Childminder in West Sussex

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

p.1

The provision is inadequate

Children's safety is not assured in the childminder's care. Risk assessments are not effective and children are left unsupervised when eating, for example, which puts them at a risk of choking. The childminder does not have a good knowledge of reporting procedures for any safeguarding concerns she may have. This puts children's welfare at risk.

p.2

The provision is inadequate

Children are settled in the childminder's care. They show that they feel secure, for example when they approach her for reassurance. Children can make choices about what to play with and where to play. However, at times, the learning environment is cluttered and very young children struggle to find free space to crawl about. Children enjoy each other's company and play cooperatively together. They take pride in their achievements, for example when they create pictures using stickers and crayons.

p.2

The provision is inadequate

Children enjoy playing outdoors. They know where to find their shoes to put on before going out to play. Children are curious and eager to join in with the activities the childminder plans. They listen to what the childminder says and generally respond positively to instructions and requests. For example, some children help to tidy up resources before lunch.

p.2

need to do better?

n The childminder does not have a secure understanding of the requirements of the early years foundation stage. She does not have the necessary information to know where to report safeguarding concerns to in a timely manner. The childminder is unaware of some wider safeguarding issues that may put children at risk of harm. n The childminder does not keep children safe at all times. For example, her risk assessments are not satisfactory and children are left alone and unsupervised when they are eating. Children are put at risk and their safety is compromised. n The childminder does not consistently promote children's good health and hygiene. For instance, children do not consistently wash their hands before eating. The childminder does not help children learn about making healthy food choices. Children do not gain a secure understanding of how to keep themselves healthy. n The childminder has not kept her knowledge of good practice and the early

p.2

need to do better?

years foundation stage requirements up to date. Although she attends some training, this has not been effective in ensuring that she provides good-quality care and education for children. The childminder is uncertain, for example, of the requirements to complete a written progress check for children aged two. n The childminder does not consistently support children's developing

p.2

need to do better?

25 April 2022 communication skills effectively. Very young children are left with dummies in for extended periods. This limits their ability to make speech sounds. That said, the childminder uses opportunities to help children learn new words as they play. For example, she introduces children to the word 'shallots' and helps them to understand that these vegetables are similar to onions. n The childminder does not have consistently high expectations for children. At times, she completes tasks that children could manage themselves. For example, children request to make a den. However, the childminder makes this for children. She does not encourage children to think and problem-solve. They do not consistently have the opportunity to be independent and develop their own ideas. n The childminder is a positive role model for children to develop good manners. She helps them to learn about the wider world. For example, children grow their

p.2

need to do better?

own sunflowers and watch caterpillars develop. The childminder takes children out into the local community. Children have access to some resources to help them learn about similarities and differences. They are developing an understanding of different people and different places. n The childminder helps children to settle in and become familiar with her at an unhurried pace. For instance, she invites children and parents to meet her at the local play park. This helps them to build relationships from the start. Parents are positive about the care the childminder provides for their children.

p.3

Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

The childminder has a basic understanding of the signs and symptoms that may indicate a child is at risk of harm. However, she does not have an up-to-date understanding of who to contact should she have concerns about the welfare of a child. This may delay the timeliness of reporting concerns. The childminder does not know what to do if there is an allegation against herself or another member of her family. The childminder does not have sufficient knowledge of wider safeguarding issues. This means she is unable to identify if children are at risk.

p.3

Due date

improve knowledge and understanding of safeguarding procedures in line with the local safeguarding partnership, including who to contact should a referral for a child need to be made 25/05/2022

p.3

Due date

25 April 2022 improve knowledge of who to contact should an allegation be made against the childminder or a member of her family 25/05/2022

p.3

Due date

ensure that the safeguarding policy, designed to keep children safe, is kept up to date 25/05/2022

p.4

Due date

make sure risk assessments are effective and children are safe at mealtimes, such as through effective supervision when eating food 25/05/2022

p.4

Due date

review procedures to meet statutory requirements and ensure parents receive a short written summary of children's progress in the prime areas of learning between the ages of two and three years. 25/05/2022

p.4

should:

n improve the arrangements to support children's good health, for example by developing effective handwashing and encouraging healthy food choices n improve the curriculum so that children's communication and language are consistently supported effectively n improve opportunities for children to develop their own ideas and independence skills n organise the indoor learning environment so that young children have adequate space to play and move about freely n make better use of professional development and training opportunities to keep knowledge current and help raise the quality of the curriculum and outcomes for children.

p.4

Setting details

Unique reference number EY425476 Local authority West Sussex Inspection number 10133237 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 5 Number of children on roll 10 Date of previous inspection 4 January 2016

p.5

Information about this early years setting

The childminder registered in 2011. She lives in Selsey, West Sussex. The childminder provides care on Monday, Tuesday and Thursday, from 5am to 11pm, throughout the year. She also provides overnight care. The childminder receives funding for free early years education for children aged two, three and four years.

p.5

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 childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable for children. n The childminder spoke to the inspector about her intentions for children's learning. The childminder and the inspector discussed how the curriculum had been implemented and the impact this had on children's learning. n The childminder provided the inspector with a sample of key documents on request, including evidence of suitability of household members. n Parents shared their views on the setting with the inspector.

p.5

Inspection activities

25 April 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.

p.5

Inspection activities

25 April 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.

p.6

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.7

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7