Childminder in Solihull

Overall effectiveness Inadequate

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

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The provision is inadequate

Overall, children do not settle well to their play and learning. They quickly lose interest in what is on offer. The childminder does not effectively plan for children's learning. Too few activities and experiences are planned for children. Although the childminder has a range of toys and resources, she does not arrange them in an exciting or inviting way. Children spend too much time amusing themselves. They tip out boxes of toys and resources which remain strewn around the floor for some time. The childminder does not have high expectations for children.

p.2

The provision is inadequate

The lack of fun, stimulating and purposeful activities impacts on children's behaviour. They become bored and engage in attention-seeking behaviour. The childminder does not manage children's behaviour consistently, so they do not learn how to behave well.

p.2

The provision is inadequate

Some suitable teaching strategies are used. For example, the childminder encourages children to make pictures using glue and pieces of paper. The childminder talks to the children about colours and what they are making. During this activity, for a brief time, children are occupied. However, when some children finish the activity they remain seated at the table for some time with nothing to do.

p.2

need to do better?

n The quality of the childminder's practice has declined significantly since the previous inspection. The childminder and her assistants have completed some mandatory training, such as first aid. They attend childminding groups to share ideas for activities and practice. However, not enough focus has been placed on maintaining a good-quality provision. The childminder is in breach of a number of the statutory requirements. n Adults are not well deployed to ensure that they supervise children at all times. Children are left unattended while the childminder and assistants are in different rooms. Although this is only for brief periods, it means they fail to notice when children stand on chairs, climb or fall over. This puts children's safety at risk. n Parent partnerships are weak. The childminder does not establish effective relationships with all parents. This means that children do not benefit from a

p.2

need to do better?

collaborative approach between the childminder and parents. Not all parents understand how the childminder is supporting their child or how they can build on their child's learning at home. This hinders the amount of progress children make in their learning and development. n The childminder does not always complete the progress check for children between the age of two and three years, to ensure the early identification of any gaps in development. Parents are not provided with a written summary, as required.

p.2

need to do better?

28 January 2020 n Children develop sound physical skills. They fix train tracks together and build with bricks. The childminder provides opportunities to play outside in the fresh air. n The childminder does not implement appropriate strategies to teach children what is expected of them. She does not use a consistent approach to help children to learn to behave well. Negative behaviour is frequently ignored, or children are told, 'no' or 'don't', without any explanation about how they should behave and why. n The childminder does not plan well for each child's learning. She does not consider well enough how she is going to provide activities and resources that help each child to make the next steps in their progress. Children are frequently bored and restless. They do not engage well and make poor progress. n Children show an interest in books and stories. They enjoy sitting with the childminder as they look at books together. Younger children point to the

p.2

need to do better?

pictures and turn the pages. This helps children to develop some early literacy skills. n The childminder teaches children about the importance of some hygiene routines. For instance, children are encouraged to wash their hands before eating and after using the toilet.

p.3

Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

Systems to keep children safe in the childminder's home are not effective. Children frequently run in and out of the rooms and are not adequately supervised. Children stand on chairs and climb up to within reach of glass photograph frames. Even when this risk is discussed with the childminder, supervision remains poor and children continue to climb unnoticed. The childminder does not have a robust understanding of safeguarding procedures. She does not know the correct procedures to follow in respect of allegations against adults working with children. The childminder and her assistants do not have sufficient understanding of safeguarding to help protect children from harm.

p.3

Due date

make sure adults are deployed effectively to provide appropriate supervision to help keep children safe 26/02/2020

p.3

Due date

28 January 2020 ensure that all adults working with children have a robust understanding of safeguarding, with particular regard to understanding the procedures for referring allegations and concerns about children and knowledge of the 'Prevent' duty guidance 26/02/2020

p.3

Due date

develop knowledge and skills to ensure a consistent approach to managing behaviour and use effective strategies to help children learn about acceptable behaviour 26/02/2020

p.4

Due date

improve partnership working with parents so that all children benefit from a consistent and collaborative approach to support their learning in the setting and at home 26/02/2020

p.4

Due date

plan and deliver consistently stimulating learning experiences for all children to help them to make good progress 26/02/2020

p.4

Due date

complete the required progress check for children between the ages of two and three years and provide parents with a short, written summary of their child's progress. 26/02/2020

p.4

Setting details

Unique reference number 250392 Local authority Solihull Inspection number 10115970 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 11 Total number of places 18 Number of children on roll 20 Date of previous inspection 10 April 2015

p.5

Information about this early years setting

The childminder registered in 1988 and lives in Solihull, West Midlands. She operates all year round, from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder works with assistants. The childminder holds early years professional status.

p.5

Inspection activities

n The inspector had a tour of the premises. n The inspector spoke with the childminder and children during the inspection. n The inspector completed a joint evaluation of an activity with the childminder. n The inspector looked at relevant documentation and evidence of the suitability of the childminder and her assistants. n The inspector observed the quality of teaching during activities, and assessed the impact this has on children's learning.

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.

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Inspection activities

28 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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