Childminder in Oxfordshire

Overall effectiveness Inadequate

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

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The provision is inadequate

Children do not have their individual needs met at all times of the day. They compete for the attention of the childminder, as she is caring for five early years children at one time. This does not support children's emotional well-being and help them to feel secure. This is a breach in requirements. Additionally, the outdoor area is not risk assessed well enough, meaning children use equipment that is not suitable for their age.

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The provision is inadequate

The childminder's weak curriculum does not ensure children have suitable levels of challenge to make the progress they should. Children do not engage in purposeful learning and they are not able to build on what they already know and can do. For example, the activities which take place on the day of the inspection focus on interactions of older children. However, the childminder does not support younger children's learning effectively. She does not plan activities that are appropriate to their age and stage of development, and does not interact with them consistently well. For example, the childminder plans an activity for all children in her care, using tweezers to hunt for bugs in chocolate cereal. Children quickly lose interest in the activity and eat the cereal.

p.2

The provision is inadequate

Overall, children are happy and behave well in the welcoming environment. They demonstrate confidence as they interact with the childminder and visitors.

p.2

need to do better?

n The childminder does not give all children the attention they need, due to the high number of young children she chooses to care for at any one time. At times, the environment is noisy and chaotic. Children are eager to speak to the childminder and try and attract her attention. This takes her away from tending to others. For example, younger children who cannot talk or walk are placed in the garden or the lounge, while the childminder speaks to older children, with limited interaction. n The childminder fails to implement her curriculum. As a consequence of the number of children she cares for, she is unable to provide good-quality consentient teaching for all children in her care. As a result, children do not engage in purposeful learning experiences. The childminder spends time joining in with the children as they play. However, there is little focus on what individual children need to learn next. Activities are not coherently planned and do not

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need to do better?

extend on children's learning. As a result, children do not reach their full potential. n Older children's physical development is promoted well. The childminder provides children with plenty of opportunity for outdoor play and exercise, and older children walk to pre-school. However, younger children do not have

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need to do better?

4 May 2022 opportunities to develop their physical needs, such as support to cruise and walk. For example, they are placed in a walker to be safe, where they eventually fall asleep. This does not support their developing physical needs. n The childminder has undertaken some training to help her develop her knowledge and skills of being a childcare professional. For instance, she has undertaken training in child development for toddlers and pre-school children. However, despite this, the childminder has failed to develop all the knowledge and skills she needs to provide good-quality care and experiences to children. n The childminder does not consistently promote children's good health. Although she provides a clean environment for the children overall, she does not fully support children's understanding of healthy lifestyles. For example, the childminder fails to recognise when children eat food they have dropped on the

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need to do better?

floor. In addition, she does not ensure that all children consistently understand and follow hygiene rules, such as wiping their nose. n Parents receive daily updates from the childminder about their children's time at the setting. In written feedback, parents comment on the childminder's caring nature and the support she offered them during the COVID-19 pandemic. n Children who speak English as an additional language are not supported as well as they could be. The number of children the childminder cares for at one time has an impact on the quality of care she is able to provide. This means that children's individual needs are not consistently met.

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Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

The childminder is in breach to the ratio of children she can care for and this impacts on children's safety. The childminder's understanding of risk assessment is weak. Specifically, her ability to identify the hazards associated with the use of the trampoline. The childminder is unaware of the dangers for young children when using this piece of equipment, which puts children at risk of sustaining a serious injury. Despite these weaknesses, she has a secure knowledge of the potential signs of abuse and understands the procedures she would follow if she had concerns about a child's welfare. The childminder has updated her knowledge and skills of issues related to child protection. For example, she attends training on wider safeguarding issues, such as the 'Prevent' duty, which enables her to safeguard children from extreme views and behaviours.

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Due date

4 May 2022 ensure adult-to-child ratios are met at all times 05/06/2022

p.3

Due date

provide all children with planned, purposeful and challenging play activities, to ensure that they receive appropriate levels of challenge across all areas of learning 05/07/2022

p.4

Due date

ensure effective risk assessments are carried out on all equipment to minimise the risk to children's safety, with particular regard to the use of trampolines 05/06/2022

p.4

Due date

ensure young children are provided with opportunities to enhance their physical development. 05/07/2022

p.4

should:

n develop children's awareness of following hygiene measures to protect their good health.

p.4

Setting details

Unique reference number EY292268 Local authority Oxfordshire Inspection number 10228371 Type of provision Childminder

p.5

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 16 September 2016

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Information about this early years setting

The childminder registered in 2004 and lives in Didcot, Oxfordshire. She operates from 8.30am to 5pm Monday to Friday all year round. The childminder has a level 3 qualification in childcare.

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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 her evaluation of the setting. n The inspector had a learning walk with the childminder through all areas of the premises used by the children. n Parents shared their views through written feedback. The inspector took account of these views. n Discussions were had with the childminder and children at appropriate times throughout the inspection. n The inspector looked at a sample of the childminder's documentation. This included evidence of the suitability of those living in the household, qualifications and the childminder's first-aid certificate.

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Inspection activities

4 May 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

4 May 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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