Childminder in Coventry

Overall effectiveness Inadequate

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

p.1

The provision is inadequate

The childminder has not kept her safeguarding knowledge up to date, particularly with regard to the different types of abuse that children may be subjected to. This has a significant impact on children's safety. However, her home is safe and well maintained. Children have warm relationships with the childminder and are happy in her care. They confidently talk to her about how they would like to spend their time, and tell her about their home experiences and family. The childminder's interactions with the children are warm and respectful. She is attentive to their needs and engages in play with them. For example, she pretends to drink a cup of tea they have made for her. Children make choices about how to spend their time, for example by choosing from the available resources. Despite this, the activities provided do not enable them to engage in sufficiently challenging play and learning. Children are familiar with the routines of the setting and respond

p.2

The provision is inadequate

appropriately to the childminder's instructions. For example, they know they must wash their hands before eating, and tidy away toys after they have finished with them. However, they are not consistently supported to develop their self-help skills and independence as they follow these routines. The childminder does not evaluate her practice well enough. She does not identify areas for development which will improve her teaching and the outcomes for children.

p.2

need to do better?

n The childminder is not up to date regarding her knowledge and understanding of the signs and symptoms of abuse, particularly in relation to the different forms of abuse children are at risk from. She is not fully aware of local safeguarding procedures. This has a significant impact on the quality of leadership and management. n The childminder's relationships with children are positive. She engages in play with them and supports them with suggestions. For example, as children draw a person with chalk, she encourages them to add more detail. The childminder does observe children and make assessments. However, she does not consistently use what she knows about children effectively. This means that teaching and activities planned for children do not provide appropriate challenge to ensure they make the best possible progress. n The childminder frequently engages children in conversation and encourages

p.2

need to do better?

them to recall home experiences. She explains how she supports the language development of younger children by modelling language, reading with them and sensitively correcting misconceptions. n Children learn to respect one another and those from other communities or cultures, for example by talking about their family celebrations. The childminder supports children to notice and celebrate the differences between themselves and others.

p.2

need to do better?

12 December 2019 n Children follow simple rules within the childminder's home and she gently reminds them when they forget, for example, that they must sit at the table when they are eating. The childminder begins to teach children about road safety when out on visits. This supports them to learn to keep themselves safe. n Children learn healthy practices, such as washing their hands before eating. The childminder provides them with a healthy snack and talks to them about healthy eating. For example, she encourages children to name their favourite fruits. n Children develop basic skills to prepare them for the next stage in their learning. They develop their drawing and early writing skills using paint, pencils and chalk. The childminder helps them to develop their knowledge of numbers and shapes as they play. However, she does not fully support them in learning to manage simple tasks for themselves. For example, she does not encourage children to

p.2

need to do better?

manage their own outdoor clothes or dry their own hands. n The childminder has a flexible settling-in system which she adapts to meet children's needs. There are some systems in place, such as a daily diary sheet, to communicate with parents about their children's learning and development. However, the childminder does not gather parents' views on the service she provides, to support her to evaluate and develop the provision. n The childminder has some systems in place to maintain her knowledge of early years issues. Despite this, her self-evaluation is not effective in supporting her to identify areas for improvement. The childminder has not been proactive in developing her early years knowledge and skills.

p.3

Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

The childminder has not updated her knowledge regarding the types of abuse that children may be subjected to, such as the 'Prevent' duty and other forms of abuse that girls are specifically at risk from. She does not have a good knowledge and understanding of the full range of signs and symptoms to look for to keep children safe. The childminder is not fully up to date with local procedures for child protection. This means that children may not be protected from harm. However, the childminder's home and garden are safe and secure. She risk assesses daily to ensure any risks to children within her home are minimised, and ensures her statutory training for paediatric first aid remains up to date.

p.3

Due date

12 December 2019 gain knowledge to understand, notice and respond effectively to any possible signs of abuse or neglect 17/01/2020

p.3

Due date

update safeguarding policy and procedure in line with the local safeguarding children partnership 17/01/2020

p.4

Due date

improve teaching practice to ensure that children are appropriately stimulated and challenged in their play and learning, and supported to make good progress. 12/02/2020

p.4

should:

n develop self-evaluation processes to incorporate the views of parents and to identify areas for improvement more effectively n provide more consistent opportunities for children to develop their self-help skills and independence.

p.4

Setting details

Unique reference number EY338076 Local authority Coventry Inspection number 10083130 Type of provision Childminder

p.5

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 3 to 14 Total number of places 6 Number of children on roll 5 Date of previous inspection 3 June 2014

p.5

Information about this early years setting

The childminder registered in 2007 and lives in Coventry. She operates from 8am to 6pm, Monday to Friday, and flexible hours at weekends, all year round, except bank holidays and family holidays. The childminder has a level 3 early years qualification.

p.5

Inspection activities

n The inspector looked around the childminding premises and talked with the childminder about the curriculum and organisation. n The inspector observed and assessed the quality of teaching while children played indoors. n At appropriate times during the inspection, the inspector spoke to the childminder and children. n The inspector and childminder discussed the outcomes of a planned activity. n The inspector looked at relevant documents, including training, suitability of those living in the household and children's assessment 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 December 2019 12 December 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.7

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.7

Inspection activities

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

p.7

Inspection activities

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

p.7