Childminder 142468

Inspection date

Previous inspection date 31 January 2018 22 May 2017

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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 childminder does not supervise children at all times, to ensure their safety.  The childminder does not share her records of children's development or her concerns with parents. Despite identifying that children are behind in key areas of development, she has not informed parents to decide how to support children further.  Although the childminder knows that children have had a progress check at age two completed at another setting, she does not share what she knows with them or find out from parents if they have any concerns, to work together and help children catch up.  Although the childminder attends regular training, this has little or no impact to improve the quality of her teaching. She does not use training to develop her skills and provide children with good learning experiences.  The childminder is aware that children do not reach expected milestones, but does little to close the gaps swiftly and work with parents, for example, to develop children's self-

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This provision is inadequate

care skills. Not all children are within the range of development typical for their age.  Children do not make good progress from their starting points. The childminder does not support them well enough to develop their communication and language skills.  Self-evaluation is weak. The childminder does not identify weaknesses in her practice, or consistently seek parents' feedback to drive improvements.

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It has the following strengths

 The childminder provides a good range of resources that children independently explore and investigate to lead their own play.

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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

 take all steps to minimise risks to children's safety, with particular regard to ensuring children are supervised at all times when eating 12/02/2018

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Due Date

 ensure that any concerns about children's progress in the prime areas of learning are discussed with parents promptly, to agree how best to support children, to close any gaps swiftly 28/02/2018

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Due Date

 improve the partnerships with parents and other settings children attend, to work together consistently, using the progress check at age two years when completed, to develop a targeted plan to help children make good progress across all areas of learning 28/02/2018

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Due Date

 implement the knowledge acquired from training to improve the quality of teaching and ensure children receive effective and challenging learning experiences 28/02/2018

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Due Date

 help children to become independent in their self-care skills and manage their personal needs successfully 28/02/2018

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Due Date

 improve teaching skills and interaction with children to focus on promoting their speaking and listening skills, to help them make good progress in this area of their learning. 28/02/2018

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Due Date

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

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Due Date

 use self-evaluation, including seeking parents' feedback, to identify key areas to improve and the most effective actions to take, to provide good outcomes for children.

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Inspection activities

 The inspector observed activities and the quality of teaching indoors.  The inspector spoke with the childminder and carried out a joint observation.  The inspector spoke with parents and took account of their written feedback for the inspection.  The inspector checked safeguarding information and the safety of the premises.  The inspector sampled documentation, including policies and procedures, and children's assessments.

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Effectiveness of the leadership and management is inadequate

Safeguarding is not effective. The childminder does not supervise children well enough, especially when eating, to ensure they remain in her sight or sound, for example, when she goes upstairs. She has failed to consider the risks of children choking when left alone eating. The childminder keeps up to date with her safeguarding training and knows what to do should a child be at risk of harm. However, she does not effectively implement the strategies and knowledge she gains from training to improve the quality of her teaching. For example, she commented on how to use books and songs to support children's language skills, but did not do this throughout the inspection. Although the childminder questioned children, they frequently did not respond, and she does little to help them build on their vocabulary and string words together to make sentences. The childminder has daily discussions with parents to exchange information on children's care. However,

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Effectiveness of the leadership and management is inadequate

she does not encourage parents to see their children's assessments or discuss with them any concerns she has about delays in children's development. This means some children are falling behind in their progress. Since the last inspection, the childminder has had help to improve the accuracy of her observations and planning. She tracks children's development effectively. However, she fails to use the information in partnership with parents and other providers, to close gaps in children's learning and help them catch up with their peers. The childminder does not evaluate her provision or actively seek parents' feedback about her practice. She does not successfully identify the most effective way to provide good outcomes for children. In addition, she has failed to address the recommendation at her last inspection, to forge partnerships with other providers to provide consistency in supporting children's learning.

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Quality of teaching, learning and assessment is inadequate

The childminder observes children and plans some activities. However, she does not provide effective teaching for children to benefit fully from them. Activities lack challenge. For example, the childminder encouraged young children to put small toy animals onto a weighing scale. She supported them appropriately to understand instructions, such as 'can you find a yellow sheep?' and 'what colour is that?' However, she did not extend their language, encourage them to speak or help them understand cause and effect, engage in dialogue or use trial and error to find solutions to problems. Children soon lost interest and packed the activity away. Children generally engage in their own play ideas.

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Personal development, behaviour and welfare are inadequate

Weaknesses in leadership and management have a negative effect on children's welfare. Children are at significant risk during mealtimes, as the childminder does not supervise them well enough. Although children settle quickly and are happy to part from their parents, the lack of motivation means they soon become bored with planned activities, and when the childminder asks if they want to do something else, they say no. Children happily play on their own with their self-chosen resources and explore what they can do with them. The childminder recognises this and adds additional resources for them to extend their ideas. Since her last inspection, the childminder has improved her skills in managing children's behaviour. She now uses positive reinforcement, and children behave well and have good manners. The childminder does not work well enough with parents to address gaps in children's development, for example, to help them to become

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Personal development, behaviour and welfare are inadequate

independent and learn to do things themselves.

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Outcomes for children are inadequate

Children do not gain all the skills they need for their next stage of development. Some children are behind in some areas of their development because of the childminder's poor understanding of her role and responsibility in relation to the learning and development requirements. Children do not get the help they need to make good progress. Children are not reaching important milestones, to help them be independent, and particularly in their language and communication, and self-care skills. Children explore and investigate the resources as they play independently but do not receive good-quality interactions from the childminder, to help them progress as much as they could.

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Setting details

Unique reference number 142468 Local authority Somerset Inspection number 1107461 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 8 Total number of places 6 Number of children on roll 3

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Telephone number

The childminder registered in 1995. She lives in the village of Creech St Michael in Somerset. The childminder offers care from 7.30am to 5.30pm on Monday to Wednesday and on Friday, for 48 weeks a year.

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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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