Childminder EY473358

Overall effectiveness Inadequate

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

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The provision is inadequate

The childminder has failed to make sufficient improvements to tackle the weaknesses in her practice. Safeguarding and welfare requirements are not met and the breaches have a significant impact on the safety and well-being of children. Due to a lack of appropriate supervision, young children are able to place small toys and unsuitable materials in their mouths. The childminder does not identify, minimise or remove these hazards without direction.

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The provision is inadequate

The quality of education is poor. Babies and children are not motivated or stimulated to learn enough. Activities are not closely matched to their individual needs or stages of development. Therefore, children do not make the progress that they are capable of or develop the key skills they need in preparation for school.

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The provision is inadequate

Children generally behave well and seem settled with the childminder. They follow routines of the day, such as at tidy-up time, mealtime and sleep time. The childminder encourages children to take turns and use polite manners. This helps to develop their emotional well-being.

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need to do better?

n The childminder does not supervise children effectively, especially the younger ones. For example, they are able to put unsuitable items in their mouth, such as foil, sweet wrappers and food off the floor. Furthermore, the childminder does not take swift enough action when this happens to ensure children are kept safe. n The childminder does not identify, remove or minimise risks to children. For example, older children leave small toys on the floor when they have finished playing. These are unsuitable for babies and younger children and pose a serious choking hazard. n The childminder does not consistently promote children's hygiene. Children do not always wash their hands before eating food or after using the potty. This does not teach children about the risk of germs or help to stop the risk of infection. n The childminder does not use her own safeguarding knowledge to train her assistant effectively. Consequently, her assistant cannot identify signs and

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need to do better?

symptoms of abuse by herself. This puts children at risk as she has sole care of the children at times through the day, including walking them to nursery. There is also no programme of professional development in place to help to improve the quality of teaching and learning in the setting. n The quality of education is poor. Activities are not adapted to meet children's individual needs. As a result, some activities are unsuitable for the age of the children or do not offer enough challenge to help them to progress with their

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need to do better?

3 March 2020 learning. For example, children decorate plant pots using glue and sweet wrappers. Young children are not able to complete this task, so instead put all the items in their mouth. Older children lose interest quickly, wander around or start to misbehave with others. n Children have limited interactions with the childminder and her assistant during child-initiated play. For example, children independently play with musical instruments. However, the childminder and assistant do not encourage children to develop their thinking or learning further. There is a lack of adult-led activities to support children to develop the individual skills and knowledge that they need to learn next. n The childminder talks about the days of the week, months and weather during a group activity. She sings songs and rhymes and the older children join in some actions. However, overall, there are many missed opportunities to develop,

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need to do better?

model and extend children's speech and communication skills in play. n The childminder does not have effective strategies in place to work in close partnership with parents. For example, she does not gather detailed information about what children can already do and know when they first start. As a result, parents are not engaged in children's ongoing learning and assessment sufficiently to support continuity in their development. n The childminder has worked on developing children's independence. They pour their own drinks at mealtimes and make their own choices about the food they eat. Older children get dressed by themselves, including putting on their uniform ready for school nursery. n Children learn about diversity. For example, they spend time in the local community at playgroups and learn about different festivals, such as Chinese New Year. n Children spend time outdoors each day. For example, they fill and empty sand in

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need to do better?

buckets and splash in the puddles. They enjoy healthy home-cooked food and snacks. This contributes towards developing their physical well-being.

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Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

The childminder has failed to identify weaknesses in her practice that have a significant impact on children's safety, health and welfare. Risk assessments of the setting are not thorough enough to help keep children safe. There are a number of hazards present, particularly for the younger children, and supervision is poor. The childminder has completed safeguarding training. She can identify signs and symptoms of child abuse and neglect. She demonstrates knowledge of wider safeguarding matters, such as female genital mutilation. However, she does not ensure that her assistant understands what signs to look for or how to make a referral.

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Due date

ensure children are closely supervised at all times, particularly babies and younger children, to ensure their safety and well- being 24/03/2020

p.4

Due date

identify possible risks to children and remove or minimise them swiftly to ensure children's safety 24/03/2020

p.4

Due date

train all adults working with children to ensure they have an up-to-date knowledge of safeguarding matters so they can identify signs of possible abuse and neglect and take appropriate action 24/03/2020

p.4

Due date

implement a programme of professional development to help improve the childminder and assistant's knowledge and skills, to enable them to provide a good quality of teaching and learning 24/03/2020

p.4

Due date

implement effective hygiene procedures for children to prevent the spread of germs and infection. 24/03/2020

p.4

Due date

plan challenging and enjoyable experiences for all children based on their individual needs, interests and stage of development, particularly focusing on the prime areas of learning for the youngest children 24/03/2020

p.4

Due date

ensure that each area of learning and development is covered through a balance of adult- and child-led activities and purposeful play 24/03/2020

p.4

Due date

3 March 2020 encourage, develop and extend children's speech and language skills through play and planned activities 24/03/2020

p.4

Due date

improve strategies to continually gather and share information with parents about children's learning, development and care routines. 24/03/2020

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Setting details

Unique reference number EY473358 Local authority Bradford Inspection number 10107632 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

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inspection

Total number of places 12 Number of children on roll 10 Date of previous inspection 14 May 2019

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Information about this early years setting

The childminder registered in 2014 and lives in Silsden, West Yorkshire. She operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She employs an assistant and provides funded early education for three- year-old children.

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Inspection activities

n A learning walk of the setting was completed by the inspector and the childminder to discuss how the provision and curriculum are organised. n The inspector completed a joint observation with the childminder and discussed the quality of teaching and learning. n A range of documentation was viewed, such as training records, children's progress files, policies and procedures and the suitability of people living and working on the premises.

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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

3 March 2020 3 March 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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