Childminder in Nottinghamshire

Overall effectiveness Inadequate

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

p.1

The provision is inadequate

Children are not safeguarded effectively. The childminder leaves children alone with an assistant whose suitability has not been confirmed by Ofsted.

p.2

The provision is inadequate

Children are happy, behave well and are polite. The childminder supports this by having high expectations of children's behaviour. She talks to them about rules and boundaries in her home. Children show their understanding and say that they use kind hands when they are with their friends. They say that they need to look and listen when the childminder reads them a story. Children spontaneously use good manners. For example, when older children pass younger children their shoes they say 'thank you'.

p.2

The provision is inadequate

Children have opportunities to learn about healthy foods. For example, the childminder takes them to supermarkets to buy fruit and vegetables. Children relish the opportunity to choose different items such as carrots, pineapples and mushrooms. They chop them and dip them in paint to make different shapes on paper. The childminder's assistants talk to children about the fruit they use but occasionally ask them questions in quick succession and do not give children time to respond. Furthermore, they do not always make the most of opportunities to involve less confident children in the planned activities they offer.

p.2

need to do better?

n The childminder does not ensure children's safety or welfare. She fails to make sure that children are not left on their own with one of her assistants whose suitability has not been confirmed. n The childminder encourages children to be independent. For example, she gives children time to wipe their nose with a tissue. Children wash their hands before they eat. The childminder's assistant reminds them to wash their hands to get the germs off. This contributes to their understanding of personal hygiene routines. n Overall, the childminder and her assistants support children's communication and language skills well. For example, they introduce simple words when they speak to some of the children. This is particularly effective for children with special educational needs and/or disabilities (SEND). The children copy the words, helping to extend their vocabulary. The childminder's assistants ask questions to challenge children in their thinking as they play. However, they do

p.2

need to do better?

not consistently give children enough time to think and answer. n The childminder works well with parents and other professionals to support children with SEND. She perseveres to ensure that children get the support they need from other agencies to meet their individual needs. The childminder works with parents to develop routines that help to promote children's emotional well-

p.2

need to do better?

18 February 2020 being. n The childminder and her assistants provide children with opportunities to take and manage risks in their play. Older children use knives safely to cut up carrots. Younger children make decisions about which way they want to go down the slide, such as on their tummy, head first or feet first. The assistants stand close by to give support to the children if necessary. n The childminder gathers information from parents about what children already know and can do when they first start. She uses this information to help plan for what children need to learn next. The childminder monitors the progress individual and groups of children make in their development. Children make good progress from their starting points across the early years curriculum. Children show a positive attitude to learning. n The childminder gives children simple tasks to complete. Children set out place mats for their friends at mealtimes. This helps to give them a sense of

p.2

need to do better?

responsibility. When children see their own picture on their place mat they say 'that is me'. This contributes to their sense of belonging. Staff use positive reinforcement to recognise and encourage children's good behaviour. n The childminder knows children well and she uses this knowledge to broaden experiences for them. For example, she shows and talks to children about different forms of transport, such as aeroplanes and trams. This helps to develop their understanding. n The childminder and her assistants plan different activities for the children. However, when there is a group of children participating in an activity, the assistants do not consistently adapt their interactions to support less confident children to learn as much as possible. n The childminder ensures that all children have opportunities to develop their mathematical skills. The childminder and her assistants use lots of mathematical

p.3

need to do better?

language when they interact with children. For example, when they give children chopping boards, they ask them if they want a 'big' or 'little' one.

p.3

Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

Children's safety is not assured. The childminder has not received confirmation from Ofsted that one of her assistants is suitable to be left alone with children. During the inspection, this assistant was left alone with children when changing nappies and during sleep routines. However, the childminder and her assistants have completed child protection training and are able to identify the signs of possible abuse and neglect. The childminder checks her home for hazards and minimises these. For example, she identifies that her rear garden is unsuitable for children to play.

p.3

Due date

ensure that assistants who are left alone with children have been checked by Ofsted. 19/02/2020

p.4

should:

n strengthen questioning techniques and provide children with more time to think and respond to challenging questions n strengthen interactions with less confident children during planned activities so they are able to learn as much as possible.

p.4

Setting details

Unique reference number EY439118 Local authority Nottinghamshire County Council Inspection number 10114457 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 4 Total number of places 18 Number of children on roll 9 Date of previous inspection 31 May 2016

p.5

Information about this early years setting

The childminder registered in 2011 and lives in Worksop. She operates all year round from 8am until 5.30pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 5 and works with assistants. She provides funded early education for two-, three- and four-year-old children.

p.5

Inspection activities

n The inspector had a tour of the areas of the premises that children use. n The inspector observed the quality of education during activities, indoors and outdoors, and assessed the impact this has on children's learning. n The inspector completed a joint evaluation of an activity with the childminder. n The inspector held discussions with the childminder and her assistants. She reviewed a sample of documentation and evidence of the suitability of persons living and working in the household. n The inspector spoke to children throughout the inspection. n The inspector took account of the views of parents through discussions and reading written feedback provided.

p.5

Inspection activities

18 February 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.

p.5

Inspection activities

18 February 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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