Childminder in Worcestershire

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

Learning experiences for children are variable. The childminder and her assistants sometimes miss opportunities to extend and support children's learning during free-flow play. They do not consistently plan challenging play equipment, according to children's age and stage of development, that helps to keep them motivated and engaged in purposeful play. This occasionally leads to some children becoming disruptive and fractious.

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The provision requires improvement

The childminder monitors children's progress to identify any gaps in their development. However, she does not act promptly enough to share information with parents and help them to make links with or refer children to external professionals, where required. As a result, some children do not receive the individual support that they need from the earliest points.

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The provision requires improvement

That said, children develop good communication, language and literacy skills. They thoroughly enjoy singing nursery rhymes and listening to their friends read stories. Older children use their very good imaginations and make up their own stories, using the pictures inside books. They look at the text in books and begin to recognise and say some initial letter sounds. Younger children select books and sit and read them with help from the childminder and her assistants. They copy their older friends and use pictures to tell the story.

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need to do better?

n On occasions, the childminder and her assistants do not engage and interact well with children during their play. They miss opportunities to challenge children and build on what they already know. As a result, some children become easily bored and fractious. Staff do not act promptly to address this and reinforce their expectations for behaviour. Older children become increasingly frustrated and start to chase their friends around the playroom. This leads to younger children becoming unsettled and running to the adults for reassurance. n Parents says that they feel well informed about the level of progress that their children are making. Parents contribute and share ideas about what children need to learn next, which helps to promote a consistent approach. However, the childminder does not act promptly and share information with parents when gaps begin to emerge in their children's development. She does not link parents

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need to do better?

to external services and professionals who can help to support their children, where required. As a result, some children do not receive the support that they need to help them make good progress from the earliest points. n The childminder seeks guidance from the local authority and attends networking meetings to identify any key changes and areas to improve. She completes supervisions and provides her assistants with coaching, training and support for

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need to do better?

10 January 2020 their continued professional development. However, more needs to be done to embed the supervisions and the monitoring systems so that all assistants implement the setting's procedures consistently and understand their responsibilities. n Children thoroughly enjoy the time that they spend outdoors in the fresh air. They show a keen interest in the natural world around them. Children express a high degree of excitement and curiosity when they find plants growing in the garden. They eagerly seek out the childminder and their friends to show them what they have found. The childminder uses good questioning skills and encourages children to consider the life cycle of plants and what might happen next. Children confidently recognise a snowdrop plant and know that it will continue to grow and will flower later. They demonstrate an understanding of how living things grow and change over time. n Children develop good mathematical skills during adult-led activities. For

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need to do better?

example, the childminder and her assistants support and encourage children to count the total number of items in a group. They encourage children to find the corresponding number, and give them time to problem-solve and work things out for themselves. Children persevere with the task they set out to complete, and they begin to recognise different numerals, shapes and sizes. n Children become increasingly independent in meeting their personal hygiene and self-care needs. However, not all children develop the resilience and the emotional well-being that they need for their future learning and eventual move to school.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder and her assistants have a secure understanding of safeguarding and child protection matters. They understand how to recognise the signs and symptoms of abuse. They know how to respond if they are concerned about a child's welfare, or in the event that an allegation is made. The childminder completes safeguarding training and attends meetings with the local authority to keep up to date with child protection matters.

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Due date

reinforce clear and consistent boundaries and expectations for children's behaviour 24/01/2020

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Due date

10 January 2020 plan challenging experiences that meet the individual needs of all children, according to their age and stage of development, to keep them motivated and engaged in purposeful play. 24/01/2020

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should:

n strengthen staff supervision and monitoring systems to ensure that all assistants understand their roles and responsibilities and implement the setting's procedures consistently n provide parents with more information and help them to make links with external agencies so that they can promptly seek specialist support for their children, where required.

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Setting details

Unique reference number EY551198 Local authority Wakefield Inspection number 10133840 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 0 to 8 Total number of places 12 Number of children on roll 28 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2017. She opens Monday to Friday all year round, except for bank holidays and family holidays. Sessions operate from 7am until 5.30pm. The childminder employs six assistants. Of these, one holds a level 5 foundation degree in children's learning and development, and two hold suitable qualifications at level 3. The childminder offers funded early education places for two-, three- and four-year-old children.

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Inspection activities

n The inspector completed a learning walk with the childminder and discussed how the curriculum and setting are organised. n The inspector observed the quality of teaching and assessed the impact this has on children's learning. n A joint evaluation of an activity was completed with the childminder. n The inspector held discussions with parents and reviewed a sample of parents' written feedback and questionnaires. She had discussions with children and the childminder's assistants at convenient times during the inspection. n The inspector held meetings with the childminder. She reviewed a sample of documents including policies, procedures and other records regarding health and safety. She reviewed the suitability and vetting checks for any adults living and/or working on the premises.

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Inspection activities

10 January 2020 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

10 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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