Childminder in DarlingtonOfsted report card, 19 Aug 2026

Childminder

Unique reference number (URN): EY444480 Registered with Ofsted: 04/04/2012 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. The childminder has new assistants that she has not gained the required suitability checks for or taken up references before they started. This does not safeguard children. Although the failure to gain the required Ofsted suitability checks for new assistants is a breach in the safeguarding and welfare requirements, this has not affected children's care and learning because the childminder does not leave the assistants unsupervised.

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Safeguarding standards not met

The childminder has a sound understanding of child protection procedures. She knows what to do if she has concerns about a child's welfare or an allegation is made against her or her assistants. The childminder ensures that all her assistants complete safeguarding training. They have a secure knowledge of what to do if they have any concerns about a child's welfare. The assistants understand the setting's whistleblowing policy and the procedure to follow if they were concerned about the behaviour of a colleague.

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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 of all ages typically achieve well across the areas of learning and development and make steady progress from their starting points, building on what they already know. Those who face barriers to their learning make steady progress in line with their individual targets. Younger children are keen to explore and communicate with others as they dress and care for baby dolls. Older children are articulate and share their knowledge and skills during planned mathematical small-group games. Generally, children enjoy being creative and learn to work together to achieve ideas. For example, they explore speed, gravity and momentum as they race toy cars down cardboard tubes at different angles. Younger children's early literacy skills are not fully supported as they need to ask for age-appropriate books and mark-making resources.

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Achievement Expected standard

Overall, children develop their independence skills typically well as part of their everyday learning. For instance, older children pour their own drinks at mealtimes and use cutlery well. Younger children know where to find their shoes and water bottles. The childminder supports those children with barriers to learning to succeed with individual targets. Over time, they develop the knowledge and skills they need across all areas of learning, including communication, physical development and mathematics.

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Behaviour, attitudes and establishing routines Expected standard

The childminder typically places a priority on helping children to learn to manage their feelings and accept and respect how others around them may feel. This includes those children who have other barriers to their learning. The childminder supports children who find it difficult to regulate their emotions by teaching them strategies to manage their frustration and disappointment. This helps children to build resilience and confidence.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well. The childminder and her assistants promote positive behaviours and are positive role models for children, showing genuine kindness and warmth. For example, they offer praise to reward older children who notice when younger friends drop their toys and need help. Children are typically learning how to socialise with others. For instance, they form close friendships with other children and show respect for one another as they construct complex models together.

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Behaviour, attitudes and establishing routines Expected standard

Children respond well to clear routines across the setting. The childminder reinforces routines through daily practice, including mealtimes, planned group times and outdoor experiences. She recognises the importance of regular attendance to help children make the most of the learning opportunities and experiences provided. This helps to develop children's sense of security and contributes to their growing independence and social skills.

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Children's welfare and wellbeing Expected standard

Although the childminder has not ensured that all her assistants have suitability checks, she does not leave them unsupervised and therefore there is no impact to children's welfare. Children are happy and settled and their emotional needs are met well. Children form close bonds with the childminder. The assistants move seamlessly around the dedicated play areas to support children as they play and learn. The whole team creates an enjoyable family atmosphere.

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Children's welfare and wellbeing Expected standard

The childminder is passionate about teaching children the benefits of a healthy lifestyle. She encourages children to make healthy food choices and is proud of the healthy eating award the setting recently gained. Children learn hygienic practices, such as washing their hands before they eat or when they return from playing outdoors. The childminder offers children regular experiences in the local community where children can enjoy the open space and fresh air. Children learn how to keep themselves safe near roads, livestock and while using outdoor equipment at local parks.

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Children's welfare and wellbeing Expected standard

The childminder is aware of what can impact on children's welfare, such as changes at home and prior experiences, and is sensitive to each child's individual circumstances. She keeps parents and carers informed and they are invited to understand their child's next planned development step. Parents praise her for the learning opportunities and loving care that she provides for children.

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Curriculum and teaching Expected standard

The childminder has a clear intent for her curriculum and adjusts this for each individual child, including those who may have special educational needs and/or disabilities. She

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Urgent improvement

observes children as they play and monitors children's progress carefully. This helps her to plan next steps and identify any delay or gaps in learning quickly so she can offer the best support. The quality of her interactions with children is meaningful. She typically uses opportunities arising from children's play and learning to develop and extend children's social, language and physical skills. She supports her assistants to consistently raise their teaching skills to help children learn the skills they need for school. For example, children learn in planned, small-group times where the childminder models purposeful questioning and uses visual support to help children extend their thinking skills.

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Urgent improvement

The childminder provides engaging and interesting learning activities. Children take turns to visit the new 'secret garden' in her outdoor area. They search for insects in the bug house that they helped to build and use their imagination to create a den. Overall, the childminder adjusts the learning environment to help children stay engaged and continue learning. For example, she provides stimulating activities at low levels to support older babies' first steps and early physical development, such as using their favourite dolls or vehicles. However, occasionally, the youngest children do not have easy access to a range of age-appropriate books and mark-making resources. This does not fully support their early literacy skills and independence.

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Inclusion Expected standard

The childminder does not currently care for children with special educational needs and/or disabilities (SEND). However, she has the experience of supporting children with SEND and those with other barriers to learning. The childminder treats every child as unique. She recognises quickly when children need extra help and works closely with parents and carers to support children's learning at home. The childminder understands how to support children's behaviour and emotional needs through the appropriate use of additional funding and effective communication with parents, other professionals and external agencies. This ensures that children receive the support they need to catch up for their future success.

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Inclusion Expected standard

The childminder has prioritised her assistants' training so they can understand and apply the local support offered to children with SEND or those who face other barriers to their learning. For example, she is supporting her assistants to complete a level 3 SEND qualification to help reduce gaps for children, particularly the most disadvantaged. The childminder has effective partnerships with local groups and schools, which help children to cope with changes, and she prepares them well for moving on. For example, she has attended transition meetings with parents and children to their new schools to help children settle in smoothly.

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Leadership and governance Urgent improvement

The childminder does not ensure that all assistants she works with have completed the necessary suitability checks with Ofsted in a timely manner. Furthermore, she has not obtained references for assistants before they are recruited. This means that children may be cared for by adults who may not be suitable. The childminder acknowledges that she does not currently have a clear plan in place to consistently help develop all areas of her service. For instance, she does not use a rigorous system to carefully monitor and analyse the provision. As a result, she does not identify areas for improvement accurately so that she can prioritise these for more effective management of the provision. She has not reviewed the learning environment to ensure that it is consistently conducive to younger children's learning.

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Leadership and governance Urgent improvement

The childminder deploys her assistants effectively across the premises to monitor children and follow required ratios. Together, they review safety procedures and risk assessments and put precautions in place to help meet children's needs, such as using an extra assistant to focus on meals, sleep and activity preparation.

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Leadership and governance Urgent improvement

The childminder ensures that her assistants complete mandatory training. She actively supports them to gain further early years qualifications, for instance, a recognised special educational needs qualification to improve outcomes for all children. The assistants' wellbeing is important to the childminder and this is considered during daily discussions and regular supervision sessions.

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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

Children's safety is not assured at this setting. The childminder has not robustly followed her safer recruitment processes for her assistants in a timely manner. This means that not all her assistants have had their suitability checked by Ofsted, which puts children at risk. Additionally, she does not follow up on references for all of her assistants before they start work or volunteer at the setting.

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

Generally, children settle quickly and are excited to attend. They demonstrate that they feel happy and secure. They have a good understanding of what behaviour is expected of them. For example, they follow clear boundaries and behave well. Children develop warm relationships with the childminder and her assistants and are keen to explore the mostly stimulating environment. The setting is typically well organised and resourced and allows most children to make their own choices about what they would like to play with. The childminder adapts resources, activities and routines so that children with special educational needs and/or disabilities (SEND) or those who face additional barriers to their learning can fully take part and make progress from their starting points.

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

Children typically learn in a language-rich environment where they join in with songs, rhymes and stories. The childminder talks to children while they play. She asks questions and listens to their ideas. As a result, children develop their thinking skills. The childminder recognises that partnerships with families are a strength of the setting. She uses these relationships effectively to promote regular attendance, which helps all children to make suitable progress with their individual development needs. Children, including those with SEND, typically develop the skills they need for future learning and the eventual move to school.

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About this setting

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

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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 Ofsted is provided with the necessary information to carry out suitability checks on new assistants in a timely manner 01/09/2026

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Action Completion Date

ensure that references are consistently obtained for new assistants before they are recruited. 01/09/2026

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About this inspection

We carried out this inspection as a result of 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 inspection

The inspector spoke with the childminder, her assistants 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. Local authority: Darlington

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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. 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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