Childminder EY458193

Inspection date

Previous inspection date 1 June 2017 18 July 2016

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This inspection: Inadequate 4

Previous inspection: Requires Improvement

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This inspection: Inadequate 4

Effectiveness of the leadership and management Inadequate 4

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This inspection: Inadequate 4

Quality of teaching, learning and assessment Inadequate 4

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This inspection: Inadequate 4

Personal development, behaviour and welfare Inadequate 4

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This provision is inadequate

 The quality of teaching is weak. The childminder does not engage effectively with children and has a poor understanding of how to promote children’s learning and development. Planning for learning is inconsistent.  There is no key person system in place to support children’s emotional wellbeing, to help children and parents to settle and to meet individual needs. Babies are not stimulated and children are not provided with appropriate equipment or support to meet their personal care needs.  Observations and assessments of children’s progress are not consistent or up to date. As a result these are not used to ensure children are making sufficient progress in their learning.  The childminder does not provide sufficient opportunities for children to learn and reach a good standard in English, ensuring that they are ready for school. Children, who speak English as an additional language, are not gaining the skills they need to

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This provision is inadequate

communicate effectively.  Children’s health is not assured. Children are not provided with sufficient or nutritious food. Adults do not wash their hands after changing children's nappies. Children are not encouraged to wash their hands.

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It has the following strengths

 Children behave well. Since the last inspection the childminder has developed the outdoor environment so that children have free access to a broader range of resources.  The childminder understands her responsibilities to protect children from abuse or neglect. She knows the steps to take if she has concerns about a child in her care.

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What the setting needs to do to improve further

To meet the requirements of the early years foundation stage and the Childcare Register the provider must:

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Due Date

 ensure that children, whose home language is not English, are provided with opportunities to develop and use their home language in play and learning. Ensure that children have sufficient opportunities to learn and reach a good standard in English language 31/08/2017

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Due Date

 improve the quality of teaching. Ensure each area of learning and development is implemented through planned, purposeful play and through a mix of adult-led and child-initiated activity. Respond to each child’s emerging needs and interests and guide their development through warm, positive interaction 31/08/2017

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Due Date

 ensure ongoing assessment is an integral part of the learning and development process for children. Observe children to understand their level of achievement, interests and learning styles and shape learning experiences for each child reflecting those observations. Respond to day to day observations about children’s progress and observations that parents and carers share 31/08/2017

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Due Date

 ensure that when children are aged between two and three years old, their progress is reviewed and their parents and/or carers are provided with a short written summary of their child’s development in the prime areas. The progress check must identify the child’s strengths, and any areas where the child’s progress is less than expected 31/08/2017

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Due Date

 ensure that all those responsible for the delivery of the Early Years Foundation Stage are able to clearly explain the policies and procedures, which are used to support the operation of the setting, to parents, carers and others 31/07/2017

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Due Date

 improve knowledge and skills in order to raise the overall quality of the provision, including the daily experiences of children and the quality of teaching 31/07/2017

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Due Date

 ensure that each child is assigned a key person. Their role is to ensure that every child’s care is tailored to meet their individual needs, to help a child become familiar with the setting, offer a settled relationship for the child and build a relationship with the parents 31/07/2017

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Due Date

 promote the good health of children attending the setting and take steps to prevent the spread of infection; this specifically refers to having appropriate nappy changing and hand washing procedures 31/07/2017

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Due Date

 ensure children are provided with sufficient food which is balanced and healthy. Organise mealtimes to ensure that all children can sit 31/07/2017 in comfort and learn about the benefits of healthy eating within a sociable environment  ensure that any food and/or drink provided is properly prepared, wholesome and nutritious (also applies to the voluntary part of the childcare register). 31/07/2017

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Inspection activities

 The inspectors observed activities in the indoor learning environment where children are cared for and viewed all areas of the home used for childminding.  The inspectors observed the quality of teaching during activities indoors and outdoors, and assessed the impact this has on children's learning.  The inspectors looked at relevant documentation, such as the childminder's self- evaluation, children's learning and development records, and a sample of the childminder's policies and procedures.  The inspectors spoke with the childminder, her co- childminder, the assistant and children at appropriate times during the inspection.  The inspectors checked evidence of the suitability of the childminder and other household members, and the childminder's qualifications.  The inspectors spoke to a small number of parents and took account of their views.

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Effectiveness of the leadership and management is inadequate

The childminder has a basic understanding of the Early Years Foundation Stage (EYFS) but her co-childminder has a poor understanding of the EYFS and an insufficient grasp of English. This impacts significantly on the childminder's ability to deliver the EYFS. Key person roles are not shared and all responsibility for the care and education of the children falls on the childminder and one assistant. As a result, children’s care and learning needs are not met. The childminder has received significant support from the local authority. She has updated her safeguarding procedures to help keep children safe from harm and is aware her responsibility to protect children and of the procedures to follow. However, other policies are very brief, and therefore do not provide parents with sufficient information about how the setting operates. The childminder and assistant have completed first aid and safeguarding training so they are both able to deal with

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Effectiveness of the leadership and management is inadequate

emergencies should they arise. Effective risk assessments ensure that the premises are clean and free of potential hazards. The arrangements for safeguarding are effective. With support, the childminder has started to reflect on her practice. She and her assistant have visited the local authority best practice setting and used the knowledge gained to improve the outdoor learning environment they provide for the children. Local authority support is ongoing.

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Quality of teaching, learning and assessment is inadequate

With significant support the childminder has reviewed and improved her systems for planning, observing and assessing children’s progress. She has a general understanding of how to use these. However, due to the large numbers of children attending the setting, observations and assessments of children’s learning and progress are not regularly completed. Planning, linked to children’s next steps, is inconsistent. The childminder understands that she is required to complete the progress check for children aged between two and three years old but hasn’t completed checks on eligible children. The childminder understands that young babies need support with learning to walk and that children, particularly those who speak English as an additional language, need support with learning to talk. She has improved the range of activities that are on offer and gathered a range of resources such as books with CDs, and props, to use at group times.

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Quality of teaching, learning and assessment is inadequate

Despite this, there are few meaningfully planned activities to support this learning. Adults do not play alongside or teach the children. They do not repeat sounds, words and phrases so young children can begin to recognise and respond to particular sounds. Instead they choose to only supervise and support children from a distance. The childminder speaks mainly Portuguese to her colleagues when caring for the children. Her co-minder speaks only Portuguese to children even though, for several, this is not their home language or a language that they are familiar with. As a result, those children for whom English is not their first language are not making sufficient progress in their learning.

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Personal development, behaviour and welfare are inadequate

Children are not assigned a key person to ensure that every child’s care is tailored to meet their individual needs. Adults change children’s nappies on a changing mat, which is placed on a low level table where children eat and play. Adults do not wash their hands after changing nappies to prevent the spread of cross-infection. Children’s health is not promoted because they are not encouraged to wash their hands regularly. Children are offered a home cooked meal, which is prepared by the childminder’s co-minder. However, younger children are only offered soup and yoghurt each day. This means that children are not provided with opportunities to try different textures, tastes and learn to feed themselves. Children who do not eat the food provided are not offered any alternative, despite adults knowing their preference. As a result, children are at risk of being hungry due to the lack of food available to them. The childminder reports that this is in agreement

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Personal development, behaviour and welfare are inadequate

with the parents, but she has not resolved the situation where children may not eat during their day with her. Children have access to drinks during the day, but mealtimes are not a sociable occasion, as the children are not seated properly or settled well before they start to eat. Some children who are too big for a high chair are put in one and others, who are developmentally able to explore food and can attempt to feed themselves, are spoon fed by the childminder. As a result, young children are not encouraged to learn how to use cutlery and gain independence skills.

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Outcomes for children are inadequate

Children, especially those who speak English as an additional language, are not prepared for the next stage in their learning. Children acquire some physical skills as they independently draw with chunky crayons and swing on the rope ladder. They use their imagination as they push their dolls in buggies and use whisks to make pretend cakes. On occasions, they are reminded to take turns. However, children rarely hear English spoken in the setting and receive little positive interaction from adults. This prevents them from developing sufficient communication, language and social skills and significantly limits the progress children make overall.

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Setting details

Unique reference number EY458193 Local authority Norfolk Inspection number 1099589 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 12 Total number of places 6 Number of children on roll 10

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Name of registered person

Date of previous inspection 18 July 2016

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Telephone number

The childminder was registered in 2013 and lives in Thetford. She works alongside a co- childminder and an assistant from her co-childminder's house. She operates all year round, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for three- and four-year-old children.

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Telephone number

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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Telephone number

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

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Telephone number

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Telephone number

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Telephone number

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

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