Childminder in Kent

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 applicable

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The provision is inadequate

The childminder does not have a clear knowledge of her safeguarding reporting requirements. She does not understand to make timely referrals to protect children's welfare. This includes the procedure to follow if children do not arrive at the childminder's home. The childminder does not keep up to date with changes to local safeguarding guidance. Additionally, she does not always notify parents when medicine has been administered to an individual child. Children's safety and well- being are at risk as a result.

p.2

The provision is inadequate

The childminder does not work effectively with parents to secure all children's starting points right from the beginning. Therefore, she does not plan a curriculum well enough to challenge children's individual learning and development needs. Children's progress can not be assured. The childminder is unable to link what she intends children to learn to activities. Children put together a basket of toy fruit when they listen to the story 'Handa's Surprise'. They are confident to communicate their ideas. However, the childminder does not encourage children to practise their counting skills to number three. This impacts on how well children learn and limits their ability to develop essential skills for the future.

p.2

The provision is inadequate

Children do not receive the support they need to regulate their feelings. This has an impact on their behaviour. Although children are happy to play with their friends, behaviour is not always good. For example, when children play with the dolls' house and small-world toys, they scream and shout at each other. However, children are beginning to develop good manners when they choose their fruits at snack time. They are reminded to say 'please' and 'thank you' by the childminder.

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need to do better?

n Weaknesses in leadership and management mean that children's safety is not assured. There are several breaches in the statutory requirements related to safeguarding children. However, the childminder forms positive relationships with children. They come to her for comfort and reassurance. n The childminder recognises partnerships with parents as a weakness. She does not always gather the information she needs about children before they start. Additionally, the childminder does not collect the ongoing views of children and parents to help evaluate her practice and further improve. However, parents give positive feedback about the service provided. The childminder works with professionals at other settings children attend. This supports children's continuity of care. The childminder does not update her knowledge of the new curriculum and managing children's behaviour, to raise the quality of teaching.

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need to do better?

n Strategies to manage children's behaviour are not always effective. Children do not always treat toys, equipment and others with respect. For example, they

p.2

need to do better?

10 March 2022 throw their drinking cup and do not take care of books. Children are defiant and do not always follow simple instructions from the childminder. For example, they shout 'no' and run and hide when it is time for a nappy change, despite her asking them not to. The childminder talks to children about their behaviour. However, she does not always help them learn the language for their emotions. Children do not know how to regulate their emotions or develop empathy for their friends. n The childminder's curriculum is poorly designed. She does not take children's likes and dislikes into consideration when she chooses books to read to them. Consequently, younger children become distracted when activities do not ignite their curiosity. This disruptive behaviour impacts on other children's learning. The childminder introduces toy props to motivate children to re-join the activity and listen to the story. She helps children build on their vocabulary and learn

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need to do better?

about the world around them. For example, the childminder teaches the names of new fruits and animals, such as 'guava' and 'zebra'. Older children remember that the monkey takes the banana from Handa's basket. n Children play in the childminder's safe garden. They have a period of free time to develop their large motor skills. For example, they enjoy riding bikes and scooters on the patio. Children respond well to open-ended activities which they choose. For instance, they investigate filling and emptying a toy dumper truck with pebbles. Children practise their fine motor skills. For example, they manipulate a paintbrush to paint their paper and part of an egg box or 'trumpet' to make a daffodil. n The childminder has high expectations for children to manage their own personal needs. Children learn to be independent and confidently manage a range of tasks for themselves. For example, they peel an orange and cut up a

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need to do better?

banana using a plastic knife. They learn from the childminder about healthy food options to maintain their oral health. Children learn how to prevent the spread of germs and keep themselves safe from any illness. For example, they independently wipe their nose with a tissue and put it in the bin. Children wash their hands and face on their own flannel. n Children have opportunities to go on outings to several local parks for fresh air and exercise. The childminder meets up with other people to help children socialise with others. Children widen their social and cultural awareness of the community in which they live.

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Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

The childminder does not follow local area child protection guidance to protect children's welfare. She does not have clear knowledge of her role to keep children safe from risk of harm. The childminder does not understand about the importance to make a timely referral and in the event of a child going missing. Additionally, she has not updated her safeguarding children policy to reflect the change to 'Safeguarding Children Multi-Agency Partnership'. However, she recognises this as a weakness and plans to renew her safeguarding training. The childminder teaches

p.3

Safeguarding

10 March 2022 children how to keep themselves safe, for example when they use scissors. Risk assessment is effective.

p.3

Due date

improve understanding of the local safeguarding partnership reporting procedures, and knowledge of the role and responsibilities to make timely referrals to protect children's welfare and report the absence of children if they were to go missing 01/05/2022

p.4

Due date

ensure that the safeguarding children policy intended to safeguard children is kept up to date with local area child protection guidance 31/03/2022

p.4

Due date

ensure that parents are notified of any medicines administered to an individual child on the same day or as soon as reasonably possible 31/03/2022

p.4

Due date

ensure that the activities and experiences provided fully challenge children and address the intended learning for individual children 31/03/2022

p.4

Due date

ensure children develop positive attitudes to learning and develop ways to manage their feelings. 01/05/2022

p.4

should:

n strengthen working relationships with parents to collect children's starting points right from the beginning, to help inform plans for a high-quality curriculum n maximise opportunities for children to use mathematics in their play to meet their learning intentions n strengthen opportunities for children to learn the language of emotions to support their ability to regulate their own feelings and develop empathy for others

p.4

should:

10 March 2022 n make better use of professional development and training opportunities to embed a deeper understanding of the new curriculum and behaviour of children, and help raise the quality of teaching n improve the use of self-evaluation to identify areas of weakness and take appropriate action to ensure all requirements are met.

p.4

Setting details

Unique reference number 2536687 Local authority Kent Inspection number 10215227 Type of provision Childminder

p.6

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 5 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2019 and lives in Chatham, Kent. She operates Monday to Friday from 7.30am to 5.30pm all year round, except bank holidays and family holidays. The childminder offers the early years funded entitlement for two-, three- and four-year-old children.

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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 childminder walked the inspector around her home to understand how the early years provision and the curriculum are organised. n The inspector carried out a joint observation with the childminder. n The inspector held discussions with the childminder at appropriate times during the inspection. n The inspector looked at a sample of documents. This included the safeguarding children policy and the complaints procedure.

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Inspection activities

10 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

10 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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