Childminder EY385484

Overall effectiveness Inadequate

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

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The provision is inadequate

Children's individual needs are not consistently met by the childminder. She demonstrates limited knowledge and understanding of children's development and learning and does not assess or identify what children need to learn next. For example, babies are unable to explore independently and develop their play for themselves. They are carried or wait in highchairs for long periods to be given something to do by the childminder while older children play. Children become bored and are not always motivated to learn.

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The provision is inadequate

Poor practice compromises children's health and well-being. The childminder does not always follow good hygiene procedures to reduce the risk of cross infection. Children's understanding of healthy lifestyles is not consistently encouraged. For example, children do not routinely drink fresh water and wash their hands before eating or after having a nappy change.

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The provision is inadequate

Children do not make the progress of which they are capable, particularly those who speak English as an additional language. Although children are excited to play, they show little curiosity, concentration and enjoyment. The childminder does not interact enough to guide their learning and extend their language. For instance, she does not encourage them to practise their sounds or model words clearly. Activities lack challenge and are not always suitably matched to children's capabilities. For example, a colouring-in activity for babies quickly becomes dangerous when they put crayons in their mouths, although the childminder does remove them.

p.2

The provision is inadequate

The childminder builds warm relationships with children and helps them feel secure. Children behave appropriately. The childminder gives some clear behavioural expectations and boundaries. For example, she encourages children to greet people politely and to pick up toys from the floor so other children do not hurt themselves.

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need to do better?

n The childminder fails to meet the individual needs of all children who attend. For example, she does not support babies' natural curiosity or help them to develop their physical skills. Children lack confidence, resilience and independence. For instance, they are asked to sit still in front of the television, to keep out of the way, as the childminder prepares a hot lunch in the kitchen. This does not contribute to children's learning. Although the childminder meets the requirement for minding only six children at any one time, she does not ensure that she can meet the needs of all children when she cares for more than three children under the age of five years.

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need to do better?

24 January 2020 n The childminder puts children at the risk of cross infection and compromises their health and safety. For instance, she fails to clean the changing mat between nappy changes, leaves urine in potties for long periods and does not routinely wash her hands before setting the table or preparing food for snack. n The childminder does not implement a curriculum that motivates children to learn. Planned activities are not sufficiently stimulating and challenging enough to help children to make good progress towards the early learning goals. For example, the childminder provides preprinted pictures of a dragon and a rat to illustrate a Chinese festival for children to colour in to help develop their understanding of the world. However, this is an inappropriate activity for the children's stage of development and is not sufficiently interesting enough. n At times, the childminder supports children's learning. For instance, she gives

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need to do better?

children clear messages about behaviour and sharing. However, the youngest children do not always receive appropriate support to ensure they are making good progress. The childminder does not focus enough on her professional development to help her improve her knowledge and skills. n The childminder does not provide children who speak English as an additional language with consistent opportunities to build on their communication and language development. Children spend long periods of time without the childminder engaging in any form of conversation. For example, during mealtimes, there are few social interactions. n The childminder is not successful in gathering and sharing information with parents and carers to involve them in the children's learning. She does not ensure a consistent approach to children's well-being and development. n The childminder liaises with the local authority adviser with the intention of

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need to do better?

improving her practice. However, she does not evaluate well enough to enable her to identify areas for development to improve her practice. n The childminder does not consistently help children to understand the benefits of healthy lifestyles. Her understanding of how to support young children to become independent with some self-care routines is weak. For example, she does not help them gain skills in toilet training, handwashing and nose blowing.

p.3

Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

Although the childminder understands child protection issues, her knowledge of how to assess health and safety risks to children in her home and develop safe hygiene practice is weak. She generally knows how to recognise when children are at risk and what to do to protect them. Additionally, she has a good understanding of wider child protection issues from recent online training. The childminder demonstrates a poor understanding of the requirements to meet adult-to-child ratios and does not meet children's individual needs well.

p.3

Due date

improve knowledge and understanding of how young children learn and develop to ensure the individual needs of all children are met effectively 01/03/2020

p.4

Due date

complete effective risk assessments for personal hygiene practice to prevent cross infection or cross contamination, in particular when changing children's nappies, supporting toileting and before preparing foods 10/02/2020

p.4

Due date

improve the quality of teaching and educational programmes to make sure they meet younger children's needs, interests and stage of learning 10/02/2020

p.4

Due date

ensure that initial and ongoing observation and assessment of children's development are accurate to ensure that appropriate learning is provided to build on children's skills and abilities 28/02/2020

p.4

Due date

improve interactions and communication with children to ensure all children, including those who are learning English as an additional language, make good progress with their speech, language and communication 10/02/2020

p.4

Due date

improve opportunities for parents and other professionals to share information about children's changing interests and needs to support better planning for children's development. 10/02/2020

p.4

Setting details

Unique reference number EY385484 Local authority South Gloucestershire Inspection number 10125918 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 10 Total number of places 6 Number of children on roll 10 Date of previous inspection 17 March 2015

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Information about this early years setting

The childminder registered in 2008. She childminds from two premises in Severn Beach, South Gloucestershire. She co-childminds with her mother and assistants on Monday to Thursday. On Friday, she minds on her own at her home address between 7am and 5.45pm. The childminder has an early years level 2 qualification. She is in receipt of funding for free early education for children aged two, three and four years.

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Inspection activities

n The inspector took a tour of the childminder's home and garden that children use. She discussed the curriculum the childminder provides for children. n The inspector observed the interactions between the childminder and children during play activities and considered the impact this has on children's learning. n The inspector held discussions with the childminder about her self-evaluation processes. n The inspector sampled relevant documentation, including the childminder's policies and procedures and those related to safeguarding processes. n The inspector watched a planned activity and discussed children's learning with the childminder.

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Inspection activities

24 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

24 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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