Childminder in Hampshire

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

The childminder fails to oversee the activities that are planned by her assistants in order that they meet the individual needs of the children. She does not check that her staff understand what they want children to learn or that the resources are suited to meet the needs of the children. Assistants' weak knowledge of child development and poor support for children's learning does not ensure children make good progress in their learning. For example, assistants do not realise that the paint pots provided for a potato printing activity are too small. Consequently, children discover that their shapes do not fit into the pots. Assistants remain overly focused on the original aim of the activity, so when children follow their own initiative and find smaller items to dip into the paint, adults take these items away. Children lose interest and walk away.

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The provision is inadequate

Despite these weaknesses, children benefit from routines that generally meet their individual care needs. For example, they settle down on comfortable beds for nap time after eating a healthy cooked lunch. Children are content to play with the toys set out but spend much of their time playing without adult support or guidance. Children generally behave well. They listen to the childminder and follow her instructions. They learn to help their friends and join in games together. However, children receive inconsistent guidance on the group rules. The childminder fails to ensure her assistants maintain a well-organised learning environment. At times, play spaces become disorganised and strewn with toys, limiting children's choices and the spaces that are available for them to play in.

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need to do better?

n The childminder fails to address weaknesses and staff practice. She does not provide effective coaching or supervision opportunities for her assistants so they can improve their personal effectiveness. Assistants do not have the skills or knowledge to extend children's learning. They rely on burdensome assessments that do not reflect what children need to learn next. They do not adapt activities to ensure children's enjoyment at a level to which they can understand and join in. Children do not make the progress they are capable of. n The childminder's expectations for children's achievements are too low. She does not oversee a sufficiently challenging curriculum that supports children to become active learners. There are few opportunities for children to explore mathematical concepts, such as numbers, or learn about quantity in their play. Older children are not offered activities that require them to work out solutions

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need to do better?

for themselves, when they encounter problems. They demonstrate poor levels of concentration and resilience, and give up easily. n The childminder provides very limited focus on supporting children's developing communication, including speaking and listening skills. She fails to focus her

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need to do better?

13 July 2021 interactions or guide her assistants to help children hear and practise a wide range of vocabulary in their play. Planned literacy activities, such as whole-group song times, do not capture children's attention or interest. Children show limited enjoyment as they lie on the floor, while some children ask to leave as they are bored. n Due to weaknesses in planning and teaching, play outside in the garden does not capture children's interest sufficiently well to help them to make good progress in their learning. Nevertheless, children enjoy some opportunities to develop their physical skills outside. Older children ride scooters, skilfully negotiating their route around their friends. Younger children explore water play and make patterns in water with brushes on the fence. n Children do not benefit from quality time with adults. At times, the childminder leaves assistants in sole charge of children. Their support for children's

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need to do better?

emotional well-being is poor and there are limited opportunities for children to develop a sense of identity in the setting or learn about their place in society. Despite this, the childminder supports children's health well. She follows her procedures in the event a child becomes unwell in her care. The childminder and her assistants help older children to manage their personal needs in readiness for school. However, children's emotional development is not well supported overall. n The childminder has remained open during the COVID-19 (coronavirus) pandemic. She continues to share information with parents about children's experiences in her setting via electronic means, as parents do not enter the setting currently. Parents comment positively on being kept up to date with information about their child's day. They are given information on how to support their child's learning at home, such as in termly progress reports.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder implements a range of recruitment checks to assure the suitability of adults working on the premises. The childminder, in her role as designated safeguarding lead for the setting, holds a secure understanding of the procedure to follow in the event of a concern about a child. She ensures that her assistants complete online training courses to refresh their understanding of safeguarding matters and understand routes of referral in her absence. The childminder takes action to minimise risks to children, such as securing a cover over the fishpond and keeping family pets out of the children's play spaces.

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Due date

13 July 2021 ensure that effective systems are in place for the supervision of assistants so they have a clear understanding of their roles and responsibilities, and receive support, coaching and training to improve the quality of support they provide for children 08/09/2021

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Due date

improve teaching to ensure that children are provided with suitably challenging experiences that link to their next steps for learning and support them to make good progress in all areas of their development 08/09/2021

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Due date

plan challenging and enjoyable experiences that take full account of each child's individual needs, interests and stage of development, to promote good progress in their learning, particularly in communication and language with the younger age ranges. 08/09/2021

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Setting details

Unique reference number EY493454 Local authority Hampshire Inspection number 10197588 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 10 Number of children on roll 13 Date of previous inspection 15 March 2018

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Information about this early years setting

The childminder registered in 2015 and lives in the Titchfield Common area of Hampshire. She offers care every weekday, from 7am until 6pm, all year round, except for public holidays. The childminder receives funding for the provision of free early years education for children aged two, three and four years. She works with two assistants.

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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 with the childminder and has taken that into account in their evaluation of the setting. n The inspection was carried out following the risk assessment process. n The childminder and the inspector completed a learning walk together to discuss how the curriculum is organised. n The inspector completed a joint observation and evaluated this with the childminder. n The inspector spoke to parents. n The inspector looked at documentation, including evidence of the suitability of household members and assistants.

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Inspection activities

13 July 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

13 July 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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