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 Not applicable

p.1

The provision is inadequate

Children's safety is compromised. The childminder has not assured that all adults that provide care for the children have undergone the required suitability checks. That said, the childminder has ensured that all members of the household have undertaken the correct checks.

p.2

The provision is inadequate

Children have plenty of opportunity to be physically active, with daily trips to the park. Children enjoy running in the fields and playing on the equipment in the park. However, the childminder does not implement adequate risk assessments to keep children safe. Children freely exit the park near a road unattended, and do not listen to the childminder when she attempts to implement boundaries for their own safety. This has a significant impact on the childminder's ability to keep the children safe and secure.

p.2

The provision is inadequate

The children enjoy some good levels of interaction with the childminder. For example, they enjoy a game of 'three little pigs'. The children recite the familiar words 'I'll huff and I'll puff', and they chase each other. However, these moments are short lived. Children do not become deeply engrossed in play and become impatient and restless. Therefore, children have limited learning experiences.

p.2

need to do better?

n Children are not independent in their play. They rely on the childminder to guide them. They persistently fight for attention from the childminder and are impatient when they do not receive her attention. This leads to disruptive behaviour. Children show a lack of respect for the childminder and their environment. This has an impact on all the children and hinders their learning experiences. The childminder does make an effort to teach the children what her expectations are for good behaviour. For example, she reminds the children to have 'kind hands'. However, this is not always fully explained, so children do not develop a secure understanding of how to behave and conduct themselves. n Routines for when children become tired are not embedded. Although the childminder does identify when children require rest, routines and practices to encourage children to rest are chaotic. Therefore, children become unsettled and

p.2

need to do better?

do not get the rest they require. n The childminder offers settling-in sessions for new children to ensure they feel familiar with their surroundings. This helps children to build a relationship with the childminder before they start. She obtains information about the children which helps her to understand their needs when they first start. Parents report that they are happy with the care that the childminder provides for their children. n The childminder has not focused her ongoing professional development to raise

p.2

need to do better?

13 July 2022 the quality of her teaching to support the delivery of an effective curriculum. She does have a clear intent of how to deliver the curriculum. However, this does not translate into practice and teaching is not yet good enough. For example, she provides building blocks for children to build towers and explore shapes. However, rather than encouraging the children to focus on one activity, she instead introduces books, which prevents the children from maintaining focus on the intended learning. As a result, children do not become deeply engaged in activities. n Children are upset for long periods of time. The childminder fails to provide children with adequate emotional support when they are distressed. They are not supported to understand their own feelings. This leads to children not feeling safe and secure. n The childminder has some ideas of what she wants the children to learn from adult-led activities. For example, in preparation for school, she builds a school

p.2

need to do better?

out of large building mats for children to role play in. However, she does not engage children in purposeful play to build on their interests or provide good challenge. As a result, children play for a short while but lose interest. n The childminder does not do enough to support children who speak English as an additional language. The childminder does not create enough opportunity for children to develop their communication and language skills. As a result, these skills do not reach a good enough standard.

p.3

Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

The childminder has not ensured that all adults that are caring for the children have undergone suitability checks with Ofsted. That said, evidence of Disclosure and Barring Service checks was seen for all the adults living in the household. The childminder does not follow appropriate risk assessments on outings to ensure that children are kept safe. She does implement some strategies to keep children safe, such as asking children to 'freeze' and stand still. However, these instructions are not age-appropriate. The childminder can identify the signs and symptoms that may indicate a child is at risk, and she can follow the appropriate procedures. She has an appropriate understanding of the risk posed to children from being exposed to extreme views or behaviours. The childminder has adequate policies and procedures detailing the relevant information should she need it.

p.3

Due date

13 July 2022 ensure that Ofsted is provided with the required information about adults working with children over the age of 16, so that suitability checks can be carried out in a timely manner 20/07/2022

p.3

Due date

ensure that adequate risk assessments are in place to keep children safe on outings 20/07/2022

p.4

Due date

demonstrate appropriate skills and knowledge, particularly with regard to teaching and how to deliver good-quality learning experiences for children 03/08/2022

p.4

Due date

improve the support for children who speak English as an additional language, so their communication and language skills are developed 03/08/2022

p.4

Due date

develop understanding about how to support children's emotional well-being effectively 03/08/2022

p.4

Due date

implement effective behaviour management strategies to support children to regulate their behaviour and conduct, and understand the expectations the provider has of them. 03/08/2022

p.4

Setting details

Unique reference number EY563126 Local authority Essex Inspection number 10191176 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 6 Number of children on roll 6 Date of previous inspection Not applicable

p.5

Information about this early years setting

The childminder registered in 2018 and lives in Loughton. She operates all year round, from 7am to 7pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds qualified teacher status.

p.5

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 their evaluation of the setting. n The childminder and inspector discussed how the curriculum is organised and what they intend children to learn while in their care. n The inspector observed the quality of teaching during indoor activities and assessed the impact this has on children's learning. n The inspector spoke with the childminder at appropriate times throughout the inspection. n The inspector and childminder discussed and evaluated a number of activities. n The inspector looked at relevant documentation and evidence of the suitability of persons living and working in the household. n Parents shared their views of the setting with the inspector and the inspector took account of these views.

p.5

Inspection activities

13 July 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

13 July 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