Childminder in EssexOfsted report card, 9 Sept 2026

Childminder

Unique reference number (URN): EY429049 Registered with Ofsted: 02/08/2011 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. She does not have sufficient oversight of the statutory safeguarding and welfare requirements. For example, she does not ensure that the assistants working with her have sufficient knowledge and understanding of the procedures for responding to and reporting safeguarding concerns to the appropriate agencies. As a result, children may not receive the prompt and appropriate protection they need should a safeguarding concern arise.

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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 do not consistently make the progress they are capable of from their individual starting points. This is because they do not benefit from a language-rich environment that supports them to develop their language and communication skills. As a result, children have limited opportunities to hear, use and develop a wider range of vocabulary and engage in meaningful conversation.

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Achievement Urgent improvement

Some children do not achieve as well as they could in their learning and development and are not well prepared for their next stage in learning. Children do not consistently have opportunities to build upon what they already know and can do. This means they do not always make the progress they are capable of from their individual starting points.

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Achievement Urgent improvement

Children are not effectively supported to develop a positive sense of self and feel valued as individuals. As a result, some children do not develop the confidence and self-esteem they need to support their emotional wellbeing and build their independence.

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Behaviour, attitudes and establishing routines Urgent improvement

The childminder does not effectively consider children's emerging and individual needs when implementing the curriculum. She does not consistently ensure that children feel valued or support them to develop a positive sense of self. In addition, children are not always taught the skills they need to participate fully in and benefit from the activities and learning experiences provided.

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Behaviour, attitudes and establishing routines Urgent improvement

The childminder is generally a positive role model and promotes positive behaviour. Children behave well, listen to the childminder and follow her instructions. This supports children to develop an understanding of positive behaviour and appropriate expectations.

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Behaviour, attitudes and establishing routines Urgent improvement

The childminder provides consistent routines that help children to understand what to expect and what is happening next. This supports children to feel secure and confident as they move through the daily routine.

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Behaviour, attitudes and establishing routines Urgent improvement

The childminder promotes the importance of regular attendance by monitoring children's absences and contacting parents when children do not arrive as expected. This helps to ensure that children's attendance is followed up appropriately and supports their regular engagement in learning.

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Children's welfare and wellbeing Urgent improvement

The childminder does not ensure that food is prepared in line with safer eating guidelines to minimise the risk of choking. As a result, children may be exposed to avoidable risks when eating.

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Children's welfare and wellbeing Urgent improvement

The key-person system is not effective. The childminder does not build strong, positive relationships with children. She does not gather knowledge of their individual needs to tailor her teaching and care. As a result, children do not always receive the individualised support they need to feel secure and make progress in their learning and development.

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Children's welfare and wellbeing Urgent improvement

The childminder does not consistently support children's emotional wellbeing. For example, when children become excited and enthusiastic during activities, the childminder uses phrases, such as 'calm down' and 'you're too loud', rather than helping children to understand and manage their emotions in a positive and supportive way. This does not always help children to recognise, express and regulate their emotions or develop their emotional wellbeing. As a result, children are not supported to feel valued and secure in the setting.

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Children's welfare and wellbeing Urgent improvement

The childminder does not typically teach children about good hygiene practices. For example, children are not always encouraged to wash their hands before meals. The childminder does not provide children with opportunities to develop their independence through age-appropriate self-care tasks. As a result, children do not develop the knowledge, skills and independence needed to manage their own personal care and hygiene.

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Curriculum and teaching Urgent improvement

The childminder does not consistently build on what children know and can do. She does not adapt her teaching during activities to meet children's individual learning needs or provide appropriate challenge. As a result, teaching does not support children to make expected progress or achieve their next steps in learning.

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Curriculum and teaching Urgent improvement

The childminder does not incorporate children's next steps into daily practice. For example, when children are identified as needing support to develop their independence, she does not consistently encourage them to take responsibility for age-appropriate tasks, such as wiping their own noses and hands. This limits children's opportunities to develop their independence and make progress towards their identified next steps.

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Curriculum and teaching Urgent improvement

The childminder does not always make the most of opportunities to develop children's language and communication skills. For example, mealtimes are not used as sociable opportunities for children to engage in meaningful back-and-forth conversations. Although the childminder echoes back phrases children use during play, she does not consistently introduce new words or extend children's vocabulary. As a result, children's opportunities to develop their communication and language skills are limited.

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Curriculum and teaching Urgent improvement

Although the childminder plans a curriculum that covers all areas of learning and development, there are weaknesses in the implementation. Children spend time completing inset puzzles, rearranging pieces until they fit. Children develop an interest in books and stories as they sit with the childminder, joining in with key phrases. They develop interest in texture as they explore jelly bricks and sensory books, commenting on how they feel.

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Inclusion Urgent improvement

The childminder does not consistently gather information about children's individual needs or use this information to make appropriate reasonable adjustments. Early identification, support and intervention for children with special educational needs and/or disabilities and those who may experience barriers to learning, are inconsistent. The childminder is not consistently responsive to children's emerging and changing needs. For example, she does not always recognise when individual children are unable to benefit fully from the learning opportunities provided and does not adapt her teaching to enable activities to meet their needs. As a result, not all children are able to fully access and benefit from the learning experiences provided to ensure that all children can make progress. The childminder does not consistently promote an inclusive learning environment because she does not have a sufficiently accurate understanding of children's interests or their developmental needs.

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Inclusion Urgent improvement

The childminder does not use assessment to accurately identify children's current stage of development or to inform planning for their individual learning needs and next steps. As a result, she does not identify emerging gaps in children's learning and development at the earliest opportunity. Children do not always receive the learning experiences that are appropriately matched to their individual needs, abilities and stage of development.

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Leadership and governance Urgent improvement

The childminder has failed to meet the requirements set out in the welfare requirements notice issued by Ofsted. The childminder has not made sufficient progress in addressing the weaknesses previously identified. She has not ensured that all assistants receive a thorough induction or have access to appropriate ongoing training and development opportunities to support them in understanding and fulfilling their roles and responsibilities. As a result, assistants may not have the knowledge, skills and understanding required to effectively support children's safety, learning and wellbeing. This has a significant impact on children's ability to thrive. There are breaches of both the safeguarding and welfare requirements, and the learning and development requirements that have an impact on the care and education children receive.

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Leadership and governance Urgent improvement

The childminder has not ensured the key-person role is effective in meeting children's individual needs and supporting them to develop secure, positive relationships. As a result, children do not receive the personalised care and emotional support they need to feel secure and develop a strong sense of belonging.

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Leadership and governance Urgent improvement

The childminder does not effectively identify weaknesses in her teaching and provision. She does not take appropriate action to improve the quality of education and care provided for children. Consequently, children are not supported to make effective progress from their individual starting points.

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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 are not always protected from harm. The childminder does not ensure the assistants working with her have sufficient knowledge and understanding to respond to and report any safeguarding concerns appropriately, in line with local safeguarding procedures.

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

Children do not benefit from a well-planned and sequenced curriculum. The childminder does not consistently ensure that activities are tailored to meet children's individual learning needs. She does not adapt or extend activities effectively to enable all children to engage with and benefit from the learning opportunities provided. As a result, some children do not make the best possible progress in their learning and development.

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

Children are not well prepared for the next stage in their learning. The childminder does not consistently identify precise next steps that are tailored to children's individual learning needs. As a result, learning opportunities are often incidental rather than planned. Children are not effectively supported to build on what they already know, understand and can do.

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

Children's needs are not consistently met. For example, when children become excited during activities, the childminder uses phrases such as, 'you're too loud' and 'calm down'. This approach does not effectively support children's emotional wellbeing or help them to understand and regulate their feelings in a positive and developmentally appropriate way.

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

Children do not benefit from a language-rich environment. The childminder does not consistently extend children's vocabulary or engage them in meaningful back-and-forth conversations. Children enjoy looking at books both independently and with the childminder. However, the childminder does not make effective use of these opportunities to extend children's learning. For example, she does not consistently encourage discussion or ask questions that promote children's thinking and their understanding.

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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.

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Next steps

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 all assistants receive a thorough induction and have access to ongoing training and development opportunities so they can fully understand their roles and responsibilities 28/09/2026

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Action Completion Date

ensure any assistants have the knowledge of local safeguarding referral policies and procedures 28/09/2026

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Action Completion Date

ensure foods are prepared in line with guidance to minimise the risk of choking 28/09/2026

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Action Completion Date

ensure children can develop a positive sense of self by promoting their self-esteem and confidence, helping them to feel valued and secure 28/09/2026

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Action Completion Date

ensure you have a secure understanding of how children learn and develop to support their positive attitudes to learning 28/09/2026

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Action Completion Date

ensure you undertake professional development to improve your teaching skills 28/09/2026

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Action Completion Date

ensure you meet children's individual needs and develop positive relationships with them 28/09/2026

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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

ensure children's individual needs are identified and consistently adapt teaching and learning to provide appropriate support for every child 28/09/2026

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Action Completion Date

ensure the curriculum is ambitious and takes account of children's ages and stages of development 28/09/2026

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Action Completion Date

ensure assessment and teaching accurately identifies children's current stage of development and use this information to accurately plan their next steps in learning 28/09/2026

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About this inspection

The inspector spoke with the childminder, an assistant and the 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. Type: Childminder

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About this inspection

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

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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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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

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Urgent improvement

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Urgent improvement

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