Childminder in Devon

Inspection date

Previous inspection date 01/10/2014 28/01/2009

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early years provision

This inspection: 4 Previous inspection: 3 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 is not aware of appropriate procedures to follow should she have a child protection concern or in relation to allegations of abuse made against adults working in the setting.  The childminder's planning and assessment arrangements are weak. She does not provide activities and resources that link closely with individual children's next steps across all areas of learning to help them make progress in their development.  Partnerships with parents and other early years settings children attend are not well established to provide complementary learning experiences in all environments.  Self-evaluation procedures are not effective in identifying breaches to statutory requirements of the Early Years Foundation Stage or for improving practice.  The childminder has failed to notify Ofsted of changes to adults working at the setting as required.

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It has the following strengths

 The childminder has positive relationships with children in her homely environment.  Children are gaining independence as the childminder encourages their participation in self-care tasks, such as dressing themselves.

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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 sampled documentation including policies and procedures, and training certificates.  The inspector took account of the childminder's self-evaluation record.  The inspector took account of the views of parents.  The inspector observed children indoors during free-play.  The inspector held discussions with the childminder to confirm procedures.

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Information about the setting

The childminder registered in 1998. She lives with her husband and her adult daughter in Abbotsham, North Devon. The whole of the childminder's house is available for childminding and there is a fully enclosed garden for outside play. The childminder walks or drives to local schools to take and collect children. The childminder regularly works with another registered childminder at her home. The childminder is registered on the Early Years Register and the voluntary and compulsory parts of the Childcare Register. There are currently seven children attending, four of whom are within the early years age range.

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must:

 improve knowledge of safeguarding to ensure appropriate procedures are followed to report any child protection concerns

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must:

 improve knowledge of safeguarding procedures to report any concerns in relation to allegations of abuse being made against adults working in the setting

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must:

 improve planning and assessment arrangements to provide challenging activities and resources that link closely with individual children's next steps across all areas of learning, to help them make good progress in their development

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must:

 improve partnerships with parents to involve them in their children's learning and to demonstrate how they can share learning at home

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must:

 share information about children's care and learning needs with other early years settings children attend to promote a consistent approach.

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

 increase the range of equipment and resources to promote all areas of learning with particular regard to mark making and early writing activities

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

 develop robust self-evaluation systems to ensure all statutory requirements are met and to identify weaker areas of practice to address.

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who attend

The childminder does not have a secure knowledge and understanding of the learning and development requirements and her responsibility to promote them. This means children do not make sufficient progress in their learning and development. The childminder maintains a learning journal for each child containing photographs and some observations. She obtains some basic information about children's starting points from parents. However, the childminder does not use this information to identify children's next steps in their learning and plan activities using children's learning needs and interests. The childminder does not provide challenging experiences to build on what children already know and can do to help them make good progress in their learning and development. The childminder provides play opportunities and believes learning should take place in more formal settings. Therefore, although children generally enjoy the activities on offer,

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who attend

their learning is coincidental because the childminder does not consider what children can learn through their play. This means the childminder is not preparing children to acquire the skills and knowledge they need ready for their next stages of learning.

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who attend

The childminder talks to the children and helps them to develop appropriate language skills. For example, she spoke to a young child using a positive tone as she fed them a bottle. The younger children make sounds, trying to talk, and the childminder responds to them by repeating the word she thinks they are trying to say. Children become familiar with some number names because the childminder counts items in their self-chosen play. They learn about growth and explore the world around them when visiting local allotments and picking blackberries.

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who attend

Parents receive a daily diary, which contains information about their children's routines and play experiences. This means parents are aware of their children's individual care needs and routines. However, the childminder does not share children's achievements and next steps with parents. This does not support them to extend their child's learning at home and share with the childminder the progress their children achieve during this time. Additionally, the childminder does not liaise with other early years settings children attend to discuss individual children's learning needs. This all means she is not able to plan complementary learning experiences that target children's learning needs and help them make good developmental progress. The childminder is aware of how to seek advice from external agencies to give support for children with special educational needs and/or disabilities.

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

The childminder monitors the safety of her home appropriately using risk assessments. She helps children to develop some understanding of how to keep themselves safe, for example, she practises fire drills regularly with them so they become familiar with procedures to evacuate the setting quickly and safely. However, the childminder is not able to fully support children to protect themselves because she lacks sufficient knowledge of safeguarding and child protection procedures. Therefore, her arrangements for safeguarding children are inadequate. The childminder supports children's health appropriately. She reminds them to wash their hands after using the toilet and before eating to prevent the spread of cross-infection. Children have fresh air and some exercise when they go on outings and play in the garden. The childminder has a current first-aid qualification and implements appropriate procedures to deal with and

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

record accidents, sharing these with parents.

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

Children settle with the childminder, forming a bond that helps them to feel secure. The childminder maintains eye contact with babies and attracts their attention with appropriate toys. Furthermore, she praises children's achievements, which develops their self-esteem. These practices give children the confidence to independently explore the available resources. Although the childminder owns a suitable variety of equipment and resources, she does not provide children with equipment and activities that cover all areas of learning. For example, young children are not always able to explore mark making and early writing to support their literacy development.

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

Children learn about appropriate boundaries and behavioural expectations. The childminder encourages them to use good manners and explains the possible consequences of their actions. This helps them take responsibility and to learn appropriate social skills. Children learn self-care skills through small tasks, such as dressing themselves and opening food packages at lunchtime.

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provision

The childminder has insufficient knowledge of the learning and development, and safeguarding and welfare requirements. Although she has completed child protection training the childminder is not aware of the appropriate procedures to follow to report any potential child protection concerns she may have. The childminder does not know of the correct procedures to follow in the event of an allegation made against any adults living or working at the setting. This means she is in breach of requirements of the Early Years Foundation Stage, which puts children's welfare at risk. It also means she is in breach of the associated requirements of the Childcare Register. Additionally, the childminder has failed to inform Ofsted of a change in adults working at her premises. It is a requirement of both the Early Years Foundation Stage and Childcare Register, although, this does not have a significant impact on children's welfare because all adults who live and work at the

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provision

address have undergone the relevant suitability checks with Ofsted. Planning and assessment arrangements to help children make progress are weak. Consequently, the childminder does not have a true picture of children's capabilities and their next steps in learning to influence future planning. This means children do not receive challenges that target their learning needs. This was a recommendation raised at the childminder's last inspection, which remains an issue. The childminder does not work successfully with parents to involve them in their children's learning. She does not form links with other early years settings, which children attend to promote continuity in their learning and development. The childminder does not monitor her educational programmes well enough to ensure she provides activities and resources that cover all areas of learning and meet children's learning needs.

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provision

Generally, there are some sound procedures in place to provide children with a safe and secure environment. The childminder maintains an accurate record of children's daily attendance. She also obtains parents' consent to take photographs for assessment records and to share information with other professionals if the need arises. The childminder shares a suitable range of policies with parents to keep them informed of her procedures.

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provision

Self-evaluation processes are ineffective and do not address key weaknesses to prevent breaches of legal requirements. The childminder has identified some areas to improve, such as developing the outdoor area so children can use ride-on toys. Through discussion she is able to identify the need to improve her knowledge of the learning and development requirements, but has not taken action to address this. The childminder has made limited progress since her last inspection and has failed to address areas of weakness raised. This means self-evaluation has little impact on improving outcomes for children. Parents are able to share their feedback with the childminder through annual questionnaires, in which they say their children enjoy attending the setting. Parents state they particularly enjoy reading the daily diaries to find out about their children's time at the setting.

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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:

 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)  inform Ofsted of the following: a change in the persons aged 16 years or older living or working on childminding premises (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 (voluntary part of the Childcare Register)  inform Ofsted of the following: a change in the persons aged 16 years or older living or working on childminding premises (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. We re-inspect nurseries and pre-schools judged as requires improvement within 12 months of the date of 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

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Grade Judgement Description

is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. Met There were no children present at the time of the inspection. The inspection judgement is that the provider continues to meet the requirements for registration. Not met There were no children present at the time of the inspection. 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 104718 Local authority Devon Inspection number 983891 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 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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