Childminder in Southampton

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

Children are happy and secure. They develop trusting relationships with the childminder, such as when they sit on the childminder's lap to share a favourite book. However, children are not safe because the childminder does not take sufficient action to identify and minimise risks. For example, unsecured ladders and sharp metal poles present a risk to children in the garden. Furthermore, alcohol is stored in the house, at low levels, where children can access it. The childminder recognises the risks, but has not taken action to remove or minimise these. This presents a danger to children. Nevertheless, children behave well. Younger children learn how to share and take turns with toys and resources. For instance, they wait patiently, taking turns popping bubbles.

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The provision is inadequate

Since her last inspection, the childminder has taken some action to address weakness in her practice. She now organises toys and resources indoors, so that children can freely choose. For example, children play with toy pianos and notice the noises they can make as they push the keys. Her knowledge of how to provide good quality learning experiences for children, including for those with special educational needs and/or disabilities (SEND), is poor. Her expectations for what children can achieve are not good enough. Children fail to make the progress they are capable of, particularly in their speech and language skills. The childminder recognises the weakness in her knowledge and teaching practice, but has not taken action to address these. Children benefit from some opportunities to develop their physical skills. For instance, younger children enjoy scooping and moving beans and pulses, using spoons. However, the childminder does not consider how

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The provision is inadequate

to involve all children. Some older children have poor levels of engagement, which means they play for periods on their own.

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need to do better?

n The childminder does not provide a safe environment for children to play and learn in. She identifies risks in the indoor and outdoor environment, but does not take prompt action to address these. This puts children at risk of harm. n Since her last inspection, the childminder has gained support from her local authority. She has improved her progress checks for children between the ages of two and three years old. However, despite her recognising that some children are not making good progress, she does not take action to address this. Children make poor progress in their communication skills. The childminder does not put in place effective tools to help children communicate what they need. They are not supported to enable them to communicate their wants, needs or wishes. n The childminder demonstrates limited knowledge of how to support children with SEND to ensure their needs are met. She does not seek suitable training or

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need to do better?

support to help build on gaps in her knowledge. For example, although she

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need to do better?

24 January 2022 identifies children who have gaps in their learning, such as delays in speech development, she does not know how to support them. The gaps in her knowledge contribute to the poor curriculum and teaching that she provides. n The childminder lacks an understanding of how to plan and tailor learning experiences for children, based on their individual needs. During the inspection, the childminder struggled to demonstrate how she plans for what she wants children to learn next. Her focus for the curriculum is based more on what children enjoy and does not target areas where children need help to catch up in their learning. The childminder does not use opportunities to engage children in activities. As a result, often learning is incidental and children's progress is poor. n Children develop bonds with the childminder. She implements care routines that develop the secure relationships children establish with her. For instance, she

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need to do better?

recognises when children need their nappies changed and talks to them as she does this. Younger children are calm, they listen to and follow the childminder's instructions well. n Despite weakness in other areas of the provision, the childminder builds trusting relationships with parents. Parents comment how much they value and appreciate the care the childminder provides for their children. However, partnership working with other settings is not effective. The childminder does not discuss what children can already do or are learning next. She fails to establish how they can work together to support children's ongoing development. The childminder does not ensure that there is consistent support to meet children's needs. n The childminder provides opportunities for children to visit local parks and garden centres and uses daily walks to school to and from school, to talk about changes in the seasons. This helps them to develop some knowledge about the

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Safeguarding

The arrangements for safeguarding are not effective.

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Safeguarding

The childminder does not maintain a safe environment for children, in her home or garden. She takes no action to remove identified risks, despite noting them as hazardous to children. This demonstrates her poor ability to safeguard children. The childminder is aware of the action to take in the event of a child showing signs of abuse or if an allegation is made against herself or a family member. She completes suitability checks for all household members and maintains a current paediatric first-aid qualification.

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Due date

24 January 2022 improve risk assessment procedures, indoors and outdoors, to promote children's safety and well-being 28/01/2022

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Due date

undertake appropriate training and professional development opportunities to improve the quality of teaching 25/02/2022

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Due date

improve partnerships with other settings that children attend, to ensure consistency in their care and learning 25/02/2022

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Due date

provide good quality learning experiences, and effective support and interaction for all children, including those with special educational needs and/or disabilities (SEND), to help them make good progress, particularly in their communication and language skills. 25/02/2022

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Setting details

Unique reference number EY393455 Local authority Southampton Inspection number 10099833 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 6 Date of previous inspection 25 February 2019

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Information about this early years setting

The childminder registered in 2009. She lives in Sholing in Southampton. The childminder provides care Monday to Friday from 7.30am to 4.30pm, throughout the year. She receives funding for the provision of free early education for children aged two, three and four years. The childminder holds a recognised qualification at level 3.

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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 childminder. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n Parents shared their views of the childminder's setting with the inspector. n The inspector observed the interactions between the childminder and children. n The inspector viewed the childminder's provision and discussed the safety and suitability of the premises. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

24 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

24 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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