Childminder EY332271

Inspection date 26 February 2019 Previous inspection date 29 July 2015

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This inspection: Inadequate 4

Previous inspection: Good 2 Effectiveness of leadership and management Inadequate 4 Quality of teaching, learning and assessment Inadequate 4 Personal development, behaviour and welfare Inadequate 4 Outcomes for children Inadequate 4

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This provision is inadequate

n The childminder does not have a good enough understanding of the procedure to follow if an allegation is made against herself or other household members. She does not understand her responsibility with regard to the 'Prevent' duty guidance. This compromises children's safety and welfare. n The childminder does not hold a current paediatric first-aid certificate. n The childminder has not completed or shared with parents a written summary showing children's progress between the ages of two- and three-years-old. This means that any gaps in children's learning have not been identified and addressed. n The childminder's interaction and quality of teaching is not good enough to engage children in activities effectively. She has not extended her professional development to help raise the quality of her teaching practice. n The childminder does not obtain information about children's learning from parents or

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This provision is inadequate

other settings children have attended, to help make accurate assessments of children's starting points in learning. n Weaknesses raised at the previous inspection have not been addressed. The childminder does not gather the views of parents or children to monitor the quality of her provision. Children are not provided with opportunities to extend their understanding of the world. Therefore, outcomes for children are not improving. n The childminder does not promote children's good health effectively. For example, she does not ensure that children wash their hands prior to eating.

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It has the following strengths

n The childminder helps children to be emotionally ready for their move on to school. For example, she helps them to become familiar with the school environment and the routine of the day.

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What the setting needs to do to improve further

To meet the requirements of the early years foundation stage and Childcare Register the provider must: Due date gain a secure understanding of safeguarding procedures and practice, including the procedures to follow in the event of an allegation being made against the childminder or other household members 01/03/2019

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What the setting needs to do to improve further

gain a secure knowledge about the 'Prevent' duty guidance 01/03/2019

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What the setting needs to do to improve further

ensure that paediatric first-aid training is completed and renewed every three years 17/04/2019

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What the setting needs to do to improve further

complete and share with parents a written summary of children's progress between the ages of two- and three-years-old 12/03/2019

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What the setting needs to do to improve further

improve teaching skills to ensure that all children receive the support they need to make good progress in their learning and development 12/03/2019

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What the setting needs to do to improve further

obtain information about children's learning from parents and other early years settings when children first start, to help establish an accurate picture of children's starting points in development and to help plan for their learning 12/03/2019

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What the setting needs to do to improve further

monitor the quality of provision and gather the views of parents and children to identify all weaknesses in the provision and improve outcomes for children 12/03/2019

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What the setting needs to do to improve further

enhance children's understanding of the wider world so that children learn about the similarities and differences between themselves and others 12/03/2019

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What the setting needs to do to improve further

take all necessary steps to promote children's health and hygiene, including supporting children to understand personal hygiene routines 12/03/2019

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What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning. n The inspector completed a joint evaluation of an activity with the childminder. n The inspector held discussions with the childminder. She looked at relevant documentation and evidence of the suitability of persons living in the household. n The inspector spoke to children throughout the inspection. She took account of the views of parents through reading the written feedback provided.

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Effectiveness of leadership and management is inadequate

Safeguarding is not effective. The childminder does not understand the procedure to follow in the event of an allegation of abuse being made against herself or a member of the household. She does not have a good enough understanding of the 'Prevent' duty guidance and her responsibility to protect children from the risk of extreme behaviours. This compromises children's safety and well-being. The childminder does not have a current paediatric first-aid certificate in place. However, through discussion, she is able to demonstrate a suitable understanding of how to manage any accidents to ensure children receive appropriate care. She has completed first-aid training in the past and is booked to attend training in the near future. The childminder does not evaluate all areas of the provision thoroughly. She has not addressed the recommendations raised at her last inspection. Therefore, she does not gather the views of children or parents when

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Effectiveness of leadership and management is inadequate

she reflects on her practice. Nor does she identify ways to extend children's understanding of the wider world. The childminder does not complete a written summary showing children's progress when they are between the ages of two- and three-years-old. This means that any gaps in children's learning are not identified and addressed early enough.

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Quality of teaching, learning and assessment is inadequate

The childminder has not extended her professional development to help increase her teaching skills. As a result, she does not demonstrate consistently good teaching. The childminder does not consistently engage in children's play. For example, when children show her an object in the shape of a star, she does not ask them questions to support their interests and extend their learning. Therefore, children disengage with the childminder and find alternative toys to play with. The childminder regularly observes children as they play. She gathers information from parents about children's interests and daily routines. However, she does not ask parents and other early years settings children previously attended, about children's prior learning. Therefore, the childminder does not have a secure understanding of children's abilities when they first start. Consequently, she does not plan effectively to support their progress.

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Personal development, behaviour and welfare are inadequate

Children's well-being is compromised due to the weaknesses in the childminder's understanding of how to keep children safe from harm. The childminder does not promote children's good health and hygiene effectively. For example, she does not ensure that children wash their hands prior to eating. Children do not learn about the importance of personal hygiene routines. However, there are appropriate opportunities for children to develop their independence. For example, children select toys and resources to promote their interests through play. The childminder provides appropriate equipment that helps younger children to develop the strength in their legs. Younger children hold on to toys and begin to walk.

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Outcomes for children are inadequate

Although all children are generally occupied in self-chosen play, the weaknesses in teaching and assessment mean children are not inspired to explore new ideas or to extend their learning. Children do not learn the skills they need in preparation for their move on to school. Despite this, all children behave well and show kindness towards others. Older children demonstrate their mathematical skills. Children use language, such as 'big', to describe the size of objects.

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Setting details

Unique reference number EY332271 Local authority Lincolnshire Inspection number 10064659 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 - 10 Total number of places 6 Number of children on roll 9 Date of previous inspection 29 July 2015

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Registers

The childminder registered in 2006 and lives in Grantham, Lincolnshire. She operates during term time from 8am until 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder provides funded early education for two-, three- and four-year-old children.

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Registers

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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Registers

procedures 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 . 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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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Registers

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Registers

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Registers

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Registers

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