Childminder

Childminder

Unique reference number (URN): 2803491 Registered with Ofsted: 01/11/2024 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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Inclusion Expected standard

The childminder does not currently provide care for children with special educational needs and/or disabilities (SEND) or children who have barriers to learning. Nevertheless, she recognises how to identify potential barriers to learning and demonstrates a secure understanding of child development. She uses observations, discussions with parents and carers and her knowledge of children's individual learning needs to assess where children may need further support. All children who attend benefit from an inclusive environment, positive role modelling, and generally supportive interactions, which encourage their developing confidence.

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Inclusion Expected standard

The childminder demonstrates an understanding of partnership working. She has processes in place to ensure children receive their full funding entitlement. The childminder is aware of early years pupil premium funding eligibility and how to access it. She shares relevant information with parents to ensure they understand this and can access the funding they are entitled to. The childminder understands how to use any additional funding children receive to enhance learning experiences and meet children's individual needs.

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Achievement Needs attention

Children do not make steady progress in their learning because they do not consistently access meaningful learning opportunities to extend and deepen their understanding. Some learning experiences lack challenge and careful planning, in order to enable each child to practise existing skills and build on what they already know. For example, children are offered pre-cut shapes to collage, as well as limited time and materials to encourage new learning. On occasions, when children settle at an activity, the childminder swiftly moves them on rather than encouraging their interest and further engagement.

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Achievement Needs attention

Children enjoy listening to music and singing rhymes. They learn to count to 5, with numbers in order. Children explore interactive books and show an interest in the pictures. Some children enjoy the challenge of solving problems, and relish opportunities to work out how things work. For example, they carefully organise foam bricks to create a path to balance along. Older children confidently use language to communicate their thoughts and ideas. Some younger children's speech and language are emerging. They babble, make sounds and have a few recognisable words.

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Behaviour, attitudes and establishing routines Needs attention

The childminder does not gather enough up-to-date information from parents and carers to ensure she consistently understands and meets children's ongoing care needs. Consequently, when some younger children struggle to settle and become tearful, the childminder struggles to soothe them. This impacts on children's engagement in activities and prevents them from developing a positive attitude to learning.

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Behaviour, attitudes and establishing routines Needs attention

The childminder acts as a positive role model and encourages children to be kind. Older children share, take turns and learn to work cooperatively. All children learn to behave well. They take pride in completing small responsibilities around the setting, such as sweeping the floor after snack time. Children work alongside one another to complete tasks quickly and enjoy a sense of achievement when they finish. This collaborative approach helps children feel valued and promotes a sense of belonging. The childminder is caring and attentive. She is on hand to provide support and reassurance when children are unsure. For example, she gently cuddles children when they are struggling or tired. The childminder encourages regular attendance to ensure children benefit from the experiences she provides.

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Children's welfare and wellbeing Needs attention

The childminder does not consistently collect ongoing information from parents and carers regarding changes to children's general wellbeing and home routines. On occasion, when younger children find it difficult to settle or communicate their needs, the childminder does not have enough up-to-date information to recognise and respond in the best possible way.

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Children's welfare and wellbeing Needs attention

Overall, the childminder creates a warm and welcoming environment, which typically helps children feel safe and secure. Children understand what is expected of them and confidently follow the childminder's gentle guidance during established routines. Older children learn to be independent as they visit the bathroom and generally manage their own toileting needs. Younger children happily make their way to their sleep mats at naptime and settle quickly once tucked in. The childminder understands and follows procedures to support safe sleeping and supervises children closely while eating. She carefully ensures children's privacy during nappy changing and encourages other children to respect their friends and move away when changing children. The childminder supports children's good health. Children are encouraged to wash their hands before eating and after visiting the toilet.

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Curriculum and teaching Needs attention

The childminder's curriculum is not sufficiently focused on the skills children need to develop over time. During creative activities, the childminder places more emphasis on the end product, rather than encouraging children to focus on the experience, in order to support their exploration, self-expression and attention skills. Children are not consistently encouraged to engage in learning. The childminder does not always recognise when children need guidance to help them become involved in meaningful play. During these times, children tend to wander, flitting between resources, and struggle to maintain prolonged activity.

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Curriculum and teaching Needs attention

The childminder provides some activities to support children's imaginative skills. All children enjoy role-playing as they explore the play kitchen. They imitate familiar routines and are encouraged to build their early social and communication skills. The childminder introduces some simple mathematical concepts as children play. She models counting, as children explore toy bricks, and talks about different shapes. Children benefit from fresh air and outdoor activities. They enjoy spending time together in the garden, exploring resources selected by the childminder. Children develop small-muscle skills as they work alongside one another and make marks using chalk.

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Leadership and governance Needs attention

The childminder does not reflect carefully enough on her practice in order to help improve care and learning outcomes for children. She lacks an accurate understanding of the weaknesses in the planning and implementation of her curriculum. The childminder's partnership with parents and carers is not fully effective. She does not gather enough accurate information to ensure that she is able to plan and provide consistently high-quality care and learning for children.

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Leadership and governance Needs attention

The childminder undertakes some professional development, particularly to ensure children are safe. She engages in mandatory training and liaises with other professionals. The childminder updates her knowledge of safeguarding procedures and emergency protocols. General engagement with parents includes sharing advice on how to support children at home. For example, the childminder advises parents on how to guide children's communication and language development. She gathers relevant key information before children start, offers settling-in sessions, communicates with parents about children's activities and actively seeks their views and feedback.

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Compulsory Childcare Register requirements

This setting has 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 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 do not always make the progress they are capable of due to weaknesses in curriculum planning and delivery. Some activities lack depth and challenge, particularly in supporting children's thinking skills and sustained concentration. Consequently, children sometimes become restless and wander around, lacking purpose. Children who struggle to settle do not benefit from accurate, up-to-date information sharing between the childminder and parents and carers to ensure their care needs are understood and consistently well met.

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

Children begin to develop an awareness of road safety during trips and outings, as the childminder teaches them to walk sensibly and to wait before crossing roads. Children enjoy listening to music and join in action rhymes, which supports the development of their large- muscle skills and coordination. The childminder supports children's love of books. Younger children enjoy looking at pictures and demonstrate their understanding of how to use books correctly, as they carefully turn the pages from right to left. Children have access to a range of resources and they generally make independent choices, which helps foster their curiosity and exploration. Children develop warm, trusting relationships with the childminder. As a result, children show that they feel included and appreciated, which helps to build their emotional resilience and confidence. Regular attendance helps children become familiar with other children and daily routines.

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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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About this setting

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

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Action Completion Date

improve arrangements for sharing and gathering information from parents and carers to ensure the individual needs of all children are consistently understood and met 25/09/2026

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Action Completion Date

improve the design and implementation of the curriculum, to ensure it is tailored to meet children's different ages and stages of development, and that it supports them in making effective progress in all aspects of learning and development 25/09/2026

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About this inspection

The inspector spoke to the childminder 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 of children's learning, development and care, known as the early years foundation stage. 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. 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 .

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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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