Childminder EY332388

Inspection date

Previous inspection date 12 March 2018 14 August 2014

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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 is unclear about her responsibility to report allegations of child abuse. She does not ensure behaviour management used in her provision is appropriate.  The childminder has a poor attitude to supporting children's emotional well-being, confidence and self-esteem. She is impatient and does not take time to listen to what children have to say. The childminder does not respond to children's care needs promptly. Babies do not receive warm and nurturing interactions.  The childminder does not provide appropriate furniture that is suitable for children, particularly the youngest. She does not make the best use of the space available and activities are set up in cramped areas.  The quality of teaching is weak. The childminder does not provide challenging, stimulating and enjoyable experiences that take full account of each child's individual learning needs and their age and abilities. Older children are not sufficiently challenged.

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This provision is inadequate

 Children are not provided with sufficient opportunities to explore and lead their own play. They are not supported to interact with and learn from each other. Child-led play is interrupted too often.  The childminder does not have systems in place to exchange information with providers of other settings children attend. She does not involve parents in initial assessments of their children's learning.

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It has the following strengths

 Adult-to-child ratios are maintained at all times.

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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 children are protected from harm at all times 12/03/2018  improve knowledge of safeguarding matters, in particular how to recognise safeguarding concerns and to report any allegations against an adult working on the premises, without delay 12/04/2018

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Due Date

 ensure that behaviour management strategies used within the childminding provision are appropriate and support children's emotional well-being 12/03/2018

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Due Date

 ensure that all children are provided with an environment that promotes their emotional well-being, supports them to build their confidence and self-esteem and helps them to feel safe 12/03/2018

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Due Date

 ensure children's basic care needs are promptly met 12/03/2018  ensure that the space and equipment are appropriate for the purposes of childminding 12/04/2018

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Due Date

 improve the quality of teaching so that children are provided with challenging, stimulating and enjoyable experiences that take full account of each child's individual needs, their age and abilities. 12/06/2018

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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

 enable children to have opportunities to lead their own play to their satisfaction and to interact with and learn from each other  exchange information with other settings that children attend to promote continuity in children's learning  involve parents fully in assessments of children's learning, especially when they first start, and use the information obtained to identify children's current stage of development and to plan challenging experiences for each child to promote their good progress from the onset.

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Inspection activities

 The inspector observed the quality of teaching during activities and assessed the impact this has on children's learning.  The inspector took account of feedback from parents spoken to on the day.  The inspector looked at children's assessment records and a range of other documentation, including accident records, and she spoke to the childminder about her self-evaluation document.  The inspector checked evidence of the suitability of the childminder and adults living or working on the premises and the childminder's qualifications.  The inspector held discussions with the childminder and spoke to children at appropriate times during the inspection.

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Effectiveness of the leadership and management is inadequate

Safeguarding is not effective. The weaknesses in leadership and management place children's welfare and safety at risk. The childminder does not ensure that there is sufficient space when organising activities or provide appropriate furniture for the youngest children who attend. The childminder's monitoring and evaluation of her practice are poor. Although the childminder is qualified, her quality of teaching does not reflect this. She does not demonstrate that she has the knowledge and expertise to help children to make good progress in their learning. The childminder does not involve parents to help her identify children's initial starting points and capabilities to enable her to plan activities that build on what children already know from the outset. The childminder's interaction with children is poor. This does not help to support their communication and language skills, or emotional well-being.

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Quality of teaching, learning and assessment is inadequate

Adult-led activities are poorly prepared and delivered. During a colour recognition activity, children were unsure of what was expected and the childminder became impatient with them. Children became flustered and could not concentrate. Older children are not provided with opportunities to extend their learning, as the childminder's teaching lacks sufficient challenge for them. Children are not supported to lead their own play as they are frequently interrupted. The childminder provides some activities that occupy children. For example, children develop their imaginations as they play in the role-play area. However, weaknesses in her teaching practice mean she does not support children's individual next steps for learning. For example, children who need further support in developing their communication and language do not get the help they need to build these skills. This hinders children's development and restricts the progress they make. The

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Quality of teaching, learning and assessment is inadequate

childminder is not skilful in adapting activities to meet the needs of different ages and abilities. For example, a baby tries to engage the childminder in play with a doll. The childminder tells the child to wait. The child tries to move around to engage with another child who is playing with the dolls but cannot get past the childminder. The childminder does not attempt to involve the youngest child. The child tries again to pass the doll to the childminder and is again told to wait. This does not encourage children to be motivated learners, to interact with others, and fails to promote their learning. The childminder determines the space for activities, which is at times insufficient to enable children to play effectively.

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Personal development, behaviour and welfare are inadequate

The childminder does not fully understand her role and responsibilities to protect children from harm. She has a poor knowledge of what must be reported to the relevant authorities, in particular about allegations made. She does not ensure that behaviour management strategies used in the childminding setting, are appropriate. For example, she ignores inappropriate handling of children by her co-childminder and reprimands children unnecessarily at times. The childminder does not respond quickly to children's basic needs. For example, the childminder does not provide food for children who say they are hungry. Children are clearly disappointed when they are informed that they cannot have their meal with the others and must accompany the childminder to collect other children from school. Their meal is provided an hour and half later on their return. The childminder does not ensure that suitable furniture is available for the youngest children.

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Personal development, behaviour and welfare are inadequate

Babies are not able to join in group activities or mealtimes, which consequently become solitary occasions. This does not support their social development or emotional well-being. The childminder does not support children's self-esteem or encourage them to have confidence in their own abilities. For example, she asked a child a question but did not provide enough time for them to think. The child was interrupted by the childminder giving too many prompts. Before the child could process the information, the childminder told another child to provide the answer. This does not help to teach children to be respectful to others.

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Outcomes for children are inadequate

Weaknesses in teaching have a negative impact on children's learning. Children do not develop all the skills they need to be ready to start school. Activities are not challenging enough for older children. Children do not benefit from positive, purposeful interaction from the childminder. They do not develop confidence in their communication skills. Children learn to put on their own coats and shoes, and they are well behaved.

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Setting details

Unique reference number EY332388 Local authority Wirral Inspection number 1104471 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 5 Total number of places 6 Number of children on roll 5

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Name of registered person

Date of previous inspection 14 August 2014

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Telephone number

The childminder registered in 2006. She operates Monday to Friday, from 7.30am to 6pm, all year round, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3. She works with a co-childminder.

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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

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 reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Telephone number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

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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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