Childminder EY435758

Overall effectiveness Inadequate

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

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The provision is inadequate

Children access a narrow range of opportunities, which significantly limits their ability to learn. Outdoors, they have a minimal choice of activities and these lack purpose and challenge. Some children spend a significant amount of time sat in push-along cars, lacking any interest or motivation to learn. The childminder does not recognise this withdrawal from learning or seek to engage children. She rarely joins in their play and has low and poorly understood expectations of what children can achieve. Children do not have positive learning experiences.

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The provision is inadequate

Children have very little support to help them to develop their communication and language skills. Some children use very little language during the day. The childminder provides minimal encouragement. However, children are generally more confident to speak with their friends than with the childminder.

p.2

The provision is inadequate

Children rarely have the confidence to express what they want to do. Instead, they follow the childminder's suggestions, which are often not tailored to their learning needs. Children of different ages spend most of their day playing together with the same limited activities rather than enriching their learning with self-chosen activities. However, they enjoy being with their peers and this helps them to develop positive relationships. Children play cooperatively and share resources. They understand the setting's rules and follow the childminder's instructions to tidy away toys.

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need to do better?

n The childminder is repeatedly unable to demonstrate her knowledge of how to safeguard children. This is a significant concern. She is confused about the procedures she must follow if she has a concern about a child and admits she 'cannot think on her feet'. In addition, documentation for her to refer to is poorly organised and cannot be accessed quickly. She has more than one safeguarding policy, one of which contains incorrect information. The childminder's lack of knowledge, together with poorly organised documentation, does not support her to report an urgent safeguarding concern without delay. n The childminder has a poor understanding of the learning and development requirements. Despite it being raised as a previous action by Ofsted, the childminder has not completed a progress check for all children between the age of two and three years. She admits her confusion and lack of understanding of

p.2

need to do better?

the progress check. However, she does not accept responsibility for this oversight or for ensuring she meets the requirements of the early years foundation stage (EYFS). This shows poor leadership and management of the setting. n The childminder has little knowledge of the different stages of children's learning

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need to do better?

25 May 2021 and development. She is unaware of the prime areas of learning that are crucial to support the youngest children's development. There is little focus on helping children to develop their language skills. The childminder reads to children but despite their enthusiasm to join in with the rhymes, she restricts them by saying that they must wait until she has read the story. She reads quickly through the story, although she does eventually give children the opportunity to join in at the end. n The childminder makes little effort to address any emerging gaps in children's learning. Children who are less confident to practise their language skills are not given regular opportunities or encouragement to communicate. The childminder's plans for children are incoherent and there is no evidence of how children's learning is sequenced. The childminder does not know what children need to learn next even when she sits at activities with them. This leads to poor

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need to do better?

quality adult support for children's development as she does not know how to extend their learning. n The childminder and her co-childminder work closely together. However, due to the childminder's lack of knowledge about how children learn, she is unable to provide effective support to her co-childminder. She is unable to identify any weak practice or areas for improvement. The childminder's professional development and training, where sought, is ineffective in helping her to develop her skills. n Older children know the rules and boundaries. For example, they know they must not run indoors. Despite their poor learning experiences at the setting, children are generally settled and show they have an attachment to the childminder.

p.3

Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

The childminder is unable to retain or demonstrate her knowledge about how to keep children safe from harm. She lacks confidence in the procedures she must follow if she has a concern about children's welfare. Her ability to report any safeguarding concern is further impaired as she is unable to access up-to-date safeguarding information quickly. This is due to the poor organisation of her documentation. Her lack of knowledge about safeguarding hinders her ability to respond quickly to alert the relevant professionals to any safeguarding concern.

p.3

Due date

25 May 2021 ensure safeguarding policies are current, clear, accessible, and thoroughly understood so that urgent and decisive action can be taken where there is a concern about children's welfare 07/06/2021

p.3

Due date

implement an effective system of support, supervision and professional development to improve knowledge and understanding of how children learn, and the role of the adult in supporting children's learning 30/06/2021

p.4

Due date

gain a secure understanding of the learning and development requirements of the EYFS and ensure that a progress check is completed for all children between the ages of two and three years 30/06/2021

p.4

Due date

ensure all children are offered a mix of adult-led and child-initiated activities, that are purposeful, challenging, engaging and enjoyable 30/06/2021

p.4

Due date

ensure that all children are supported effectively to develop their communication and language skills 30/06/2021

p.4

Due date

ensure all children are offered learning opportunities that are appropriately sequenced and build on what they already know and can do, to help them progress towards the early learning goals. 30/06/2021

p.4

Setting details

Unique reference number EY435758 Local authority Norfolk Inspection number 10195919 Type of provision Childminder

p.5

Registers

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

p.5

inspection

Total number of places 12 Number of children on roll 6 Date of previous inspection 18 October 2017

p.5

Information about this early years setting

The childminder registered in 2011 and lives in Caister, Norfolk. She works alongside a co-childminder, from the co-childminder's home. The setting is open from Monday to Thursday, during term time only, from 8am to 3.30pm. The childminder provides funded early education for two-, three- and four-year-old children.

p.5

Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic on the childminder and has taken that into account in their evaluation of the setting. n The inspector toured the premises and held discussions with the childminder about her vision for children and what she intends for them to learn. n Children spoke to the inspector about activities they take part in. n The childminder and inspector discussed and evaluated a story time activity. n Parents spoke to the inspector about children's experiences at the setting and the information the childminder shares with them. n The inspector looked at a sample of documents, including training certificates and policies.

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Inspection activities

25 May 2021 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

25 May 2021 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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