Childminder in Coventry

Inspection date

Previous inspection date 12/12/2013 18/07/2012

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early years provision

This inspection: 4 Previous inspection: 2 How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 4 The effectiveness of the leadership and management of the early years provision 4

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This provision is inadequate

 Children are not always adequately supervised and this compromises their welfare and safety. Furthermore although the childminder has a safeguarding policy, she lacks knowledge of when to raise a concern.  Children are not learning how to recognise and understand the rules for being together with others. This is because the childminder does not follow through with consistent and effective practice when managing children's behaviour. As a result, some aspects of children's learning and development are disrupted.  The childminder lacks knowledge and understanding of the learning and development requirements to ensure that the educational programme is carefully planned, and play is purposeful, in order to provide a challenging and enjoyable experience for all children.  The childminder does not meet the requirement to keep a daily record of the names of the children being cared for on the premises and their hours of attendance.

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This provision is inadequate

 Monitoring of the provision is poor is not used to develop a precise improvement plan in order to overcome weaknesses.

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It has the following strengths

 Good use of local groups and facilities, such as toddler groups and parks, give children opportunities to socialise and engage in a wider range of activities.

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Information about this inspection

Inspections of registered early years provision are:  scheduled at least once in every inspection cycle – the current cycle ends on 31 July

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage or where assessment of the provision identifies a need for early inspection  prioritised where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  scheduled at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector observed activities taking place in the lounge and dining room.

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Inspection activities

 The inspector spoke with the childminder, her assistant and children at appropriate times during the inspection.  The inspector viewed the areas of the premises and garden used for childminding.

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Inspection activities

 The inspector took account of the views of the parent present on the day and written feedback from parents.

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Inspection activities

 The inspector looked at children's observation and assessment records, the register of attendance and children's records.

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Inspection activities

 The inspector checked evidence of suitability of all members of the household, the childminder's qualifications and her self-evaluation and improvement plan.

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Information about the setting

The childminder was registered in 2012 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives in Coventry with her husband, who is also her assistant, and their three children aged two, six and eight years. The whole of the ground floor, upstairs bathroom and the rear garden are used for childminding. The family has three rabbits a cat and a dog. The childminder attends several toddler groups and visits the park on a regular basis. She takes to, and collects children from the local schools and pre-schools.

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Information about the setting

There are currently 10 children on roll, five are in the early years age group and attend for a variety of sessions. She operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder is a member of the Professional Association for Childcare and Early Years and holds an early years qualification at level 2.

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must:

 explain to parents and visitors to the home, the procedure regarding the use of mobile phones and cameras in the setting and improve own knowledge of when to raise a concern about a child's welfare

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must:

 make sure that children are adequately supervised at all times, this specifically refers to ensuring that children are always in sight or hearing and that they are not left in an unattended vehicle

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must:

 implement an behaviour management procedure so that all children are consistently helped to learn about what is acceptable and how to share toys with others

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must:

 develop the educational programmes across the seven areas of learning through carefully planning and purposeful play, in order to provide a challenging and enjoyable experience for all children, and effectively use the information provided by parents regarding children's starting points, to plan for each child in relation to their age and stage of development.

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To further improve the quality of the early years provision the provider should:

 improve partnership working with the other settings children attend to further identify children's individual learning needs in order to ensure continuity and maximise the progress they make.

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who attend

The childminder does not have a secure overview of the educational programmes and the experiences required to help children make good progress towards the early learning goals. The quality of teaching lacks sufficient depth, breadth and challenge, and as a result, children's learning is compromised. Play activities and relevant experiences are not constructively planned to ensure that children sufficiently develop the range of skills necessary in readiness for school, when the time comes. Furthermore, children are not consistently and fully engage in activities due to the poor behaviour of some of the older children. This behaviour constantly interrupts activities and prevents children from enjoying their play, and has a negative impact on both the younger and older children's concentration and continual learning. This results in some children lacking in enthusiasm for learning. Consequently, children are not able to make the best progress because

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who attend

inadequate steps are taken to make sure that behaviour is consistently managed well. Parents' are asked to complete an 'all about me' document, which provides the childminder with information regarding their children's starting points and interests. However, the information gained is not effectively used to aid the childminder in planning for children's individual learning. The childminder carries out some observations of children as they play and this enables her to identify some next steps in their learning and development. Parents are suitably involved in their child's learning through regular conversations with the childminder. They know that they can view their child's 'learning journey records' at any time so that they can complement their children's learning at home.

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who attend

While the childminder is not planning activities to ensure children are suitably challenged across all areas of learning, they do enjoy a general range of play activities and experiences. Children show an interest in imaginative play, such as, taking their 'babies for a walk in the pushchair' and dressing up in various animal costumes. They copy the childminder as she makes a roaring sound and 'snap' their hands together like a crocodile. Children sing a song about rowing their boats with the childminder and her assistant. They sit on the floor and laugh as they hold hands to rock backwards and forwards. These activities help to develop children's early speech and language and promote their physical skills.

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who attend

Children interact well with the childminder and her assistant and are developing a suitable awareness of early mathematics. They count the cutlery at dinner time and weigh the ingredients they need to make cakes. Children learn to draw a circle and complete simple jigsaws, twisting and turning pieces until they fit. Consequently children are developing some understanding of numbers, shapes, weight and measure. A range of resources are in place to help children develop an awareness of a diverse society. For example, small world figures, books and dressing-up clothes. This helps to broaden their knowledge and understanding of different cultures. Children attend various local groups where they have access to resources, such as, soft play equipment and large climbing equipment. In addition, they visit the library for rhyme time. These experiences help young children to learn to be sociable with others and to begin to understand about their local community.

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The contribution of the early years provision to the well-being of children

Children show by their actions that they feel safe and secure in the childminder and her assistant's presence. They happily go to them for comfort, reassurance and support. However, their well-being is hindered because they are not always within sight or hearing of the childminder. This practice does not meet legal requirements and places children at risk. The childminder discusses daily routines with parents before children begin, which enables her to follow their familiar routines. This helps to ensures attachments are built, particularly for the younger children. However, the childminder does not provide clear and consistent guidance to support children to play and learn together and develop control over their own actions. As a result, older children squabble and argue over toys and during activities, which leaves younger children feeling unsafe and constantly seeking reassurance. This has a detrimental impact on children's emotional well-being.

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The contribution of the early years provision to the well-being of children

The childminder encourages children's self-care skills. For example, children are developing their understanding of the importance of hand washing before eating and they are encouraged to help tidy away the toys. Children are mostly offered a healthy menu, which includes a variety of fresh fruit at snack time and homemade cooked dinners which are prepared by the childminder's assistant. Both the childminder and her assistant comply with food hygiene requirements.

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The contribution of the early years provision to the well-being of children

Despite the safeguarding concerns detailed in the report, children are developing an awareness of safety and how to stay safe. For example, the childminder helps young children to understand the importance of sensible road safety by; holding hands, looking for cars and dangers before they cross the road. Children enjoy regular access to the garden and other outdoor activities, which encourages their healthy growth and development through physical exercise and fresh air. The childminder takes young children to various groups whereby they mix with others of their own age. These opportunities help children to prepare for their transition to school.

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provision

This inspection took place following concerns raised, in relation to the childminder's management of behaviour. During this inspection, it was found that the childminder was not meeting all of her legal responsibilities. The childminder is not ensuring children's safety and emotional well-being. On the day of the inspection, the childminder left minded children unattended in the car. She explained that she thought that they would be safe; securely strapped into their car seats and that she was only going to be a few minutes. The childminder's response shows a lack of understanding of the health and safety risks to the children posed by this practice. In some respects, children's safety is appropriately protected. For example, both adults in the household have had their suitable checked, smoke alarms are in place and emergency evacuation procedures are regularly practised. Hazardous items are stored out of reach of children and public liability insurance is

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provision

maintained. Most required documentation is in place and policies and procedures are suitably shared with parents. However, the childminder does not complete accurate records of children's hours of attendance on a daily basis. Consequently, the childminder is not meeting a requirement of the Statutory framework for the Early Years Foundation Stage and the Childcare Register. The childminder recognises some signs and symptoms of abuse and has attended recent training to update her knowledge. However, she is unsure of when children should be referred to relevant agencies to protect them from harm and neglect. Furthermore, she has not informed other adults visiting the home about the appropriate use of cameras and mobile phones. This leaves children potentially vulnerable.

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provision

The childminder demonstrates a positive commitment to improving her knowledge through training. She has an early years qualification at level 2 and undertakes relevant courses to ensure her ongoing professional development. However, she does not use the new skills she acquires to best effect. Systems for monitoring and evaluating practice are not established to make sure that all requirements are met. As a result, she has overlooked a number of weaknesses, including developing her knowledge and understanding of the Early Years Foundation Stage welfare and learning requirements. She has very recently devised questionaries' for parent to comment on the service she provides, however these are not effectively used to help her identify and improvements that will benefit the children and raise the overall quality of her practice.

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provision

Although the childminder understands the importance of forming partnerships with other early years providers, information sharing is not robust enough to enable her to fully promote continuity in children's care and learning. There is room to improve information sharing about what children know and can do, or any particular learning needs they may have so that the childminder can maximise the progress they make. The childminder has suitable skills and knowledge to support children with special educational needs and/or disabilities. This helps to promotes inclusion. Parents are kept informed about their child's day via phone calls and texts. They are welcome to stay when they collect their children and the childminder uses this time to discuss the activities their children have taken part in. Parents written feedback demonstrates their high regard for the childminder and the service she offers. Their comments include 'I have great faith in the childminder and know

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provision

my child is in great hands' and 'I have noticed that their development has come on loads through the activities'.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are

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actions)

The requirements for the voluntary part of the Childcare Register are

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To meet the requirements of the Childcare Register the provider must:

 ensure appropriate steps are taken to safeguard the children being cared for from abuse or neglect by: developing knowledge of appropriate safeguarding procedures and the possible signs of abuse or neglect (compulsory part of the Childcare Register)  ensure all required records are kept; this specifically refers to daily record of children's hours of attendance (compulsory part of the Childcare Register)  ensure that children's behaviour is managed in a suitable manner and that where older and younger children are together, the behaviour of children over the age of eight years does not have a negative effect on the younger children (compulsory part of the Childcare Register).  ensure appropriate steps are taken to safeguard the children being cared for from abuse or neglect by: developing knowledge of appropriate safeguarding procedures and the possible signs of abuse or neglect (voluntary part of the Childcare Register)

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To meet the requirements of the Childcare Register the provider must:

 ensure all required records are kept; this specifically refers to maintaining an accurate daily record of children's hours of attendance (voluntary part of the Childcare Register)  ensure that children's behaviour is managed in a suitable manner and that where older and younger children are together, the behaviour of children over the age of eight years does not have a negative effect on the younger children (voluntary part of the Childcare Register).

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Requires improvement The provision is not giving children a good standard of early years education and/or there are minor breaches of the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected within twelve months of the date of this inspection. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement action. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of

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Grade Judgement Description

the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

This inspection was carried out by Ofsted 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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Setting details

Unique reference number EY440764 Local authority Coventry Inspection number 946717 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 10

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Telephone number

set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises, which are usually the childminder’s own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children,

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Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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