that work with her and makes sure their workload is manageable by not completing unnecessary paperwork.

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Leadership and governance Needs attention

Partnership with parents is effective. The childminder gathers relevant information from parents during settling in visits. She shares information about children's learning and development through daily discussions. The childminder offers guidance to support learning at home and offers advice, such as supporting potty training. Parents and carers speak positively about the childminder. They value her support and guidance and comment their children make progress. The childminder supports families with children with special educational needs and/or disabilities. She guides them through the referral process when seeking additional help. The childminder works with other agencies when needed and shares relevant information about children's needs and progress. This helps to ensure children receive the support they need.

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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

Breaches in requirements of the early years foundation stage statutory framework for childminders mean children's wellbeing and welfare are compromised. Children, including those with special educational needs and/or disabilities (SEND), those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing are exposed to risks in the environment. Children do not consistently benefit from an ambitious curriculum that fully supports all areas of learning, particularly within the outdoor environment. Staff do not receive the effective coaching, training and targeted support needed to improve their teaching and provide consistently high-quality experiences for children.

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

That said, children, including those with SEND, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing are happy and settled. They arrive ready to start their learning. Children develop their social skills as they play alongside others and begin to make friends. They learn to share and take turns. Children enjoy exploring sensory activities. They develop their concentration as they investigate different textures by crunching cornflakes and crushing wheat biscuits. Children strengthen the small muscles in their hands as they use different tools. They develop their larger muscles as they run and climb outdoors. Children develop balance, coordination and control as they climb the steps and use the slide. They enjoy stories as they sit and eat their snack. Children explore the different textures they feel on the pages.

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

Children form warm, positive relationships with the childminder and the assistants who work with her. The childminder knows children well. Children are confident to separate from their parents and carers. They typically behave well and are eager to explore new activities. Children receive praise and encouragement as they practise the skills they are learning. They develop a positive attitude to their learning. Children are encouraged to attend the setting. The childminder promotes regular attendance and shares her expectations with parents.

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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 that all reasonable steps are taken to identify risks and take swift action to minimise any risks to children and staff 21/08/2026

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Action Completion Date

plan and implement challenging and enjoyable experiences for children to support all areas of learning and development, in particular within the outdoor environment 04/09/2026

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Action Completion Date

implement effective supervision arrangements for assistants, so that they provide support, coaching, and training to support continuous improvement 04/09/2026

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:00 - 18:00,Friday : 07:00 - 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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About this inspection

The inspector spoke with the childminder, assistant and parents 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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