Childminder in Wirral

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

Children are not given the opportunity to reach their full potential. Due to the impact of COVID-19, the childminder has identified that some children need additional support. However, she has failed to offer these children any targeted early intervention to narrow the gaps in their learning. In addition, the childminder has not sought to identify any additional support available for her to meet children's needs. Consequently, children have not received the full support, interventions and strategies they are entitled to before starting school. As a result, children are not sufficiently prepared for this next stage in their learning.

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The provision is inadequate

The childminder has failed to use assessment or her curriculum to identify sequenced next steps in children's learning. This is not supporting children's developmental progress effectively. However, children are happy and enjoy coming to the childminder. They have built a strong relationship with her and feel safe and well cared for. Children have fun riding the tricycles outside and are developing their physical skills as they scoot around. They use their fine-motor skills to turn on the outdoor tap and fill containers with water. Children are learning to share and take turns as they kick the ball to the childminder. Children respect each other's space as they paint pictures side by side at the easel. These activities also help children to develop their creativity as they happily tell the childminder what they have painted.

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need to do better?

n The childminder has failed to ensure that arrangements are in place for funded children with additional needs. The childminder has discussed concerns with parents, but she has taken no further action for these children to access the support they should be entitled to. As a result, children are starting school without the appropriate identified early interventions to ensure an effective transition. n Children are happy and well behaved. They voluntarily help to tidy up alongside the childminder. They make choices and confidently ask for resources, such as painting outdoors. Children enjoy playing and exploring independently. However, the childminder does not create opportunities for them to develop thinking skills. For example, when mixing paint, the childminder does not initiate discussion about what equipment she needs or what children would like to paint today. Therefore, children do not problem-solve or revisit previous experiences and

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need to do better?

develop their own ideas. n Since the previous inspection, the childminder has developed areas of her practice through training and support. She ensures that all required documents, such as children's names, addresses and emergency contact details, are now easily accessible and kept together. Accidents, incidents and injuries on arrival

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need to do better?

2 August 2022 are all recorded and securely kept in the children's file for future reference. The childminder is now meeting the requirements for record-keeping. n The childminder is completing accurate assessments. However, the information is not used to identify any gaps in children's learning or possible development delay. In addition, assessment is not used to sequence or plan appropriately to challenge children's individual learning. Consequently, children are not being given the opportunity to reach their full potential. n The curriculum is weak, which hinders children's learning. This is because the childminder does not fully understand the learning and development requirements. Within play, the childminder is not using identified next steps to support children's learning. For example, while playing with the football, the childminder does not introduce counting when setting up the cones. As a result,

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need to do better?

the experiences that children have access to do not have a significant impact on their specific learning needs. n Children are developing their confidence and are becoming independent. They access the bathroom with support and wash their own hands before eating. When going outdoors, children excitedly put on their own wellington boots and coats. However, the childminder does not challenge children who are starting school to attempt to fasten up their own zips. Therefore, children are not sufficiently prepared for their next stage in learning. n Parents expressed that they are happy with the quality of care that the childminder offers. Children are happy to come to the setting and have a strong and secure relationship with the childminder. Parents are regularly updated on what their children have been doing through photos, videos and messages.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder has updated her skills and knowledge on keeping children safe. The large climbing frame in the garden has been lowered to make it easily accessible and safe for young children. The premises are safe and secure for children. The childminder also ensures that children are always within hearing and/or sight. The childminder has a clear understanding of the safeguarding policies and procedures, which are in line with her local area. She understands the signs and symptoms of abuse and procedures to follow in the event of whistle- blowing or if she is concerned a child is at risk of harm.

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Due date

2 August 2022 ensure that skills and knowledge are updated so that children with special educational needs and/or disabilities are fully supported, this must include regard of the special educational needs and disability code of practice. 01/09/2022

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Due date

use assessments to identify any gaps in children's development and plan purposeful specific next steps in learning 03/10/2022

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Due date

implement a curriculum that provides all children with challenging and enjoyable experiences across the different areas of learning and development. 03/10/2022

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should:

n further encourage children's independence and self-help skills to prepare them for school readiness.

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Setting details

Unique reference number EY410263 Local authority Wirral Inspection number 10230978 Type of provision Childminder

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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 4 Date of previous inspection 16 February 2022

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Information about this early years setting

The childminder registered in 2010 and lives in the Greasby area of Wirral. She provides care all year round, from 7.45am to 5.45pm, Monday to Thursday, except for family holidays and bank holidays. The childminder holds an appropriate early years qualification at level 3.

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Inspection activities

n The inspector discussed any continued impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The inspector viewed the provision and discussed the safety and suitability of the premises. n The childminder spoke to the inspector about their intentions for children's learning. n Children spoke to the inspector about what they enjoy doing while with the childminder. 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 and children. n The childminder and the inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n The childminder provided the inspector with a sample of key documentation on request. n Parents shared their views of the setting with the inspector.

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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

2 August 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

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

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