Taylor Deborah Louise

Inspection date

Previous inspection date 27/06/2014 23/02/2009

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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

 The childminder's knowledge and understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage is poor. As a result, there are many breaches to the requirements.  The childminder's understanding of the learning and development requirements is weak, as a consequence, she does not support individual children's ongoing development. As a result, children fail to make progress.  The childminder does not create a stimulating or engaging play environment or resources, as a result, children are not stimulated and misbehave. The childminder is unable to effectively manage their behaviour and it has a detrimental effect on their ability to learn.  The childminder does not fully support children to stay safe as she does not take positive steps to minimise possible risk.  The childminder does not engage with parents, school, other agencies or settings about children's learning and development and does not keep parents informed about the

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This provision is inadequate

Early Years Foundation Stage or children's achievements or development.

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It has the following strengths

 The childminder allows children to feel cared for, as she sensitively responds to their care routines.

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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 children's free play.

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Inspection activities

 The inspector spoke with the childminder and children at appropriate times throughout the observations.  The inspector looked at photographs and a selection of policies and documents.

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Inspection activities

 The inspector checked evidence of suitability of all household members over 16 years and checked the qualifications of the childminder and the self-evaluation form.

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Information about the setting

The childminder was registered in 1992 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and child aged 15 years in a house in Shepshed, Leicestershire. The whole of the ground floor and the rear garden are used for childminding. The family have a dog as a pet. The childminder attends toddler groups and activities at the local library. She visits the shops and park on a regular basis. She drops and collects children from the local schools and pre-schools. There are currently seven children on roll, three of whom are in the early years age group and attend for a variety of sessions. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except bank holidays and family holidays.

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enforcement action:

We will issue a Welfare Requirements Notice requiring the provider to;

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enforcement action:

develop knowledge of the safeguarding children policy and procedures, to ensure a full understanding of the possible signs of abuse and their role and responsibilities, so that action is taken without delay.

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must:

 acquire knowledge of the learning and development requirements so that children are provided with challenging and enjoyable experiences that fully engage, motivate and enthuse them across all areas of learning and best support them to make good progress in their development

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must:

 ensure observational assessments monitor children's progress from their starting points, are used to identify next steps and plan purposeful learning experiences to support children's good progress within all areas of learning and are shared with parents

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must:

 implement a system to review the progress of children aged between two and three years and provide parents and/or carers with a short written summary of their child's development in the prime areas of learning, which identifies the child's strengths and any areas where the child's progress is less than expected

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must:

 implement a behaviour management policy to ensure appropriate strategies are used to manage children's behaviour in line with each child's individual needs and abilities

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must:

 obtain written permission for children to take part in outings

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must:

 ensure they have the appropriate skills and knowledge of effective teaching to ensure children make good progress in their learning

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must:

 establish effective partnerships with other early years settings that children attend and share information to promote a consistent approach to children's ongoing care, learning and development

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must:

 provide a good range of resources according to the age and stage of development of children being cared for and offer a suitable balance of adult-led and child- initiated activities, which supports children's individual interests  assess the risks or hazards which may arise for the children and take reasonable steps to remove, minimise and manage the risks or hazards, particularly in relation to safeguarding children from potential burns from the oven door

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who attend

The childminder is not familiar with the Early Years Foundation Stage. She is not aware of her roles or responsibilities, nor does she have an understanding of how to effectively teach children. Parents provide the childminder with information about their children when they start. However, the childminder does not have a process for making her own judgements about children's starting points. She records children's achievements but does not use observations to watch and assess what the children do. Also, she does not use any reference documents to consider whether children are working within the typical range of development expected for their age. As this is not happening, the childminder does not know what children's next steps in learning are and children's achievements or assessments are not shared with parents. The childminder does not plan purposeful learning experiences or ensure a balance of adult-led and child-initiated activities to fully

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who attend

motivate, engage and enthuse children across all areas of learning and development. As a result, children do not make good progress in their learning.

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who attend

The childminder does not have an understanding of the characteristics of effective teaching and learning or a comprehensive understanding of the seven areas of learning and development. The childminder does take into consideration what the children are interested in when she decides which toys to make accessible for free play. For example, the two children like cars so she provides a car track and some small and large vehicles for them to play with. However, they soon lose interest as the activity does not provide adequate challenge. They are given some opportunity to develop their physical skills when they choose their ingredients to make their own pizza for lunch. They spread the tomato puree with a knife before putting on their prepared toppings and enjoy eating this for lunch.

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who attend

The childminder does not effectively support children's communication and language development. The radio plays in the background as a distraction and she uses a lot of closed questions, not giving children time to think and respond. For example, she asks a child what colour the car is and when they give the wrong answer she is quick to tell them 'no' and provides the correct answer. As a result, they are unable to use their critical thinking skills or be encouraged to try again. The childminder does not provide parents with valid or regular assessments, including the progress check for children between the ages of two and three years. As a result, parents are not informed about their child's progress and are unable to support their child's learning at home. It also means that the childminder is not able to identify any gaps in learning, so that early intervention can be sought to help children to make good progress.

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

The premises are secure and children are not able to leave unsupervised. The childminder has carried out risk assessments to demonstrate how she will keep children safe. However, these are ineffective as children's safety is compromised inside the setting because the childminder does not have a procedure for keeping children safe once the oven is switched off. The oven door remains too hot to touch for a period of time and there is no effective system to protect children from burns when they wander in and out of the kitchen, which is used to access the garden.

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

Children's healthy lifestyle and physical development is promoted through daily exercise in the garden, weather permitting. Children play with a range of equipment, including hoops, balls, bicycles and climbing equipment. They enjoy nature walks around the local area and trips to the park where they are able to take risks and explore large areas with freedom. The childminder does not create a stimulating or engaging play environment indoors and resources are limited. As a result, children quickly lose interest and are not engaged in their play. They do not share and struggle to take turns, which results in them pushing each other. When the childminder turned her back, a child hit another with a toy car. She is not consistent in her approach to managing behaviour and children demonstrate a lack of respect for her. They did not pay attention or listen to her instructions when she asked them to stop climbing over the furniture. She started to get frustrated with them and

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

clearly struggled to manage the situation. As a result, this has a detrimental effect on their ability to learn.

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

The childminder allows children to feel cared for as she sensitively responds to their care routines, such as toilet training when needed. The childminder asks parents for information about children's care routines and support children to be independent. For example, children are encouraged to zip up their own coats, put their shoes on and they washed their hands before making pizzas. The childminder prepares children appropriately for the transition to school through regular visits and discussions.

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provision

The childminder does not have an adequate knowledge of the Early Years Foundation Stage. There are breaches of the learning and development requirements, welfare and safeguarding requirements and the Childcare Register that have a significant impact on children's learning and development and safety. Policies and procedures are not relevant to the childminder's actual practice, as she has adopted these from another provider. Therefore, the documents shared with parents do not reflect her practice and provision. In particular, the safeguarding policy refers to Local Safeguarding Children Board procedures and government statutory guidance documents, which the childminder does not have regard to and does not understand. She does not obtain written permission for children to take part in outings. As a result, children are not suitably safeguarded. The childminder shows a significant lack of commitment to improve the quality of

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provision

provision that she provides. This is indicated by the lack of progress made with an action raised at recent visits by Ofsted in relation to safeguarding concerns. For example, the childminder still does not fully understand the possible indicators of abuse or her role and responsibility in protecting children.

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provision

There is no effective system to monitor the educational programme and the provider does not share information about children's learning and development with parents, schools or other providers that children share their care with. The childminder does not effectively evaluate her practice because she does not identify these weaknesses found during the inspection and rates her provision as outstanding. She does not have a programme for professional development or strive to make any improvements, even though she admitted that she does not understand the learning and development requirements of the Early Years Foundation Stage.

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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 that children receiving childcare are kept safe from harm (compulsory part of the Childcare Register)  keep and implement a written statement of procedures to be followed for the protection of children, intended to safeguard the children being cared for from abuse or neglect (compulsory part of the Childcare Register)  ensure that children's behaviour is managed in a suitable manner (compulsory part of the Childcare Register)  ensure that children receiving childcare are kept safe from harm (voluntary part of the Childcare Register)  keep and implement a written statement of procedures to be followed for the protection of children, intended to safeguard the children being cared for from abuse or neglect (voluntary part of the Childcare Register)  ensure that children's behaviour is managed in a suitable manner (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 225428 Local authority Leicestershire Inspection number 952490 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

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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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