Childminder in Worcestershire

Overall effectiveness Inadequate

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

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The provision is inadequate

The provision for children's learning is weak. Children do not receive challenging learning opportunities that build on their previous knowledge. This has an impact on children's attention and engagement, which in turn causes conflict between them. As a result, at times, children do not share toys independently and struggle to regulate their feelings. The curriculum is poorly designed and does not meet children's individual learning needs. For example, during child-initiated sand play, assistants are unclear as to what they want children to learn. This means that activities are less successful for some children. Therefore, children do not make the best possible progress across all areas of learning.

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The provision is inadequate

The childminder and her assistants are not secure about what children need to learn next. In turn, children's learning is not assessed effectively. Nevertheless, the childminder and her assistants interact positively with children and ask some simple questions to build on their communication and language skills. Children enjoy listening to familiar books. They remember key words from the stories, which shows that they can recall past experiences. However, some children become distracted, and those children who are engaged become demotivated. This causes disruption and limits learning opportunities. Despite this, children show that they are happy in the care of the childminder and her assistants. This helps to build on children's feelings of safety and security. As a result, children are confident and inquisitive with new visitors.

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need to do better?

n The childminder provides a poorly sequenced programme of activities. These activities are not challenging enough for children to make sufficient progress in their learning and development. For example, as children have fun decorating the Christmas tree, assistants miss opportunities to fully challenge the most able or inquisitive children. When children ask pertinent questions, they do not follow this enquiry with an appropriate answer to enhance children's learning further. As a result, children become disinterested and walk away from the activity. n The childminder and her assistants demonstrate a poor understanding of how children learn. The lack of clear learning intentions and unsuccessful planning mean that children not engaging in purposeful activities. Children take little interest in adult-led activities because they are not planned effectively to ignite their curiosity. For example, the childminder attempts to support children's turn-

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need to do better?

taking skills by encouraging them to play with building blocks and jigsaws. However, children lose interest quickly and choose to run around the environment or play with other toys. n The childminder and her assistants attend some training. However, the childminder lacks knowledge of how to support her assistants effectively to

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need to do better?

2 December 2021 improve the quality of their teaching. She does not encourage them to reflect on their teaching skills and simply steps in to role model. However, the role modelling she provides does not always demonstrate good teaching practice. As a result, there are significant weaknesses in the quality of education. n The childminder and her assistants have unrealistic expectations of what skills children need to develop next. Some children demonstrate that they can write their name independently and count to 25. However, the childminder and her assistants do not check that children have retained and consolidated this knowledge effectively before moving on. As a result, the curriculum does not focus enough on securing children's development across the prime areas of learning. n Assistants do not consistently help children to learn about expected behaviour or boundaries. At times, children demonstrate a lack of respect for each other. For

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need to do better?

example, children argue over resources and become easily frustrated. On occasion, this is not challenged by assistants. As a result, children are unable to resolve conflicts amicably or regulate their emotions. n The childminder and her assistants are warm, kind and genuinely care for the children. They know the children well and recognise when they are hungry, tired or need their nappy changing, and they promptly respond to meet these individual care needs. n Since the COVID-19 pandemic, the childminder has made some adaptations to her practice. Parents do not come into her home at drop-off and collection times. Parents comment that they are happy with the childminder's care and support. The childminder gathers relevant information from parents before their child attends. She shares information daily with parents about their child's day and what they have enjoyed. n The childminder promotes healthy lifestyles for children. She talks to them about

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need to do better?

healthy food and encourages parents to provide a healthy lunch box. Children access their drinks independently so that they are hydrated throughout the day. The childminder ensures that children have daily opportunities to access fresh air and be physically active.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder and her assistants have completed safeguarding training to help them keep up to date with current safeguarding requirements and guidance. They are alert to the signs that a child may be at risk of abuse or neglect and know the procedures to follow to report any concerns. This includes if children are being exposed to extreme views or beliefs. The childminder maintains a safe and secure environment. She uses safety gates to ensure that children cannot enter some areas of her home unattended, such as the stairs. She makes sure that the main door is securely locked. This prevents children from leaving unaccompanied and unauthorised people having access to children.

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Due date

develop a secure knowledge and understanding of the learning and development requirements and how to implement these to support good progress for all children 10/02/2022

p.4

Due date

plan and provide a curriculum that is coherently planned and sequenced, targeting the skills children need to learn that are appropriate for their individual stage of development 10/02/2022

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Due date

ensure that the learning intentions for all children are understood so that they benefit from more-focused teaching and a broader range of opportunities 10/02/2022

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Due date

support assistants to enable them to gain a clear understanding of their roles and responsibilities, with specific regard to improving the quality of teaching 10/02/2022

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Due date

ensure that children's behaviour and conduct are managed consistently and effectively, so that children learn about expected behaviours and how to treat each other with respect and kindness. 10/02/2022

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Setting details

Unique reference number EY374918 Local authority Worcestershire Inspection number 10149855 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 18 Number of children on roll 34 Date of previous inspection 13 March 2020

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Information about this early years setting

The childminder registered in 2008 and lives in Droitwich. She operates all year round from 7.30am to 5.45pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3. She works with two assistants. One assistant holds an appropriate qualification at level 2.

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Inspection activities

n The childminder and the inspector had a learning walk together to discuss the childminder's intentions for children's learning. n The inspector observed the quality of teaching, indoors and outside, and assessed the impact this has on children's progress. n The inspector observed the interactions between the childminder, assistants and children. n The inspector and the childminder jointly evaluated the quality of teaching during a planned activity. n The inspector checked evidence of the suitability of household members and qualifications of the childminder and assistants. n Parents shared their views of the setting with the inspector.

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Inspection activities

2 December 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

2 December 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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