Childminder in Lancashire

Overall effectiveness Inadequate

The quality of education Inadequate Behaviour and attitudes Inadequate Personal development Inadequate Leadership and management Inadequate Overall effectiveness at previous inspection Inadequate

p.1

The provision is inadequate

The childminder has failed to make the necessary improvements since the last inspection. She does not know the requirements of the 'Statutory framework for the early years foundation stage' well enough. Safeguarding and welfare requirements are not all met. Children's health and safety are not rigorously promoted. For example, the key is left in the front door so it is possible for a child to leave the setting unattended and gain unsupervised access to the busy road in front of the childminder's setting. The childminder is not vigilant in dealing with children that are not behaving well. Children do not receive the consistent support they need to understand how to manage their behaviour appropriately. Children do not interact well with each other; they wander around the playroom, flit between activities and quickly disengage from group activities. Children make each other cry, scratch each other's faces, and push each other over. Parents are informed

p.2

The provision is inadequate

verbally of the scratches on their child's face but written records are not completed. Parents disclose their child has received bite marks and the childminder has not informed them of this happening while the children were in her care. The childminder does not assess children's learning well enough. She does not have an accurate picture of children's level of development and cannot identify that children have significant gaps in their learning. As a result, she is not prioritising where children need support to move forward in their learning. The childminder attempts to interact with the children when the opportunity arises. This is only possible when the behaviour of the children allows her to do so. She asks children relevant questions to promote their thinking. For example, she asks children to count the steps when they are climbing the stairs. Partnerships with parents are generally effective. Parents welcome the childminder's daily updates and speak fondly of her.

p.2

The provision is inadequate

Children show a positive relationship with the childminder. The childminder encourages children to be independent; for example, children tend to their toileting needs. They have access to a wide range of of toys, resources and books, and make choices about what they want to play with.

p.2

need to do better?

n The childminder has not taken appropriate action to improve the quality or safety of her provision since the last inspection. The childminder does not recognise and minimise hazards to children in her setting. For instance, she locks the door but keeps the key in the door, within easy reach of the children. Additionally, written records of accidents that take place at her setting are not recorded. n The quality of teaching is often weak. The childminder is not responsive to the differing needs of individual children's learning. This is because she is preoccupied dealing with children that display challenging behaviour. This results in children missing learning opportunities. This has a negative impact on the

p.2

need to do better?

12 November 2019 progress they are capable of making. n The assessment of children's stage of development is inaccurate. Children are assessed to be at a higher stage of development than they are. This means that the childminder does not focus the support for learning where children need it most. n Children do not receive consistent support to help them learn how to behave well. For example, the childminder does not always notice when children push, bite and scratch each other. As a result, she does not give the support and guidance the children need to help them feel safe and to learn how to play well together. n The childminder demonstrates limited knowledge of how to support children with special educational needs and/or disabilities (SEND) to ensure their needs are met. n Children demonstrate an understanding of the routine of the day. For example, they sit and wait for their lunch. n Parents say that children form close bonds with the friendly and approachable

p.2

need to do better?

childminder. They say that children look forward to attending her setting. Parents feel well informed about daily care needs. n Children begin to solve simple problems that the childminder poses. For example, they count the stairs and find chairs for the table so they can sit and eat their lunch. n Children explore the readily accessible resources, toys and books. The childminder helps them to explore stories as they handle books and lift flaps to see what is underneath.

p.3

Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

Weaknesses in leadership and management mean that children's health and safety are not assured. The childminder does not record accidents children have at her setting, nor does she ensure that children cannot leave the premises unattended because she leaves the key in the door, within children's reach. The door leads directly to a main road in front of her setting. However, the childminder demonstrates knowledge of procedures for child protection. For example, she knows who to contact if she has concerns that a child is being abused or neglected. The childminder has updated her knowledge and understanding of abuse. For instance, she completed online training about the 'Prevent' duty. This means the childminder understands why she must be alert to changes in children's behaviour.

p.3

Due date

keep written records each time a child has an accident 10/12/2019

p.4

Due date

ensure children's behaviour is managed consistently, to help children learn how to behave appropriately and manage their own behaviour 10/12/2019

p.4

Due date

improve systems for accessing and managing risks, so that the premises are safe for children 10/12/2019

p.4

Due date

improve and update knowledge and understanding of how to support children with SEND. 10/12/2019

p.4

Due date

improve the quality of teaching and meet the differing needs of individual children in order to challenge them in their learning 10/12/2019

p.4

Due date

use assessment to accurately identify where children are in their development and what they need to learn next. 10/12/2019

p.4

Setting details

Unique reference number 307901 Local authority Lancashire Inspection number 10115724 Type of provision Childminder

p.5

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 to 5 Total number of places 6 Number of children on roll 7 Date of previous inspection 25 June 2019

p.5

Information about this early years setting

The childminder registered in 1993. She operates all year round, from 7.30am to 6pm on Monday to Friday, except for bank holidays and family holidays.

p.5

Inspection activities

n The inspector had a tour of the environment accessed by the children. n The inspector observed and assessed the quality of teaching, and evaluated with the childminder the impact this has on children's learning. n The inspector held discussions with the childminder at relevant times during the inspection. n The inspector spoke with parents and took their views into consideration. n The inspector looked at relevant documentation, including first-aid certificates, and medicine and accident records.

p.5

Inspection activities

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.

p.5

Inspection activities

12 November 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

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

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

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

p.6