Childminder in Essex

Overall effectiveness Inadequate

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

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The provision is inadequate

Children's safety and well-being are not assured. This is because the childminder is not meeting a number of the learning and development and safeguarding and welfare requirements of the early years foundation stage. The childminder has failed to consistently maintain required records about the children in her care. She has failed to maintain documents of suitability checks completed on household members. In addition, the childminder is unable to provide evidence that she holds an up-to-date paediatric first-aid qualification.

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The provision is inadequate

The childminder does not have a sufficient understanding of the learning and development requirements. She does not effectively assess children's learning and is unclear about their next steps. This lack of knowledge means that the childminder does not provide stimulating activities that match children's individual capabilities and build on what they need to learn next. As a result, children often wander around and do not remain interested or focused on an activity for any length of time.

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The provision is inadequate

Despite these weaknesses, children are happy in the care of the warm and friendly childminder and develop strong attachments to her. The childminder is a good role model and treats children with kindness and respect. Children, mostly, behave well. When children need support, the childminder encourages them to share and be kind to each other. Children participate in a range of activities outside of the childminder's home, such as trips to the library, visits to the park and local toddler group.

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need to do better?

n The childminder does not plan a clear and purposeful curriculum that is suitably linked to children's individual development and what they need to learn next. As a result, activities do not meet individual needs and children become disengaged quickly. For example, children quickly lose interest during a planned number matching activity. They move away from the table and use the magnetic poles as 'magic wands'. n The childminder is not aware she should know what children already know and can do, or what they need to learn next in all areas of learning. She talks about children's next steps in a generalised and unspecific way. As a result, she is unable to plan suitably challenging experiences to capture children's curiosity and build on their learning in all areas. n The childminder does not effectively support children's communication skills in their home language of English as they play and learn. This is because she

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need to do better?

overwhelmingly speaks to them in her home language of French. As a result, children do not have sufficient opportunities to hear and learn English and this

p.2

need to do better?

14 March 2022 reduces opportunities for them to develop their own language skills while they are in her care. n The childminder fails to maintain necessary records. For example, she does not keep an accurate record of accidents or injuries, and of any first-aid treatment given to children in her care. In addition, she does not record all required personal information about each child in her care. This compromises her ability to monitor children's safety and welfare. n Children have access to a good range of appropriate books. The childminder encourages a love of reading. She reads stories to children and talks about the pictures. However, children struggle to concentrate and sustain engagement. They lose interest and move away before listening to the end of the story. n Parents say they say they are happy with the care the childminder provides. They comment that their children enjoy spending time with the childminder and

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need to do better?

often want to stay there longer. However, the childminder does not share children's next steps with parents to help them support children's learning at home. n The childminder does not evaluate her provision to identify areas that are not meeting requirements. She does not undertake professional development opportunities to promote continuous improvements to her knowledge, skills and understanding to improve the experiences of children. n Children freely choose the resources they want to play with. They show good imagination. For example, they sit at a table and tap their fingers on it, pretending to type and confidently say they are 'in a meeting'. Children pretend to pour drinks and offer them to visitors. They say it is 'hot chocolate'. They carefully hold the cups and sip their own drinks, saying it is 'very hot'. n The childminder provides children with healthy snacks and nutritious home- cooked meals. She supports children to develop their independence and self-

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need to do better?

care skills. They learn good hygiene routines. For example, they know they must wash their hands after using the toilet and before eating.

p.3

Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

The childminder has a satisfactory understanding and awareness of the possible signs that a child may be at potential risk of harm. She has some understanding of the wider safeguarding issues, such as recognising extreme views and behaviours. However, the childminder has failed to address or monitor signs of concerns in relation to children's safeguarding. In addition, the childminder has failed to maintain records to ensure the safe management of the provision. This is with particular reference to retaining documents of suitability checks on household members of her setting.

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Due date

plan challenging and enjoyable experiences across all areas of learning based on children's individual needs, interests and development 25/04/2022

p.4

Due date

improve knowledge and understanding of assessment and how to identify precisely what each child knows and can do and use this to plan learning experiences to help children reach the next stage in their development 25/04/2022

p.4

Due date

ensure children have sufficient opportunities to communicate in English and develop their own language skills while in the setting 25/04/2022

p.4

Due date

ensure children's progress and development in their learning are shared with parents/carers 25/04/2022

p.4

Due date

implement a procedure to identify, understand and respond in a timely manner to all concerns regarding children's safeguarding 25/04/2022

p.4

Due date

undertake suitable professional development opportunities to ensure that requirements are met and practice continually improves 25/04/2022

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Due date

ensure that a valid paediatric first-aid certificate is in place, which meets the criteria set out in Annex A of the statutory framework for the early years foundation stage 25/04/2022

p.4

Due date

keep an accurate written record of accidents or injuries, and of any first-aid treatment given to children 25/04/2022

p.4

Due date

ensure all required personal information is kept about each child being cared for 25/04/2022

p.4

Due date

14 March 2022 ensure records to ensure the safe and efficient management of the provision are kept; this particularly refers to retaining documents of suitability checks that have been undertaken on household members. 25/04/2022

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Setting details

Unique reference number EY422338 Local authority Essex Inspection number 10127226 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 3 July 2014

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Information about this early years setting

The childminder was registered in 2011. She lives in West Mersea, Essex. She provides care for children from 7.30am to 6pm, Monday to Friday, all year round.

p.6

Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The inspector viewed the provision and discussed the safety and suitability of the premises. n The childminder and the inspector completed a learning walk together and talked about the curriculum and what she wants the children to learn. n The inspector observed the interactions between staff/the childminder and children. n The inspector spoke to parents during the inspection and took account of their views. n The inspector looked at relevant documentation.

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Inspection activities

14 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

14 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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