Belton, Stephanie

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

p.1

The provision is inadequate

Children's welfare is not assured. The childminder has failed to act on concerns and follow procedures to share information with relevant safeguarding agencies. Furthermore, she has failed to provide information to Ofsted of a significant event that affected the suitability of the premises where she cares for children.

p.2

The provision is inadequate

Children do not receive the quality of education they deserve. Children do not benefit from carefully planned experiences that motivate and inspire them to learn. The childminder talks to children as they play, however, she tends to use simple words and does not help children to develop a wide and varied vocabulary. Children do not have time to explore and play to their satisfaction. The childminder directs children to complete tasks as they play, such as placing jigsaw pieces correctly. She does not recognise the learning opportunities to broaden children's understanding and enrich their experiences.

p.2

The provision is inadequate

Nevertheless, children build strong bonds with the childminder and show that they feel secure in her care. The childminder is kind and caring. She responds warmly to younger children's requests for cuddles when they awake. The childminder reads stories and rhymes to children, who freely choose from a wide range of appropriate books.

p.2

need to do better?

n The childminder has failed to implement her safeguarding procedures in line with the local safeguarding partners' guidance. She has failed to share concerns about children's welfare with relevant agencies. This means that children's safety cannot be assured. n The childminder has failed to notify Ofsted of a significant event as required. This is a breach of the requirements of the early years foundation stage. n The quality of teaching is weak. The childminder over-directs children's play and learning. For instance, during a painting activity, the childminder heavily directed children to place paint in specific places. When adding glitter to the picture, the childminder applied the glue and continued to hold the glitter shaker with the children. This significantly reduced the experience for children and gave little opportunity for children to develop their own ideas. The childminder's focus was to create a specific product, and not on how to support children's learning.

p.2

need to do better?

n Children do not have good enough experiences to help prepare them for life in modern Britain. Children's opportunities to learn about cultures and people different to themselves and about the diverse world in which they live are limited. The childminder tends to focus on exploring British festivals and traditions with the children. Furthermore, the childminder does not promote equality when talking to children. For instance, she uses outdated, and

p.2

need to do better?

26 November 2021 potentially derogatory terms when talking about ethnicity. She does not consider that some of her language reinforces gender stereotypes. n Parents are positive about the childminder. They state that their children enjoy coming to the childminder's house and that they feel well informed about their child's progress in learning. Parents add that their children achieve well in the childminder's care and that the childminder provides a 'home from home' experience. They appreciate the childminder's flexibility to meet their changing needs. n The childminder encourages children to do things for themselves. They learn to put on their coats and shoes independently. Younger children learn to self-feed and use spoons. The childminder helps children develop independence skills they will need for when they start school. For example, children practise carrying trays with cups and plates on, in readiness for school lunch expectations.

p.2

need to do better?

n The childminder is keen to improve her knowledge and skills. She completes online training regularly, to help her to meet the needs of children who attend. The childminder meets regularly with other childminders to help to keep her knowledge updated. n The childminder, generally, works well with other providers that children also attend. She shares information about children's progress in learning and what they need to know next. This includes where appropriate, details of the progress check at age two that she completes.

p.3

Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

The childminder does not follow local safeguarding partners' procedures to share any concerns she may have about a child's welfare. This is despite demonstrating an appropriate knowledge of the possible signs of abuse and neglect. The childminder demonstrates an understanding of wider safeguarding issues, such as the risks to children of being exposed to extremist views.

p.3

Due date

improve safeguarding practices to ensure that any concerns about a child's welfare are acted on in line with the local safeguarding partners' procedures 10/12/2021

p.3

Due date

26 November 2021 improve knowledge and understanding of how to help children learn about equality and the diverse world in which they live 26/01/2022

p.3

Due date

improve the quality of teaching to provide children with challenging and enjoyable experiences that inspire and motivate them in their learning. 26/01/2022

p.4

Setting details

Unique reference number EY455483 Local authority Cambridgeshire Inspection number 10075310 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 6 Number of children on roll 14 Date of previous inspection 23 June 2016

p.5

Information about this early years setting

The childminder registered in 2012 and lives in March, Cambridgeshire. She operates all year round from 7am to 6.30pm, Monday to Friday, except for bank holidays and family holidays.

p.5

Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in their evaluation of the childminder. n The childminder spoke to the inspector about their intentions for children's learning. n The inspector observed the interactions between the childminder and children. n The inspector took account of the written feedback provided by parents. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

26 November 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

26 November 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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