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 Not Met (with actions)

p.1

The provision is inadequate

Children do not benefit from a safe and secure environment to play and learn in. The childminder's knowledge of safeguarding is poor. She has not identified hazards in her home or taken action to remove them to keep children safe. In addition, the evacuation procedures are not robust. This puts children at risk of harm.

p.2

The provision is inadequate

Children develop secure relationships with the childminder, who offers them comfort and reassurance when they are tired. However, relationships between children are not always secure. Some children do not understand appropriate behaviours. They argue and, at times, fight over toys, pushing and kicking one another. This leaves children upset and frustrated and does not support their good personal, social or emotional development.

p.2

The provision is inadequate

Children do develop some independence in their growing skills. For instance, older children learn how to use the toilet independently and how to wash their hands. However, at times, hygiene routines are poor, which poses a risk to children's health. The quality of education and curriculum planning is weak. Children are not supported to make the progress they are capable of. The childminder wants to provide good-quality childcare. However, she is unclear what individual children need to learn and how to best support their progress. The childminder's inadequate understanding of their learning needs means she does not plan or provide challenging or stimulating activities for children.

p.2

The provision is inadequate

Older children develop secure speaking skills. They share their knowledge of favourite dinosaurs and places they visit with their families. Younger children gain confidence in their physical skills, such as confidently taking steps as they learn to walk.

p.2

need to do better?

n The childminder fails to carry out effective risk assessments. She identifies potential risks to children in her kitchen, but takes no action to remove these in order to help keep children safe. n The childminder does not ensure the procedures to evacuate children in an emergency from all areas of her home and garden are robust. The side entrance to her home is blocked with toys and garden equipment. The childminder identifies that the fire exit is blocked but takes no action to clear it or to offer a suitable method of evacuation in the event of an emergency. This puts children at potential risk of harm. n The childminder does not promote children's hygiene knowledge or routines effectively. For instance, as children make biscuits, they eat parts of the dough

p.2

need to do better?

3 March 2022 and share pieces of eaten dough with other children. Despite the childminder watching children do this, she does not take action to remove the dough, or teach children about good hygiene routines. This does not support children's good physical health or well-being. n Due to a lack of resources available to children and poor organisation of activities and learning experiences, children's behaviour is poor. The childminder does not talk to children about what expectations she has for them in respect of how to play cooperatively. Older children hit, kick, and push each other as they argue over toys. Younger children cry as older children push them and attempt to bite them. This behaviour is often ignored and children are not taught that this is unacceptable. n The childminder's curriculum continues to be poor. She does not demonstrate a secure understanding of what she wants children to know and be able to do

p.2

need to do better?

next. Therefore, learning in incidental. Activities are poorly planned and do not reflect children's interests. Toys and resources are stored high up in the childminder's kitchen. Children cannot choose what they want to play with, instead the childminder chooses for them. Older children do not benefit from the challenge they need to help them make the progress they are capable of. They are bored and lack motivation, such as when they roll around on the sofa watching television. n The childminder is kind and develops warm bonds with children. They enjoy her company and return to her for cuddles when they are upset. The childminder helps children to learn routines to develop their independence. For instance, children learn how to tidy away toys in readiness for lunchtime. n Older children are confident and articulate communicators. They speak clearly and enjoy sharing conversations with adults and visitors. For instance, they

p.3

need to do better?

share pictures of dinosaurs and are able to identify big and small dinosaurs. They talk about visiting 'dinosaur land' with their parents and excitedly talk about the 'tyrannosaurus rex with the big teeth'.

p.3

Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

The childminder's understanding of safeguarding is poor. Despite completing training to keep up to date with safeguarding policies and routines, she is not able to demonstrate how to keep children safe. The childminder does not know how to identify if children may be at risk of potential harm and how to report her concerns to promote children's welfare. The childminder's risk assessments are poor. She fails to identify risks in her home and garden, therefore, takes no action to remove or minimise these to keep children safe. The childminder does hold a paediatric first-aid certificate and has gained public liability insurance to address actions made at her last inspection.

p.3

Due date

gain a greater understanding of safeguarding policies and procedures so that they are in line with the local safeguarding partnership guidance 08/04/2022

p.4

Due date

ensure risk assessment is effective in identifying potential hazards and minimising risk to children 07/03/2022

p.4

Due date

ensure fire exits are kept free from obstruction at all times 07/03/2022

p.4

Due date

ensure good hygiene and cleanliness procedures are followed at all times to promote children's good health 07/03/2022

p.4

Due date

manage children's behaviour effectively and give children consistent messages and boundaries so that children learn what is expected of them. 08/04/2022

p.4

Due date

consider the individual needs, interests and stages of development of each child to plan a range of challenging and enjoyable experiences to promote the learning of each child. 08/04/2022

p.4

Setting details

Unique reference number EY374786 Local authority Southampton Inspection number 10132669 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 4 Number of children on roll 0 Date of previous inspection 16 February 2015

p.5

Information about this early years setting

The childminder registered in 2008 and lives in Southampton. The childminder provides care for children Monday from 7.30am to 5pm, and Tuesday to Friday from 7.30am to 6pm, for most of the year.

p.5

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 spoke to the inspector about their intentions for children's learning. n The inspector spoke to children to find out about their time at the setting. n The childminder and inspector discussed how the curriculum had been implemented and the impact that it had on children's learning. n The childminder provided the inspector with a sample of key documentation on request.

p.5

Inspection activities

3 March 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

3 March 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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