Childminder EY547552

Overall effectiveness Requires improvement

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

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The provision requires improvement

The childminder works alongside a co-childminder and together they provide a safe and welcoming environment. Children are happy and form secure emotional attachments with the childminder and their peers. The childminder responds warmly and sensitively to children who are upset, which helps them settle into the routine quickly. However, she does not consistently maximise opportunities to excite and motivate children to learn.

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The provision requires improvement

The childminder has high expectations of children's behaviour. She works closely with her co-childminder to ensure a consistent approach when responding to children's behaviour. This means that children understand what is expected of them. The childminder reminds children of the rules before each activity and supports them to problem-solve during play. As a result, children share and take turns with ease. However, on occasion, the childminder corrects children's behaviour unnecessarily, which has an impact on their curiosity.

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The provision requires improvement

Children benefit from regular opportunities to be active and healthy. They enjoy playing ball games in the garden and using ride-on toys. The childminder encourages children to challenge their abilities by having a go on more complex equipment, while showing them ways to do so safely. She promotes good hygiene practices, such as handwashing before mealtimes and after activities. Children are provided with explanations as to why good hygiene practices are important.

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need to do better?

n The childminder knows children well. She observes and monitors their development regularly and accurately. The childminder uses this information to plan activities based on children's next steps in learning. However, her rigid approach in meeting the planned learning outcomes means that she misses opportunities to extend learning further. For example, during a food play activity, the childminder focused on instructing children to move the spaghetti mixture from one container to another. This interrupted children's desire to explore textures through taste and touch. The childminder discouraged children who attempted to taste the food, and failed to recognise their achievements. For instance, children who have difficulties with certain food groups tried new foods for the first time. The childminder did not identify and extend this further. n The childminder provides a language-rich environment. Overall, she supports

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need to do better?

children's emerging speech by clearly repeating unclear spoken language and displaying text within the learning environment. This includes basic words written in a variety of languages which reflect the children who attend. Children show enjoyment when reading familiar stories and singing nursery and action rhymes.

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need to do better?

7 January 2020 n The childminder works closely with the parents of children who speak English as an additional language to support children's speech and language development. She promotes communication and understanding by using gestures and visual aids. However, during some activities, the childminder uses excessive amounts of language and does not allow enough time for children to process instructions. This means that some children are unsure of what is expected of them. As a result, learning opportunities are not maximised for all children. The childminder does not have sufficient knowledge of how to access services for children who may need additional support. n The childminder does not consistently plan the use of resources to ensure all children are motivated and engaged in learning. For example, during child- initiated play, younger children did not have access to age-appropriate toys. This meant they were not fully engaged in the activity. In addition, children are

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need to do better?

required to sit and wait for extended periods while activities are being prepared. This means that children become restless. n Children of all ages are encouraged to develop their independence skills by attending to their own care needs and putting on their coats and shoes. Even the youngest children are encouraged to find their own belongings when preparing to go out into the garden. n The childminder has not accessed training to ensure all aspects of her practice relating to teaching are kept up to date. This is reflected in the weaknesses in the quality of teaching and the learning opportunities available to children. n The childminder works in partnership with parents, who receive regular updates on their children's progress and are able to contribute to their next steps in learning.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder knows the children in their care very well and maintains their safety at all times. She attends safeguarding training and confidently recognises the signs that may indicate children's welfare is at risk. The childminder has a good understanding of the procedures to follow should she have a concern about a child or if an allegation is made against an adult. She completes regular risk assessments of activities and the environment to ensure children are kept safe.

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Due date

7 January 2020 improve knowledge of the support services available to children with developmental delay and ensure advice is sought swiftly to support children to make the best possible progress 28/02/2020

p.3

Due date

establish an effective programme for ongoing professional development, to ensure the quality of teaching is consistently good 28/02/2020

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Due date

provide a curriculum and environment that are challenging, exciting and engaging, and that meet children's individual needs and allow them the opportunity to explore. 28/02/2020

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should:

n review behaviour strategies to ensure they are used appropriately and do not have an impact on children's opportunities to explore and learn n provide opportunities which allow children with emerging speech and language to process information and respond n adapt activities and routines to meet the needs of children fully, so they do not have to wait unnecessarily and can fully engage in age-appropriate play and learning.

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Setting details

Unique reference number EY547552 Local authority Southampton Inspection number 10104928 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 1 Total number of places 4 Number of children on roll 4 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017. She lives in Southampton, in Hampshire. The childminder works alongside a co-childminder and provides care from Monday to Friday throughout the year.

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Inspection activities

n The inspector and the childminder completed a learning walk and discussed how the early years provision and the curriculum are organised. n A joint observation of an activity was completed with the childminder. n The inspector observed the interactions between the childminder and the children and considered the impact on their learning. n Parents' questionnaires were reviewed, and their views considered.

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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.

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Inspection activities

7 January 2020 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

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