Wilson, Paula Jane

Overall effectiveness Requires improvement

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

p.1

The provision requires improvement

The childminder works closely with two assistants, who take children to and from school. They support the childminder in the day-to-day running of the setting. Children make good progress as they play in the well-resourced learning environment. However, there are some weaknesses in the safeguarding knowledge of the childminder and some of her assistants. This has an impact on children's safety. That said, children enjoy attending the setting. They feel emotionally secure in the care of the childminder and her assistants.

p.2

The provision requires improvement

Children have many opportunities to be physically active and develop their large- muscle skills. For example, they draw large circles and make marks with chalks and wet paintbrushes. Children learn how to take risks in a safe way as they climb ladders. They enjoy completing challenging obstacle courses. Children develop their resilience, as they are encouraged to try, even if they find a task difficult.

p.2

The provision requires improvement

Children develop their understanding of the natural world through planned themes and topics. They observe changes in nature when they grow plants in the garden. Children find out about the life cycle of butterflies as they watch caterpillars transform into chrysalises. They listen to stories, such as 'The Very Hungry Caterpillar', to support their understanding of newly learned ideas and concepts.

p.2

need to do better?

n The childminder carefully considers what she wants children to learn. Children are well supported to make progress in their own stages of development. For example, the childminder provides children with different types of scissors that match their abilities. She has a wide variety of puzzles and games at varying levels of difficulty. This approach ensures that she meets the individual needs of all ages of children. n There are many opportunities for children to join in with make-believe play. For example, they play at being doctors, or pretend to cook food in the toy kitchen. Children grow their imagination and learn to play cooperatively with their friends. They learn new vocabulary and develop their communication skills as they play. n Children's behaviour is good. They show enthusiasm as they play and learn. Children are kind towards each other and play well together. This helps children to build positive relationships with their peers.

p.2

need to do better?

n Children develop their independence as they learn how to put on their own coats and shoes. They begin to learn how to hold a pencil, and become ready to learn how to write. The childminder communicates well with the teachers at the local school. Children are well prepared when they move on to the next stage in their education, such as starting school.

p.2

need to do better?

30 June 2022 n The childminder supports children to brush their teeth at the setting. She teaches children about why they should look after their teeth. Children wash their hands after using the toilet. However, the childminder uses hand sanitiser, rather than soap and water, to clean children's hands before eating. As a result, children do not consistently learn the importance of handwashing routines. n Parents speak highly of the childminder. They appreciate the invaluable advice that she offers. The childminder regularly sends photos and messages to keep parents up to date with what their child has been learning. Parents feel informed about their children's development, and are able to further support their learning at home. n The childminder works in partnership with outside agencies to deliver high- quality support for children with special educational needs and/or disabilities (SEND). She uses inclusion funding to offer one-to-one care for children with

p.2

need to do better?

SEND. The childminder adapts outdoor play equipment to ensure that it is safe and accessible for all children. She aims to provide an inclusive setting, where all children can make progress. n The childminder evaluates her setting and practice. She continually makes improvements to the garden to extend children's play experiences. The childminder plans to carry out training that will further support her in enhancing children's learning outdoors. However, she does not precisely monitor the skills and knowledge of her assistants. As a result, the childminder has been unable to identify gaps in their safeguarding knowledge.

p.3

Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

The childminder and her assistants have all undertaken safeguarding training. The childminder recognises signs and symptoms of abuse and neglect. She knows how to make a safeguarding referral if she believes a child is at risk of harm. However, the childminder does not have a system in place for recording safeguarding incidents. This puts children at risk, because patterns of harm or abuse may not be identified as quickly as possible. While assistants know to report concerns to the childminder, some assistants do not know how to make a safeguarding referral themselves. They do not have sufficient knowledge of the 'Prevent' duty. Some assistants cannot identify the risks posed to children by county lines. As children are often left in the sole care of assistants, this has an impact on children's safety, as safeguarding concerns may go unnoticed.

p.3

Due date

30 June 2022 demonstrate an understanding of the importance of recording safeguarding incidents, and put in place a system to record all safeguarding and child protection concerns 25/07/2022

p.3

Due date

ensure that assistants understand and are aware of the procedures to follow should they need to make a safeguarding referral 25/07/2022

p.4

Due date

ensure that assistants have sufficient knowledge to support them in identifying signs and symptoms of abuse, with particular regard to the 'Prevent' duty, county lines and female genital mutilation. 25/07/2022

p.4

should:

n implement consistent handwashing routines, to support children's understanding of the importance of washing their hands before they eat n strengthen the systems for evaluating the skills and knowledge of assistants, to identify professional development or training needs.

p.4

Setting details

Unique reference number 501549 Local authority Rotherham Inspection number 10117305 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 12 Number of children on roll 21 Date of previous inspection 16 February 2016

p.5

Information about this early years setting

The childminder registered in 2000 and lives in the Brinsworth area of Rotherham. She operates all year round from 7.30am to 6pm, Monday to Thursday, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3 and works with two assistants. She provides funded early education for two-, three- and four-year-old children.

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 would ensure it is safe and suitable. n The childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n Children spoke to the inspector during the inspection. n The inspector talked to the childminder's assistants at appropriate times during the inspection, and took account of their views. n The childminder spoke to the inspector about how she supports children with SEND. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector observed the interactions between the childminder, assistants and

p.6

Inspection activities

children. n The inspector carried out a joint observation of a communication and language activity with the childminder and an assistant. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

p.6

Inspection activities

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

30 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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