Childminder EY435726

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's learning is significantly hindered by the narrow range of learning opportunities they can access. Children have limited activity choices and what is provided rarely motivates, challenges or enthuses them. Outdoors, children's play lacks purpose. They often do not know what to do. When they do take part in an activity, this is for fleeting moments and their learning lacks any depth or meaning.

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The provision is inadequate

Children do not get the adult interaction they need to support their learning. The childminder rarely plays with them and where she does, it is to comment on what they do without engaging in their activity. For example, while children sit on the floor playing on their own, she sits on the sofa and provides little enhancement to their learning. Children have poor quality learning experiences. The childminder does not have a clear understanding of how children learn and develop and has low expectations of what they can achieve.

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The provision is inadequate

Children do not get the support they need to develop their communication and language skills. The childminder places little focus on encouraging less confident children to have a voice. However, they are more inclined to speak with their friends than with the childminder. Children have developed close bonds and positive relationships with their peers. They enjoy and feel safe in each other's company.

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need to do better?

n The childminder has repeatedly failed to demonstrate or retain her knowledge of the procedures she must follow should she have a concern about children's welfare. This is a significant concern. She lacks clarity about who she must report her concerns to. This is further worsened because documentation that she could use to support her is poorly organised. She retains out-of-date policies as well as updated policies. This, together with her lack of clarity, does not support her to be able to respond quickly to urgent safeguarding concerns. n The childminder has a poor understanding of the learning and development requirements of the early years foundation stage (EYFS). She does not ensure she completes a progress check for all children between the ages of two and three years. She admits her lack of understanding but does not accept responsibility for this oversight and instead blames others. This demonstrates

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need to do better?

poor leadership and management of the setting. n The childminder has a poor understanding of how children learn and develop. She is unaware of the prime areas of learning that are crucial to support the youngest children's development. The childminder places little focus on helping children to develop their communication and language skills. Some children spend long periods of time without encouragement or support to practise their

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need to do better?

25 May 2021 language skills. The childminder gives support and guidance to parents about how they can support children's learning at home. However, she does not follow her own advice and guidance when working with children in the setting. This means children lack consistent support for learning. n The childminder does not understand the importance of clear planning to help children to build on what they already know and can do. She places too much focus and time on narrowing children's learning experiences with activities they may not be ready for. Children do not retain what they have learnt sufficiently well, such as shapes and colours, despite it being taught repetitively over long periods of time. The childminder does not focus on children's individual learning needs, for example building their confidence to communicate with others. n The childminder works closely with her co-childminder. However, she is unable

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need to do better?

to provide appropriate guidance and support to her co-childminder due to her own lack of knowledge about how children learn and develop. She is unable to identify weaknesses in practice. The childminder attends training. However, this is not effective in helping her to improve her skills and knowledge about how to support children's learning. n Children behave well and follow rules and boundaries. Older children confidently explain that they must not run indoors. Despite the lack of support and encouragement children have for learning, they have nevertheless built an attachment to the childminder.

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Safeguarding

The arrangements for safeguarding are not effective.

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Safeguarding

The childminder lacks a secure knowledge and understanding of the procedures she must follow if she has a concern about children's welfare. She is unsure as to which agency she must report any safeguarding concerns. This could cause a delay to any response that other professionals need to make to safeguard children. In addition, documentation that she could refer to is not easily accessed. She retains out-of-date policies that have incomplete information, as well as updated policies. This hinders the childminder's ability to act quickly to safeguard children and protect them from the risk of harm.

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Due date

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

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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

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Setting details

Unique reference number EY435726 Local authority Norfolk Inspection number 10195799 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 6 Date of previous inspection 18 October 2017

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Information about this early years setting

The childminder registered in 2011 and lives in Caister, Norfolk. She works alongside a co-childminder. 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.

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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 it is she wants them to learn. n Children spoke to the inspector about activities they take part in. n The childminder and inspector discussed and evaluated a colouring 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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