Childminder in West Berkshire

Overall effectiveness Inadequate

The quality of education Inadequate Behaviour and attitudes Inadequate Personal development Inadequate Leadership and management Inadequate Overall effectiveness at previous inspection Not applicable

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The provision is inadequate

The environment provided by the childminder is often chaotic, and due to breaches of the ratio requirements, means that not all of the needs of individual children are being consistently met. There are times when crying children are not comforted promptly and incidences of conflict go unnoticed. As a result, there is a negative impact on children's emotional needs. In addition, children are not eager to learn and are often disengaged and present as bored. The childminder gathers some information about children when they first start but this is not consistent. The information gathered is not used to determine what children already know and what their capabilities are. For example, the childminder does not always know if children are able to feed themselves independently. This results in older capable children being spoon fed and placed in highchairs. This means the childminder does not have high expectations of children and the activities provided for them do

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The provision is inadequate

not ignite their imagination or creativity. The childminder and her assistants are friendly and caring, and give praise when they see positive behaviour of children. Children seek the adults out for comfort and reassurance. The childminder does ensure children wash their hands before they eat.

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need to do better?

n The childminder does not have clear and robust procedures regarding the use of mobile phones within the setting. This compromises children's safety as assistants have the opportunity to use them when working closely with children. n The learning experiences provided for children lack meaning and challenge. There is much focus on the ages of groups of children rather than their individual learning needs and interests. The childminder does not fully consider important aspects of children's lives to devise the curriculum. For example, she does not provide opportunities to explore the children's different cultures or for regular exploration of the outdoors for those who may have limited access. This has a negative impact on children's progress. n The childminder does not actively involve parents in their children's learning and progress. Parents are told what their children have done that day rather than

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need to do better?

discussing their learning and what they are focusing on next. Children do not have continuity of their learning. n The quality of education is weak. The childminder lacks insight and knowledge of how to challenge children effectively and engage them in purposeful play. For example, the childminder and her assistants give children a large colouring sheet and a colouring pencil each. Children are not given the opportunity to explore a range of different colours or resources. As a result, they lack engagement and interest. This is particularly the case for the younger children. n The childminder provides little focus on promoting healthy lifestyles and opportunities for physical play. She does not ensure that all children receive

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need to do better?

6 September 2019 balanced, nutritious and healthy meals while in her care. Children are not provided with many opportunities to enhance or explore their physical skills. The childminder does not prioritise the need for children to have regular access to outdoor exploration or opportunities to experiment with riskier forms of play. Instead, children spend excessive periods of time and distance walking to and from school. n The childminder does not provide regular and effective supervision for her assistants. The assistants do not receive coaching or development within their role. In addition, the quality of interactions with children is not improved upon and the curriculum does not challenge children. For instance, when children play with different coloured rice, they are encouraged to make the shape of letters. The activity is too complex for the children, and adults pronounce incorrect sounds. The opportunity to simplify the activity is not identified and children

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need to do better?

disengage with the concept. As a result, they are not gaining the skills they need to be fully ready for their next stage of learning and development. n Children who speak English as an additional language are not well supported. Sometimes, the childminder does not know what children's first language is or whether English is spoken to them at home. This negatively affects children's communication and language development as well as parent partnerships. n The childminder identifies and understands that the opportunities and curriculum she offers need significant improvement. She has started to devise plans to address the weaknesses.

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Safeguarding

The arrangements for safeguarding are not effective.

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Safeguarding

Significant breaches of the statutory requirements compromise children's safety and welfare. The childminder and her assistants do not know what action must be followed if an allegation is made against them or if there are concerns of a safeguarding nature regarding children. This results in children not being referred to the appropriate agencies when they are risk of harm. Furthermore, the childminder and her assistants do not have a secure understanding of safeguarding issues in the wider context. This includes the signs and symptoms of children being drawn into terrorism as well as issues around domestic abuse and online safety.

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Due date

6 September 2019 ensure ratio requirements are met at all times to meet the needs of all children 03/10/2019

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Due date

ensure you are alert to safeguarding concerns regarding children who attend, so that they are appropriately safeguarded and supported when needed 03/10/2019

p.4

Due date

gain a secure knowledge of the procedures that must be followed if there are concerns of a safeguarding nature, and that these procedures are followed robustly, without delay, when a child may be at risk of harm 03/10/2019

p.4

Due date

ensure all individuals working with children understand what action must be taken if an allegation is made against them 03/10/2019

p.4

Due date

improve knowledge of safeguarding in the wider context; with particular regard to the 'Prevent duty guidance for England and Wales 2015' 03/10/2019

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Due date

ensure the safeguarding policy regarding the use of mobile phones in the setting is clear and adhered to at all times 03/10/2019

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Due date

promote the good health of children by ensuring all children who attend are provided with balanced, healthy and nutritious meals; with a further focus on teaching children how to be healthy 03/10/2019

p.4

Due date

implement effective and regular supervision for assistants to ensure they have appropriate development opportunities and they improve the quality of interactions with children. 03/10/2019

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Due date

6 September 2019 obtain accurate information on children when they first start, so all of their needs are known and they are well supported in their learning from the beginning 01/11/2019

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Due date

improve the quality of adult interactions with children to at least good; with a particular focus on ensuring all children are well supported in purposeful play so they can make the best possible progress 01/11/2019

p.5

Due date

provide children with opportunities to enhance their physical development, both indoors and outdoors; with a particular focus on physical and active play 01/11/2019

p.5

Due date

provide a curriculum that is challenging, exciting and engaging, which gives children the opportunity to explore and be interested in what they need to learn next 01/11/2019

p.5

Due date

improve the support provided to children who speak English as an additional language; with particular regard to knowing what additional language is spoken and exploring how language development can be promoted 01/11/2019

p.5

Due date

work in partnership with parents so information about children's abilities, cultures and interests is fully understood; with further focus on working with parents to help support their children's learning at home 01/11/2019

p.5

Due date

provide opportunities for children to develop their independence; with particular regard to self-care skills such as eating and drinking. 01/11/2019

p.5

Setting details

Unique reference number EY553075 Local authority West Berkshire Inspection number 10120846 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 to 9 Total number of places 9 Number of children on roll 27 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2018. She lives in the Newbury area of West Berkshire. The childminder operates weekdays, all year round. She works with two assistants. The childminder provides funded places for children aged two, three and four years old.

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Inspection activities

n The inspection was carried out following the risk assessment process. n The inspector observed the childminder and her assistants interacting with the children. n Discussions with the childminder and her assistants were conducted by the inspector. n The inspector observed a particular activity with the childminder and discussed the purpose and effectiveness of it with her. n The inspector spoke to the children at appropriate times throughout the inspection. n Documentation, such as children's records of attendance and progress, was looked at by the inspector.

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Inspection activities

6 September 2019 We carried out this inspection 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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Inspection activities

6 September 2019 regulates and inspects to 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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