Childminder

Childminder

Unique reference number (URN): EY484295 Registered with Ofsted: 24/03/2015 Registers: EYR, CCR

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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.

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Safeguarding standards not met

The childminder does not ensure that poor or unsafe practice is challenged and reported to the relevant agencies. This compromises children's safety and welfare, as well as their privacy and dignity. This is largely due to the childminder's limited understanding of the impact that poor practice can have on children. As a result, the seriousness of such practice is not fully recognised, placing children at risk of harm.

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Safeguarding standards not met

The use of mobile phones on outings notably impacts children's welfare and safety. For example, the childminder frequently uses her mobile phone while caring for children, which means that she does not supervise them effectively. As a result, children are placed at risk of harm as they roam around public spaces with limited supervision or guidance.

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Safeguarding standards not met

The childminder did not notify Ofsted of a change in personal circumstances that affected her suitability to provide childcare. She did not recognise the impact that these circumstances were having on her ability to care for children safely. This lack of insight and self-awareness places children at significant risk of harm.

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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, including those from disadvantaged backgrounds, experience limited interaction and support to promote their learning during outings. They spend much of their time occupying themselves and engaging in self-initiated play. This differs from children's experiences at the childminder's home, and it demonstrates inconsistencies in practice that limit opportunities for children to build on what they already know and can do. This means that while children make progress from their starting points, more could be done to enhance their learning while on outings so that they can achieve more.

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Achievement Urgent improvement

At the childminder's home, children are supported to learn a range of language and skills appropriate to their ages and stages of development. Children who speak English as an additional language progress from using single words to talking confidently in sentences.

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Behaviour, attitudes and establishing routines Urgent improvement

Outings are not planned effectively, meaning that the environment where children play is disorderly and their behaviour is not supported consistently. Consequently, routines that are typically in place at the childminder's home are not reinforced. For example, when visiting public spaces, children do not wash their hands before eating. The childminder does not provide children with clear and consistent expectations for their behaviour, which impacts their safety and wellbeing. When on outings, children are expected to remain within a designated space. However, this expectation is not consistently reinforced. As a result, children play near the main doors and around other adults who are serving hot drinks. This increases the risk of accidents and injury. The childminder demonstrates a lack of awareness of what is happening around her and fails to recognise the importance of continuous interaction, engagement and supervision during outings. This compromises her

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Behaviour, attitudes and establishing routines Urgent improvement

ability, as the key person, to effectively meet children's individual needs. She does not always notice altercations between children and is therefore unable to support them to resolve conflicts, develop positive relationships and build social skills. In some instances, conflicts between children result in accidents that go unnoticed.

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Behaviour, attitudes and establishing routines Urgent improvement

The childminder understands the importance of regular attendance and keeps appropriate records. She promotes the importance of consistent attendance for children with parents and carers. The childminder follows up on any non-attendance.

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Children's welfare and wellbeing Urgent improvement

Children do not consistently receive the care, supervision and support needed on outings to promote their safety, welfare and wellbeing. Furthermore, there is a lack of recognition of the childminder's wider responsibility to promote the safety and wellbeing of all children present, not just those directly in her care.

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Children's welfare and wellbeing Urgent improvement

The childminder fails to recognise and respond to risks in the moment. This exposes children to unnecessary risks. For example, children are allowed to enter public spaces before the childminder. This means that no checks are carried out to identify and minimise potential hazards before children access the environment. Children run around public spaces while hot drinks are being served. They climb, stand on and move along sofas without supervision, and play near entrances used by the public. As a result, accidents and near misses happen and often go unnoticed. This compromises children's safety, welfare and wellbeing.

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Children's welfare and wellbeing Urgent improvement

Accident and injury procedures are not effective and place children's safety and wellbeing at risk. For instance, when children fall while running or are repeatedly hit by a pushchair, the childminder does not check whether they are hurt or require treatment. As a result, children's needs are not always identified or responded to. This demonstrates a lack of attentiveness to their safety, wellbeing and care. When toileting accidents occur, children are not always provided with suitable clothing to change into. As a result, children's comfort, dignity and privacy are not fully supported.

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Children's welfare and wellbeing Urgent improvement

The childminder does not fully recognise the importance of consistently promoting healthy eating and good hygiene practices. While on outings, children do not benefit from healthy meal choices that help them develop an understanding of healthy eating habits. The childminder does not fully supervise children during mealtimes. On occasion, she moves away from children while they are eating, leaving them without appropriate support or oversight. This increases the risk of choking. Furthermore, handwashing procedures are not carried out before eating.

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Curriculum and teaching Urgent improvement

The childminder does not provide children with the same standard of education and learning opportunities on outings as she does in the home environment.

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Curriculum and teaching Urgent improvement

During outings, children, including those from disadvantaged backgrounds, do not consistently benefit from high-quality interactions from the childminder to promote their learning. For example, she sits away from children while they play and occupy themselves with the toys available. She is often disengaged from children and distracted by other things, such as her mobile phone. Children's learning takes place through self-initiated play rather than because of high-quality interactions and teaching. The childminder does not demonstrate high expectations for children's learning. For example, children who are no longer in nappies during the day are placed back in nappies because spare clothes are not available. This does not support their independence or self-care skills and does not help them to make progress.

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Curriculum and teaching Urgent improvement

At the childminder's home, the childminder builds on what children already know and can do at different ages and stages of development. On the whole, she makes reasonable adaptations and tailors children's experiences to ensure that they make progress in all areas of their learning. This is not reflected on outings.

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Inclusion Urgent improvement

Due to weaknesses during outings, the childminder does not provide children from disadvantaged backgrounds with the same level of teaching, support and engagement that they receive in the home environment. For example, in the home environment, she monitors the progress children make and identifies any gaps in their learning. This is done through observation and assessment of their play. However, during outings, she does not support children's play to help them build on what they know and can do. This limits opportunities to identify further gaps or support children to close already identified gaps in learning.

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Inclusion Urgent improvement

The childminder does not use allocated funding appropriately to meet the needs of children from disadvantaged backgrounds. She uses the funding to take children on outings, with the aim of closing any gaps in children's learning. However, as outings do not positively impact children's learning, wellbeing or progress, this is ineffective. During outings, the childminder fails to supervise children effectively, allowing them to roam around and engage in self- directed play with limited interactions. She often positions herself with her back to children who are playing behind her and younger children who are seated in high chairs. This is not fully inclusive practice. The childminder is not currently looking after any children with special educational needs and/or disabilities (SEND). She is not clear about how to obtain advice from other professionals to support the individual needs of children with SEND.

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Leadership and governance Urgent improvement

The childminder does not always act in the best interests of children when out in the community. For example, when poor practice is observed, concerns are not appropriately raised with those involved or reported through whistleblowing procedures. When children do not have suitable clothing available to change into, insufficient consideration is given to whether a public environment remains appropriate for them. This compromises children's safety, dignity, privacy, welfare and wellbeing.

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Leadership and governance Urgent improvement

The childminder does not recognise her poor practice or the impact that her health has on her ability to meet children's needs. This raises concerns about her capacity to identify when personal circumstances may affect the quality of care provided to children. Furthermore, she failed to notify Ofsted of changes likely to affect her ongoing suitability, which is a breach of requirements.

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Leadership and governance Urgent improvement

Since the last inspection, the childminder has accessed specialist training to improve her practice in the home environment. However, this has not been effective in sustaining improvements during outings. The childminder does not demonstrate the skills, knowledge and understanding needed to provide high-quality early years provision and meet children's individual needs. As a result, children are placed at significant risk of harm, and their learning and development are impacted. Furthermore, the childminder does not use allocated funding appropriately to meet the needs of children from disadvantaged backgrounds. She uses the funding to take children on outings. However, outings do not positively impact children's learning, wellbeing or progress.

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Leadership and governance Urgent improvement

The childminder builds effective partnerships with parents and carers. Parents typically feel informed about their children's day. They feel that their children are happy.

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

Children's safety and welfare, as well as their privacy and dignity, are compromised because the childminder does not ensure that poor or unsafe practice is challenged and reported to the relevant agencies. She does not recognise her own poor practice or the impact that personal circumstances may have on her ability to meet children's needs. This raises concerns about her suitability to care for children.

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

Children experience inconsistent care and education. While they generally receive appropriate support and make progress in the home environment, these standards are not maintained during outings. For example, children are exposed to avoidable risks and do not benefit from the vigilant supervision needed to keep them safe. The childminder does not consistently recognise or respond to hazards, meaning that accidents, near misses and conflicts between children go unnoticed.

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

Children are not consistently supported to follow safe routines, understand boundaries or develop an awareness of how to keep themselves safe. Opportunities to support children to resolve disagreements, develop positive relationships and build social skills are limited because the childminder is often disengaged from children's play.

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

Although children enjoy opportunities to play in the community, they do not consistently benefit from high-quality interaction and the teaching and support needed to promote their learning and development. Children spend much of their time occupying themselves through self-initiated play. This does not help children to make expected progress from their starting points.

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

At the childminder's home, children enjoy sharing stories with the childminder. They develop conversational language and extend their vocabulary as they discuss the stories they enjoy. For example, children discuss why the caterpillar in a story has a tummy ache after eating so much food. Activities are fun and engaging for children. The childminder plans activities based on what children need to learn next and considers their current interests. Children learn about the world around them, such as through reading about the life cycle of caterpillars.

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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. 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

ensure that safeguarding policies and procedures are implemented effectively, particularly regarding the use of mobile phones, cameras and electronic devices, and promote children's safety and supervision 02/10/2026

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Action Completion Date

ensure that practice reflects a duty of care to all children, challenging and reporting any poor or unsafe practice to the appropriate agencies 02/10/2026

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Action Completion Date

ensure a secure understanding of what constitutes poor or unsafe practice so that concerns are swiftly identified, reported and acted upon appropriately 02/10/2026

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Action Completion Date

provide Ofsted with the necessary information regarding any changes to health 02/10/2026

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Action Completion Date

seek medical advice to ensure that any medication being taken does not affect the safe and effective care of children 02/10/2026

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Action Completion Date

implement effective risk assessment to ensure that children in your care are not exposed to any risks 02/10/2026

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Action Completion Date

ensure that you have sufficient knowledge and understanding to undertake effective risk assessment 02/10/2026

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Action Completion Date

ensure that you have the appropriate skills and knowledge and a clear understanding of your role and responsibilities to provide children with a high-quality early years provision 02/10/2026

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Action Completion Date

ensure that babies and children are checked following accidents or incidents so that appropriate treatment can be provided, accidents and incidents are recorded, and parents and carers are informed 02/10/2026

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Action Completion Date

ensure that children's behaviour is appropriately and consistently supported and managed, promoting their understanding and emotional welfare 02/10/2026

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Action Completion Date

ensure that every child's care is tailored to meet their individual needs through an effective key-person system 02/10/2026

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Action Completion Date

ensure that there is an adequate supply of spare clothing for children at all times 02/10/2026

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Action Completion Date

ensure that all children are always adequately supervised to promote their safety and welfare 02/10/2026

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Action Completion Date

ensure that handwashing procedures are consistently followed to promote children's good health and hygiene 02/10/2026

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Action Completion Date

ensure that meals provided to children are consistently healthy, balanced and nutritious, and support children's healthy eating habits, including on outings 02/10/2026

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Action Completion Date

ensure that children are suitably supervised and supported while they eat 02/10/2026

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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

consistently maintain high-quality interactions with children during outings, providing effective modelling and support to promote their learning and development 09/10/2026

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Action Completion Date

ensure an ambitious provision for all children, through the planning and delivery of challenging and enjoyable learning experiences throughout the day, every day 09/10/2026

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About this inspection

The inspectors spoke with the childminder, parents and carers and children 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

We carried out this inspection as a result of a risk assessment, following information we received about the provider. The provider will be able to give parents further information about this.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:30

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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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6

The inspection started on 9 June 2026. Inspectors returned on 27 August 2026 to gather additional evidence in line with Ofsted inspections and visits: Deferring, pausing and gathering additional evidence policy.

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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. 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

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