Childminder

Childminder

Unique reference number (URN): EY365018 Registered with Ofsted: 29/01/2008 Registers: EYR, CCR, VCR

p.1

Safeguarding standards not met

Leaders have not ensured that there is an open and positive culture around safeguarding that adequately protects children from harm. The childminder has not notified Ofsted of changes to assistants working with her. She has not supplied any information to Ofsted. Therefore, the required suitability checks have not been completed. The childminder allows unvetted assistants to be left unsupervised with children. Although the childminder has her own recruitment procedures, she has not implemented these to check the initial suitability of any new assistants. For instance, she has not sought any references to check their suitability to come into contact with children. These breaches to requirements have previously been raised with the childminder. This indicates a lack of capacity to sustain improvement and to comply with the requirements.

p.2

Safeguarding standards not met

The childminder does not ensure that assistants understand the setting's safeguarding procedures or the signs and indicators of abuse. In addition, the childminder does not fully understand local procedures to follow if a concern is raised about a child's welfare or about an adult working with children. She lacks sufficient knowledge of the need to make referrals.

p.2

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.2

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.

p.2

Achievement Urgent improvement

Children are not prepared well enough for the next stage of their learning, including their eventual move to school. They do not receive the full support they require to help build on their knowledge and skills. They are often left to their own devices and, at times, struggle to occupy themselves due to the minimal resources and equipment. Some children choose to play with blocks or to draw, while others sit around unengaged. Older children often complete these tasks with ease. Younger children require more support to join in. Although children make some progress from their starting points, their achievements and learning are incidental.

p.2

Achievement Urgent improvement

Some older children speak confidently as they express themselves, such as when talking about stories they have listened to. Children start to learn about their toileting needs and the importance of hygiene, which builds on their independence.

p.2

Behaviour, attitudes and establishing routines Urgent improvement

The childminder does not support children to learn about their actions and how these can impact on themselves and other children. She does not support children to learn about the expectations for their behaviour. Consequently, children play unsafely.

p.3

Behaviour, attitudes and establishing routines Urgent improvement

There are occasions when no learning activities are set out, or the same activity is left out for a while. This results in occasions when children sit, wander or stand around unengaged. The childminder arranges outings with children daily. However, when children are in the setting, there is no clear routine or structure to support children's learning or to guide their experiences. This does not support children to develop positive attitudes towards learning.

p.3

Behaviour, attitudes and establishing routines Urgent improvement

The childminder does not work with external professionals in the best interest of children. Therefore, children's needs are not always identified or met. The childminder does not have an attendance policy to share with parents and carers. The childminder is able to talk about the steps she would take if children missed sessions.

p.3

Behaviour, attitudes and establishing routines Urgent improvement

The childminder praises children for what they do well. On the occasions when the childminder does interact with children, she does so in a gentle manner. The childminder has designed a settling-in process which is tailored to children's needs. The childminder is keen for children to build bonds with her and assistants that work with her. Some children play alongside their peers, for instance as they make marks using paints.

p.3

Children's welfare and wellbeing Urgent improvement

Children's safety is compromised. The childminder does not maintain the correct staff-to- child ratios and frequently minds too many children. She is not able to ensure children are kept safe. For instance, risks and hazards in the room are not identified or removed by the childminder. Therefore, children play very dangerously with resources. These incidents are not noticed by the childminder, as she does not adequately supervise children. The childminder's risk assessment for activities and the learning environment is not effective. In addition, the childminder allows unvetted people to come into unsupervised contact with children. On occasion, the childminder leaves children unsupervised by themselves in her provision. These breaches of the statutory requirements have been raised with the childminder previously. She has failed to take sufficient action to maintain improvement.

p.3

Children's welfare and wellbeing Urgent improvement

The childminder leaves medication out and in reach of children. Despite this risk being bought to her attention, the childminder fails to adequately prevent children from accessing medication. The childminder does not ensure that all injuries or accidents are recorded or reported to parents. She fails to understand the requirement to keep a record of some incidents that occur.

p.3

Children's welfare and wellbeing Urgent improvement

The childminder has attended training to help develop her knowledge of safe sleeping. She has suitable facilities for children to sleep on. The childminder checks on children while they sleep. She follows safer eating procedures and positions herself next to children while they eat. Children have access to balanced, healthy meals, which they enjoy. The childminder supports children to clean their hands before and after meals. She recognises and responds to children when they need changing and supports them during toileting. The childminder gathers some information from other settings that children attend.

p.3

Curriculum and teaching Urgent improvement

The childminder lacks knowledge of child development. Therefore, the curriculum is not ambitious or sequenced. The childminder has the same aims for all children, regardless of their age, to learn about colours and to learn how to count. The childminder's curriculum is not varied and does not cover all areas of learning. For example, she focuses specifically on some aspects of mathematics and children going out on trips. The childminder only completes creative activities for children twice a month. There is no purpose set out for these experiences, apart from for the children to have fun painting. The childminder acknowledges that she does not have a curriculum and that she needs to develop one.

p.4

Curriculum and teaching Urgent improvement

The childminder's use of planning is poor. For example, she solely sets out activities based on what children say they want to play with. Children are given blocks to build with. The children who do engage already confidently build and stack, and they talk about the colours, shapes and sizes. Younger children sit, wander and do not engage. The childminder does not think well enough about her role in teaching and supporting children's learning. For example, she does not know how to extend their knowledge. This leaves children's learning to chance.

p.4

Curriculum and teaching Urgent improvement

The childminder reads stories with lots of expression and enthusiasm. This helps some children to show an interest in the story for a little while. Some younger children smile as they look at the pictures and copy words that their older peers say. Some older children answer questions about the story, which shows their knowledge of characters and storylines.

p.4

Inclusion Urgent improvement

The childminder has not kept her knowledge of how to support disadvantaged children, including children with special educational needs and/or disabilities (SEND), up to date. She is unsure of the steps she should take if she has a concern about a child's development, and does not engage with external professionals. In addition, the childminder lacks knowledge of who she would contact if children require more support. The childminder's use of assessment is poor. Consequently, she is not able to accurately identify gaps in or barriers to children's learning, or children's emerging needs.

p.4

Inclusion Urgent improvement

The childminder acknowledges that she needs to develop her knowledge of how to support children with SEND, and she has very recently started a course in this. She gains some information from parents about their children. The childminder understands how she should use any additional funding she receives, for example to buy equipment and resources. The childminder has taken steps to ensure that resources are accessible to children. She has experience of supporting children who are known or previously known to children's social care. For these children, she attends meetings and shares information with other settings that children attend. This helps to provide children with some consistency in their care.

p.4

Leadership and governance Urgent improvement

There are significant concerns about the childminder's ability to comply with the requirements as set out in the early years foundation stage statutory framework for childminders. She does not act in the best interests of children. Despite previous intervention from Ofsted, the childminder has been unable to make and sustain improvement. Consequently, this impacts on the education, safety and welfare of children.

p.5

Leadership and governance Urgent improvement

The childminder does not have a vision for the setting. She is not able to accurately assess the overall quality of the setting nor identify where improvements can be made. The childminder completes yearly supervision meetings with assistants, including those new to childcare. She does not have a clear understanding of any weaknesses in assistants' knowledge or practice. Supervisions are not effective to help provide assistants with the support and coaching they require.

p.5

Leadership and governance Urgent improvement

The childminder does not share information about children's development or next steps with all parents. This does not adequately support them to know how they can continue their children's learning at home. The childminder does gather some information from parents, including their children's likes, dietary needs and medical conditions. Parents appreciate the trips outside that their children take with the childminder. They feel the childminder is approachable.

p.5

Leadership and governance Urgent improvement

The childminder is mindful of assistants' workload and wellbeing. She takes steps to ensure both herself and assistants access some training.

p.5

Compulsory Childcare Register requirements

This setting has not met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has not met the requirements of the voluntary part of Childcare Register.

p.6

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.6

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

Children's safety and wellbeing are compromised. They play unsafely as they are not supported to learn about their actions and how they impact on themselves and others. Children are not supervised effectively as they are left in a room by themselves on occasion. In addition, there are too many children present for the number of adults that are counted in ratios. During these times, children do not receive effective supervision, support, care or learning. Too often, children are left to their own devices.

p.6

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

Children are not supported to make continued progress, across all areas of learning. This is because there is no clear curriculum or aims for children to achieve. Gaps in and/or barriers to children's learning are not identified. Therefore, children's learning is left to chance. Children do not receive the support or teaching they require to help extend their learning, knowledge or skills. The same activity can be left out for a prolonged period of time, which results in times when children wander, sit or stand unengaged in learning. Children with special educational needs and/or disabilities do not receive the specialist help they require.

p.6

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

Some children enjoy mark-marking experiences, as they draw using crayons. Older children play next to and near their peers, as they independently build using magnetic blocks. At times, some children seek the childminder out, if they need reassurance. The childminder has effective settling-in procedures. She uses this time to gain some information about the children, from their parents. The childminder tailors her settling-in procedures to suit children's needs. This helps children to start to become familiar with the childminder and the environment.

p.6

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.

p.7

Next steps

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

p.7

Action Completion Date

implement effective risk assessments for the learning environment and activities to ensure that all hazards are identified and removed 31/07/2026

p.7

Action Completion Date

ensure medication is stored correctly and is kept out of reach of children 31/07/2026

p.7

Action Completion Date

ensure children are supervised effectively at all times 31/07/2026

p.7

Action Completion Date

maintain the correct staff-to-child ratios and only exceed these if you are able to ensure that all children receive the full support, care and supervision they require 31/07/2026

p.7

Action Completion Date

ensure that any unvetted person is not left unsupervised with children 31/07/2026

p.7

Action Completion Date

supply Ofsted with the required information about anyone who may work with you or come into contact with children so the relevant suitability checks can be completed 31/07/2026

p.7

Action Completion Date

implement your own recruitment procedures for any new assistants who work with you 31/07/2026

p.7

Action Completion Date

develop assistants' knowledge of the indicators of abuse and improve all adults' understanding of the local procedures to follow for any safeguarding matters 31/07/2026

p.7

Action Completion Date

keep and maintain records of all accidents and/or incidents that occur and ensure these are shared with parents 31/07/2026

p.7

Action Completion Date

develop knowledge of how to support children with special educational needs and/or disabilities to ensure they receive the early and specialist help they require 31/07/2026

p.7

Action Completion Date

implement effective supervisions for all assistants to ensure they receive the support and/or coaching they require and to help identify where improvements can be made 31/07/2026

p.7

Action Completion Date

develop an attendance policy and ensure this is shared with parents and carers 31/07/2026

p.8

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:

p.8

Action Completion Date

improve knowledge of child development and use this to design a curriculum that is ambitious and sequenced and covers all areas of learning 19/08/2026

p.8

Action Completion Date

develop use of planning to ensure it supports children to build on their knowledge and skills and helps children to develop positive attitudes towards their own learning 19/08/2026

p.8

Action Completion Date

improve the use of assessments to help identify gaps and/or barriers in children's learning and to set appropriate next steps for children to achieve 19/08/2026

p.8

Action Completion Date

improve partnership with parents further to ensure they are kept informed of their children's development and next steps 19/08/2026

p.8

About this inspection

The inspector spoke with the childminder and assistants and reviewed written testimonials from parents and carers during the inspection.

p.8

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.

p.8

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.

p.8

About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 18:00,Friday : 07:30 - 17:00

p.9

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.9

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.9

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.9

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.

p.10

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.10

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.10

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.

p.10

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.10

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 .

p.10

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.10

Urgent improvement

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

p.10