Akhtar, Nafees

Overall effectiveness Inadequate

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

p.1

The provision is inadequate

Children do not consistently receive the support needed to gain confidence in their own abilities. They behave well and enjoy receiving praise and 'high fives' for achieving successes. However, when they are less successful in a task, the childminder and her assistant make negative comments, such as 'oh my God' and 'no, no, not like that, that's wrong'. This does not help children to build their confidence and self-esteem.

p.2

The provision is inadequate

Children talk confidently about their home lives and have a developing range of vocabulary. They are curious and ask questions such as 'Why are you wearing a mask?' They make their own mask out of dough then turn their mask into a moustache and beard. They have the correct words to name these. However, the childminder does not provide them with a grammatically correct language model to help them to extend their use of sentences and vocabulary. This significantly hinders the progress they make in their communication and language.

p.2

The provision is inadequate

Children concentrate on tasks that interest them. They use number names and move their fingers to touch each image of an ice cream to find how many there are. However, the childminder and her assistant do not adjust their teaching when children find an area of their learning more difficult. Therefore, children do not make the progress they should, particularly in their independence and managing their toileting routines in readiness for school.

p.2

need to do better?

n The childminder and her assistant have attended some training in response to actions raised at the last inspection. Overall, the childminder has improved her knowledge of her legal responsibilities under the early years foundation stage to keep children safe. However, her knowledge of how young children learn remains weak. She does not evaluate her practice effectively to raise the quality of children's learning experiences. n The childminder provides children with some planned and purposeful learning opportunities indoors. Children learn about the features of different environments, such as the seaside. The childminder teaches children about staying safe in the sun and they know that they wear sun cream when it is hot. However, the childminder does not accurately identify what children already know. She has a poor knowledge of how children learn. n The childminder fails to support children well in their communication and

p.2

need to do better?

language. She does not help them to develop their own language and vocabulary well. She does not give older children the opportunity to manage toileting routines for themselves. Children wait, uninterested, while she changes their clothes. This significantly hinders the progress they make.

p.2

need to do better?

29 June 2021 n The childminder and her assistant do not support children's personal development well. They frequently speak to children in a negative way. When children make mistakes with their counting and expressing their ideas, the childminder and her assistant tell them they are wrong. They do not positively help children to correct their mistakes but repeatedly question them. They do not adjust their teaching or identify how to help children gain the knowledge they need to close the gaps in their learning. n The childminder stops children from completing a task in their own way, such as where to put glue on an image they are sticking down and where to place it. This does not support children to gain the confidence they need to 'have a go' and develop strategies for doing things for themselves. n Although children enjoy opportunities to paint and build, the childminder and her assistant overly direct their play. They tell children what to build and paint. This

p.2

need to do better?

stops children from exploring their own ideas. For example, when children choose to use building blocks they tell children they should make a seaside scene. n The childminder promotes children's good health effectively. Children enjoy nutritious meals, snacks and healthy drinks. The childminder follows appropriate hygiene routines and teaches children about keeping themselves and others safe. Children learn about hygiene practices, such as regularly washing their hands and always before eating. The childminder has changed some of the physical opportunities that children have as a result of the COVID-19 (coronavirus) pandemic. However, she ensures children can be physically active in her garden. n The childminder has regular discussions with parents about children and talks to them about their children's achievements.

p.3

Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

The childminder has some knowledge about completing suitability checks for household members, such as obtaining Disclosure and Barring Service (DBS) checks. However, she has not understood that subscription is required to the Update Service, which has led to previously obtained DBS checks becoming invalid. The childminder has not provided Ofsted with the required information that is needed to complete all checks on household members in a timely way. This lack of prioritisation has led to a significant delay in Ofsted receiving the required information. As a result, not all household members have been subject to the required checks, which impacts on children's safety and welfare. The childminder completes effective risk assessments to ensure that children are safe. This includes checking for hazards in her home and identifying choking hazards related to food. The childminder keeps all the required records relating to complaints, accidents

p.3

Safeguarding

and children's attendance. The childminder and her assistant have attended training to improve their knowledge of safeguarding children. They know how to identify potential signs that a child might be at risk of harm and abuse. They know about wider safeguarding issues, such as the 'Prevent' duty and being alert to

p.3

Safeguarding

29 June 2021 extreme ideas. The childminder and her assistant know the correct procedures to follow if they have concerns about another adult who works with children.

p.3

Due date

provide Ofsted with the required information to enable all suitability checks to be completed on household members 13/07/2021

p.4

Due date

engage in further professional development to ensure they have the skills and knowledge needed to offer a quality curriculum for children particularly for communication and language, personal, social and emotional development, and physical development 29/09/2021

p.4

Due date

improve knowledge of how to use observations of children's learning and assessments to plan a curriculum that meets each child's stage of development, helps them to make good progress and prepares them for school. 29/09/2021

p.4

Due date

provide children with warm, positive interactions that consistently help them to develop their confidence and self- esteem. 13/07/2021

p.4

Setting details

Unique reference number EY465390 Local authority Birmingham Inspection number 10145953 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 7 Date of previous inspection 7 February 2020

p.5

Information about this early years setting

The childminder registered in 2013 and lives in Birmingham. She works with an assistant who holds an appropriate qualification at level 3. The childminder operates all year round from 7am to 7pm, except for family holidays. She provides funded early education for three-year-old children.

p.5

Inspection activities

n This was the first routine inspection the setting received since the COVID-19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with the setting and has taken that into account in their evaluation of the setting. n The childminder and the inspector completed a learning walk together. The inspector observed teaching practices and considered the impact these have on children's learning. n The inspector held discussions with the childminder, parents and interacted with children. n The inspector sampled some of the setting's documentation, including the qualifications and suitability checks.

p.5

Inspection activities

29 June 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.

p.5

Inspection activities

29 June 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.

p.6

Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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