Childminder in Cheshire West and Chester

Overall effectiveness Inadequate

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

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The provision is inadequate

The childminder's sickness policy is to separate children who are ill or infectious from the other children. However, she has failed to agree this with parents. Parents are not aware that the childminder's procedure for responding to young children who are unwell is to put them outside on their own until collected, to prevent the spread of infection. The childminder does not ensure that she has an adequate supply of spare clothes for children. This means that, at times, children are left in wet or soiled clothing for the remainder of the day. That said, children demonstrate that, overall, they are happy and secure. They behave well and are becoming familiar with the routines. For example, as a result of COVID-19, parents do not enter the premises. This has not adversely affected children. They arrive and with support from the childminder, children leave their parents at the door, hang up their coats and bags and take off their shoes.

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The provision is inadequate

The childminder plans some activities that are based on themes, such as cold weather or a previous visit to the zoo. Children enjoy listening to stories that reflect these experiences. They develop a keen interest in books. Children point to the illustrations and eagerly anticipate which wild animal is on the next page. Early reading is promoted well, in readiness for learning in school. However, the childminder does not gather enough information when children start to attend, to allow her to support their learning from the beginning. The childminder does not focus precisely enough on what all children need to learn next. This means that some children do not make the progress that they are capable of.

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need to do better?

n The childminder is in breach of requirements of the statutory framework for the early years foundation stage, including safeguarding arrangements. This undermines children's safety and welfare. Although the childminder identified that a recent complaint was significant, she has not notified Ofsted of this as soon as was reasonably practicable or made the notification within 14 days, as is required. n The childminder has not sought swift support when she has identified concerns about children's development. The childminder knows that she needs to improve her understanding of how to support children who require additional help. However, she has yet to access any training to develop these skills. Emerging concerns about children's progress are not discussed with parents. This is because the childminder does not have the confidence or understanding of how to deal with these concerns. n Self-evaluation has failed to identify gaps in the childminder's knowledge. For

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need to do better?

example, the childminder is not aware that she is required to provide enough spare clothing for children, should they require a change of clothes. This means

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need to do better?

14 January 2022 that children have been left in soiled clothing, which does not support their physical well-being. n Partnership with parents is not good enough. The childminder has not ensured that parents are aware of her policies and procedures. This includes how she will respond to a child who is unwell. The childminder does not gather detailed information from parents and other settings that children have attended, about children's level of development at the start of the placement. This means that children often start without the childminder having a clear focus for what they need to learn next. Children's learning is interrupted, as the childminder does not build on from what they can already do. That said, the childminder obtains some information about children's care needs and routines from parents, to support the settling-in process. n Despite weaknesses in the quality of the provision, there are strengths in the

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need to do better?

childminder's setting. These include how much children enjoy the company of the childminder. Children chat politely and use good manners. They interact respectfully with the childminder during snack time. Children develop good social skills and also independence. For example, they capably use cutlery to chop cucumber and peppers, and develop resilience as they try to peel tangerines. n The childminder does not seek to engage and support parents in guiding children's learning at home. That said, some parents comment that they are happy with the quality of the childminder's provision. Parents say children settle in well. They praise the frequent outings and varied experiences that their children benefit from. These include visits to the local park and the nearby forest. Children have many opportunities to explore the world around them. n Children make choices and lead their own play. They happily explore the

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need to do better?

stimulating playroom, which is filled with an abundance of age-appropriate toys. Children are creative. They enjoy painting an elephant picture after the childminder reads a much-loved book about an elephant. Children make marks using fluffy pom-poms and eagerly dab and splat in different coloured paint. n The childminder's programme for professional development is not precise or targeted enough. She has identified that some training and upskilling is required. However, this has not been accessed. As a result, the childminder is unable to meet all children's needs, and provide them with a good level of care and education. n The childminder does not focus precisely on children's individual next steps in learning and give them the knowledge that they need right now. This means that children are not being helped to make the best progress possible. For example, during planned activities, the childminder sometimes focuses more on

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need to do better?

the activity, such as painting, rather than what she wants children to learn, which is to recognise and remember colours.

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Safeguarding

The arrangements for safeguarding are not effective.

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Safeguarding

Weaknesses in the safeguarding and welfare requirements has an impact on children's safety and well-being. Although the childminder identified that an

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Safeguarding

14 January 2022 allegation had been made, she did not notify Ofsted of this as soon as was reasonably practicable, and the notification was not made within 14 days, as is required. That said, the childminder understands how to identify possible signs of abuse and how to report concerns if a child is at risk of harm. She is familiar with the signs that may indicate that a child is being exposed to extreme views. The methods adopted by the childminder, as a result of COVID-19, contribute towards childrens physical health and safety. For example, the childminder wears a face covering to answer the door and no visitors are allowed inside of the home.

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Due date

ensure that procedures for responding to children who are ill or infectious are communicated with parents and take appropriate action if children are ill 28/01/2022

p.4

Due date

ensure that there is an adequate supply of spare clothes always available 28/01/2022

p.4

Due date

develop understanding of what to do in the event of an allegation being raised and improve understanding of timescales for responding to allegations. 28/01/2022

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Due date

obtain information on entry about children's learning and development to establish accurate starting points and support children's learning from the outset 14/02/2022

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Due date

14 January 2022 ensure that any identified concerns about children's learning and development are promptly discussed with parents and ensure that children receive any specialist support in a timely manner. 14/02/2022

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should:

n implement effective self-evaluation and take appropriate action to ensure all requirements are met and improvements are made n strengthen the programme for professional development and improve knowledge and understanding of requirements so that all children are provided with a good standard of care and learning n focus more precisely on children's individual next steps in learning and build on their prior knowledge to ensure they develop the skills needed, to be ready for what comes next n seek to engage and support parents in guiding their children's development at home.

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Setting details

Unique reference number EY386112 Local authority Cheshire West and Chester Inspection number 10219915 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 6 Number of children on roll 12 Date of previous inspection 17 June 2015

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Information about this early years setting

The childminder was registered in 2009 and lives in Tarvin, Cheshire. She operates all year round from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder has an appropriate level 3 qualification.

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Inspection activities

n This was the first routine inspection the childminder 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 setting. n The quality of education was observed and the inspector assessed the impact this has on children's learning. n The inspector viewed the premises and the intent of the curriculum was discussed. n The childminder and the inspector evaluated an activity together. n Relevant documentation was checked and discussed, such as policies and procedures. The inspector reviewed the childminder's self-evaluation and checked evidence of her suitability and the suitability of household members. n The childminder and inspector held ongoing discussions throughout the inspection. n The inspector gathered feedback from parents.

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Inspection activities

14 January 2022 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

14 January 2022 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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