Childminder in Plymouth

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 Outstanding

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The provision requires improvement

The childminder has created a welcoming, homely environment. Children have a good relationship with the childminder and feel safe and secure in her care. They choose from a wide range of equipment and resources and particularly enjoy imaginative play in the pretend kitchens. Children's learning is sometimes incidental and the childminder occasionally misses opportunities to extend their knowledge as she does not always use the most effective questioning to support children's thinking. Children are confident and happy in the environment, they interact and take an interest in what the inspector is doing. However, at times, the childminder does not adapt her teaching effectively in order to support children at their level and her interactions with the children are sometimes poor. As a result, children's communication and language development, especially children with special educational needs and/or disabilities, are not as good as they could be. The

p.2

The provision requires improvement

childminder's low expectations of children's development and a lack of knowledge of what they need to learn next results in children's next steps being very generalised and unspecific. Therefore, children do not make the progress of which they are capable.

p.2

The provision requires improvement

Sometimes, children do not behave well and do not observe boundaries. The childminder's expectations of children's behaviour is inconsistent and she does not given explanations to support children to understand their behaviour, feelings or emotions.

p.2

need to do better?

n Children show an interest in books and recreate favourite stories in role play. They enjoy exploring the pretend kitchen and use their imagination, cooking different foods from the story. However, when the childminder reads to the children she sometimes fails to engage them and capture their interests fully. As a result, children lose concentration and their behaviour deteriorates. The childminder misses opportunities when children want to extend their play further, for example with the puppets and animals from the story of the Gruffalo. n The childminder does not implement consistent and effective behaviour- management strategies. This has an impact on children's play and learning. Children do not gain a good understanding of the importance of sharing and taking turns and do not play cooperatively together. This does not support their emotional well-being effectively. n The childminder has very good relationships with parents. Parents comment that

p.2

need to do better?

they are happy with the care she provides. The childminder seeks parental views about her setting, which helps her to identify areas for improvement. She supports children's dietary, allergy and cultural needs well and has a good

p.2

need to do better?

30 January 2020 understanding of children's backgrounds. Parents are grateful for the advice and support that the childminder provides them with, for example with potty training. n The childminder regularly takes children to toddler groups or to the local park to give them a wider range of experiences and the opportunity to develop their social skills. The childminder sets up activities in the garden for the children, where they enjoy using the role-play kitchen to develop their imaginative skills further. n The childminder meets children's personal needs well and encourages good hygiene habits through effective hand-washing routines. The childminder encourages children to be independent with putting on coats and shoes and managing self-care needs well, such as wiping noses. n At times, the childminder asks children questions without giving them the time that they need to think about what she has asked of them and provide an

p.2

need to do better?

answer. This does not support children to talk about their ideas or develop and practise good communication skills. The childminder encourages children to recall past experiences, for example when they went to the beach, but the childminder does not give the children the chance to expand and discuss this further. n The childminder completes assessments on children's development. However she does not use this information effectively to identify clear and specific next steps in learning to support children to make good progress. The childminder teaches children about colours, numbers, letters and shapes. However, she misses opportunities to support them in developing good communication skills. The childminder shares some information with other settings that children attend. However, this is inconsistent and does not promote a consistent approach to support children's development.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder is aware of her responsibilities to keep children safe and the procedures she must follow if she had a concern. She has recently completed 'Prevent' duty training, which has helped her to understand and identify wider safeguarding concerns. The childminder's safeguarding policy is thorough and includes points of contact. She has robust procedures for recording accidents, incidents and pre-existing injuries. The childminder identifies hazards and takes effective action through thorough risk assessments to minimise risks. She ensures her paediatric first-aid training is kept up to date. The childminder ensures that her home is safe and secure.

p.3

Due date

implement effective strategies to promote positive behaviour and support children to manage their feelings and emotions to ensure children are able to share, listen and learn. 14/02/2020

p.4

should:

n improve the quality of interactions and opportunities for children to communicate, with time to think and respond to questions n share information with other early years settings more effectively to ensure the consistency of learning for all children n think more specifically about what it is children need to learn next and consider how this can be better supported to help all children make good progress.

p.4

Setting details

Unique reference number 117496 Local authority Plymouth Inspection number 10125415 Type of provision Childminder

p.5

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 2 to 6 Total number of places 6 Number of children on roll 6 Date of previous inspection 14 December 2015

p.5

Information about this early years setting

The childminder registered in 1999. She lives in the St Budeaux area of Plymouth and operates flexible hours throughout the year. She receives funding to provide early education for children aged two, three and four years, and holds a level 3 childcare qualification.

p.5

Inspection activities

n The inspector read and took into account feedback provided by parents. n The inspector spoke with the childminder and children at appropriate times during the inspection. n A range of documentation, including children's learning records, certificates and policies, were sampled. n The inspector observed the interactions between the childminder and the children and assessed the impact this had on their learning. n The inspector spoke to the childminder about children's learning and development. n All areas of the childminder's home were viewed by the inspector.

p.5

Inspection activities

30 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

30 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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