Childminder in Plymouth

Inspection date

Previous inspection date 23/06/2014 16/07/2012

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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

 The childminder routinely exceeds the ratio requirements for childminders. This means that while she is caring for too many children she fails to meet their individual care and learning needs.  The childminder does not ensure that children are adequately supervised at all times. This compromises their safety and well-being.  The childminder does not always plan effectively for individual children's stage of development or provide sufficient resources to provide challenging activities and experiences, indoors and outside. Not all parents share information about what their children can do at home to help ensure a shared approach to meeting their learning needs.

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It has the following strengths

 The childminder uses a range of appropriate teaching strategies to support children's developing language skills.

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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 both indoors and outdoors, during self-chosen play.  The inspector sampled documentation, including policies and procedures.  The inspector talked with the childminder about her practice.

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Information about the setting

The childminder registered in 1987. She lives with her partner in Plympton, Devon. The first floor of the property is used for childminding. A fully enclosed garden is available for outside play. The family has a tank of fish, and two cats. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. There are nine children on roll, seven of whom are in the early years age group. The childminder lives within walking distance of local schools, the library, shops, toddler groups and a swimming pool.

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enforcement action:

We served a welfare requirements notice that required the provider to:

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enforcement action:

ensure that children are adequately supervised at all times to ensure their safety.

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must:

 ensure that the required minimum adult-to-child ratios are met to meet the needs of all the children and ensure their safety.

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must:

 improve the quality of teaching by planning activities that are based upon what children can already do and need to learn next, by using information from parents about their children's learning at home and by providing a wider range of resources to allow children to make more choices

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who attend

Children generally enjoy the activities provided but they are not always sufficiently supported and challenged. This is because the activities are not always planned to promote further learning by building on what children already know and can do. For example, the childminder provided resources for children to make marks through the use of a mechanical drawing toy, but this required skills that the younger children had not yet developed to operate the device. There was no alternative option provided for younger children to practise their early writing skills with and a restricted range of other toys for them to choose from. Despite having an extensive range of resources available in the home, the childminder presents children with a limited choice of activities. For example, there were no role-play, arts and crafts, mark-making or mathematical resources provided in either the outdoors or indoors areas. As a result, while children make appropriate

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who attend

progress overall, they have few opportunities to extend or initiate activities using their own ideas because they cannot help themselves to a wide range of resources. Children benefit from regular fresh air, physical exercise and from social interaction with other children during regular outings to local groups, which helps to support their physical, personal and social development.

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who attend

The childminder records observations of children, in the form of photographs, in their individual portfolios. Parents are encouraged to take their child's portfolio home twice each year, which helps to keep them involved in their child's experiences. The childminder identifies children's starting points when they begin attending, using initial observation and through discussion with parents. This means that she is able to monitor children's progress, which is appropriate, from the start. However, not all parents share information regarding children's learning at home. Consequently, the childminder misses opportunities to extend all children's learning further. The childminder has developed positive relationships with parents. She uses diaries to inform them of their child's daily care routines and the activities they have participated in. The childminder has adequate understanding of how to seek appropriate support from other professionals to better

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who attend

support children with special educational needs and/or disabilities. She also completes appropriate progress checks for two-year-old children which she shares with parents.

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who attend

Children develop adequate language skills due to the childminder's appropriate teaching strategies. They listen carefully and imitate the childminder when she repeats and extends their phrases. This attention makes children feel valued and supports their ability to communicate. For example, a child made the relevant sign for a rabbit as he looks at illustrations in a story about different animals, and the childminder responded, 'Yes, a rabbit' while repeating the correct sign. This teaching practice helps extend children's communication skills.

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

The childminder has risk assessed her home appropriately to ensure that general risks are reduced. However, the childminder routinely exceeds minimum adult-to-child ratios. In addition, she does not always adequately supervise children. For example, she takes children upstairs to sleep, leaving other children unsupervised while eating their lunch in the garden. This puts children's health and safety at risk. The childminder carries out emergency evacuation drills. This means that the childminder supports children to learn how to evacuate the premises in the event of a fire. She has an adequate understanding of the possible signs and symptoms relating to child protection issues, and the procedures to follow in the event of a concern.

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

The childminder provides children with drinks through the day so they are not thirsty. These are easily accessible at all times. She reminds them to sit down as they drink to prevent them from choking. The children enjoy the packed lunches and meals their parents provide. The childminder implements suitable hygiene practice. For example, she reminds children to wash their hands after using the toilet. This helps to minimise the risk of cross-infection. The childminder records accidents and incidents appropriately and shares these with the children's parents. She changes babies' and toddlers' nappies as required to promote their comfort and well-being.

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

The childminder has a wide range of resources in her home but restricts the amount that she actually provides at any one time. This limits the range of activities that children can take part in and restricts their ability to make choices about their play.

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

Children are developing self-esteem due to the childminder's frequent praise, which supports their emotional development and helps to establish positive relationships. For example, children confidently seek comfort from the childminder when they become upset. This approach also helps the children understand what behaviour is acceptable. The childminder teaches them good social skills and manners at mealtimes. For example, she reminds them to say 'please' and 'thank you'. Children play well alongside their friends, learning to share and take turns. The childminder encourages children to undertake small self-care tasks. For example, they wipe their own hands and face before and after eating. This helps to develop their independence skills.

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provision

The childminder does not meet the safeguarding and welfare requirements of the Early Years Foundation Stage or the associated requirements of the Childcare Register.

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provision

This inspection took place following concerns raised to Ofsted relating to the requirements for suitable people, ratios, child supervision, food and drink, managing behaviour, premises, risk assessment, outings, information about the provider, and changes that must be notified to Ofsted.

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provision

The inspection found that the childminder knowingly and regularly cares for too many children. As a result, she fails to meet their individual needs. An example of this is her poor supervision of the children. While she tends to the physical needs of individual children, she leaves the others unsupervised out of her sight and hearing. This is a breach of requirements and compromises children's welfare and well-being. The childminder runs a toddler group and takes the children she minds with her. During this time, the minded children often receive care from the other adults present and there is evidence that, on one occasion, the childminder left the children at the toddler group while she went to a local shop. In addition, the childminder also regularly leaves children in the care of a childminder who visits her home while she collects more children from school. This person is not known to Ofsted as an assistant because the childminder has failed to notify Ofsted

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provision

of this arrangement. These are further breaches of requirements. The childminder's actions fail to give adequate consideration to children's safety and well-being. The childminder does not accept that she fails to meet children's individual needs. Due to the significance of the weaknesses in the provision, Ofsted will take enforcement action. The childminder maintains a range of documentation, including accurate records of children's attendance, accident and incident forms. She has undertaken relevant training to enable her to administer first aid. The childminder has also attended relevant child protection training and consequently has a suitable understanding of appropriate procedures to follow in the event of any concerns about a child. This helps to promotes children's welfare. The premises are secure and suitable safety measures are implemented to promote children's safety but the risks associated with caring for too many children and

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provision

how to keep them safe is not given any consideration. This compromises children safety.

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provision

Children generally enjoy the activities available. However, planning is not linked to individual children's next steps for learning, and the range of resources and activities available to children are limited. Therefore, children's learning needs are not being fully met. The childminder recognises the importance of sharing information with other settings children attend. For example, she obtains information regarding children's external experiences through parents, who share relevant documentation provided by other settings. Parents are given information regarding their children's development. However, not all parents share information regarding learning at home to help the childminder assess and plan for the children's progress. The childminder shares policies and procedures with parents, which helps them to understand her practice.

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provision

The childminder has not implemented an effective system of self-evaluation to help her to reflect on her own practice to identify areas for future improvement. This does not demonstrate a desire to improve the quality of her teaching and children's learning experiences and she has not made progress since her last inspection. Her reluctance to accept that her actions put children at risk and fail to meet their individual needs show that she has a poor understanding of her responsibilities with regards to children's well- being.

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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)  inform Ofsted of the name, date of birth, address and telephone number of any person working with children (compulsory part of the Childcare Register).  ensure that children receiving childcare are kept safe from harm (voluntary part of the Childcare Register)  inform Ofsted of the name, date of birth, address and telephone number of any person working with 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 117318 Local authority Plymouth Inspection number 978643 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 9

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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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