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 Inadequate

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The provision is inadequate

The childminder does not prioritise children's safety well enough. She does not identify and remove hazardous items from the garden used for outdoor play, putting children at risk. In addition, the childminder changes nappies on a carpet in an area regularly used by children. This does not protect children from the risk of cross-infection. The childminder has made some small improvements since her last inspection but significant weaknesses remain in the arrangements to promote children's learning and development.

p.2

The provision is inadequate

The childminder has a general idea of what she would like children to achieve but does not plan activities to support their learning. She has undertaken some training since the last inspection, which is beginning to develop her practice when working with children with special educational needs and/or disabilities. Despite this, the childminder has a poor understanding of her curriculum. Children do not make good progress in their learning and development. The childminder does not have high enough expectations for what they can achieve. She does not have a secure understanding of how to help children make the best possible progress in their learning and development, particularly with their communication skills.

p.2

The provision is inadequate

Despite these weaknesses, children are, generally, happy. They have a good relationship with the caring childminder. They play with a variety of toys and enjoy looking at books. Children's listening and attention skills are beginning to be developed through activities, such as 'bucket time', where children have to wait for the toy they would like.

p.2

need to do better?

n The childminder does not manage her provision well enough. She has not taken sufficient action to address the significant risks that have been identified at previous inspections. Small improvements have not been sufficient to raise the quality of education or to ensure children's safety. For example, although the childminder recognises that unsecured ladders and coils of exposed wires in the garden pose a risk, she has not removed them. n Children do not learn how to keep themselves safe by looking after their environment. For example, children just walk through a collection of toys left on the floor, resulting in children tripping and falling over. n The childminder does not have a secure understanding of how to reduce the risk of cross-infection between children and others. For example, the childminder places equipment used to change nappies at the dining room table. This increases the risk of cross-infection, putting children at risk.

p.2

need to do better?

n The childminder does not consistently maintain her register. This is a breach of requirements. However, she is aware at all times of how many children she has

p.2

need to do better?

27 June 2022 present and their days of attendance. She follows up when children are absent with parents to check on their well-being. This helps to minimise the risk to children. n The childminder has begun to access training on speech and language. This has begun to help her understand the importance of talking to children frequently. However, the childminder does not understand how to effectively develop children's communication skills. For example, she is over zealous with her use of questions to engage with them. Children continue to make poor progress in their communication skills. n The childminder does not have a secure understanding of children's learning and development. This includes planning for children's next steps based on their individual needs. For example, she has displayed children's next steps. However, the childminder has a poor understanding of why she has chosen each next step for children. In addition, the next steps she has chosen are skills that children

p.2

need to do better?

can already achieve. They do not focus on the gaps in children's development. This does not help children make good progress. n Activities are haphazard with little forethought as to the impact they will have on children's learning and development. This leads to a chaotic feel to children's day. For example, children play with whipped cream in small trays but the childminder is unsure how to support learning during this activity. Children quickly lose interest and flit to the next activity. n The childminder has begun to develop partnerships with other settings children attend. This provides the childminder with information on what children can do and are working on next, when they attend other settings. However, the childminder does not use this information effectively in her own planning and provision for children. n Despite the weaknesses in provision, parents relay that they are happy with the care being provided.

p.3

Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

The weaknesses in the arrangements to minimise risks mean that the childminder does not promote children's safety well enough in her home or garden. This does not keep children safe. The childminder does know the signs and symptoms that a child may be a risk from harm. She knows how to report concerns to local safeguarding partners. This includes reporting allegations against herself or a member of her household. The childminder has a good understanding of safeguarding issues, such as radicalisation and extremism.

p.3

Due date

improve risk assessment procedures, indoors and outdoors, to ensure children's safety and well-being 11/07/2022

p.4

Due date

ensure there are suitable hygienic changing facilities for changing children who wear nappies 11/07/2022

p.4

Due date

maintain attendance registers that record children's hours of attendance. 11/07/2022

p.4

Due date

ensure that any appropriate training and professional development opportunities accessed are used to continually improve the experiences of children. 11/07/2022

p.4

Due date

plan and implement an interesting and suitably challenging educational programme, including for children with special educational needs and/or disabilities (SEND), to help them make good progress, particularly in their communication and language skills. 30/07/2022

p.4

Setting details

Unique reference number EY393455 Local authority Southampton Inspection number 10225362 Type of provision Childminder

p.5

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

p.5

inspection

Total number of places 6 Number of children on roll 6 Date of previous inspection 24 January 2022

p.5

Information about this early years setting

The childminder registered in 2009. She lives in Sholing in Southampton. The childminder provides care Monday to Friday from 7.30am to 6pm, throughout the year. She offers places for provision of free early education for children aged two, three and four years. The childminder holds a recognised qualification at level 3.

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 discussed her curriculum intentions with the inspector during the inspection. n Parents shared their views with the inspector through written replies to the childminder. n The childminder and the inspector talked about an activity they had observed together. n The inspector observed the childminder and children throughout the day. n The inspector sampled relevant documents.

p.5

Inspection activities

27 June 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

27 June 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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