Childminder in Lincolnshire

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

p.1

The provision is inadequate

The safety of children is not sufficiently prioritised to ensure that their well-being is considered at all times. When children first arrive in the morning, they play together for a short while before struggling to share. The childminder reminds them to play nicely. However, eventually, she takes the toy away, and the children move on to something else. The childminder does not set out the environment well enough to enable children to make appropriate choices about what to do next. This means that children are unfocused and not engaged in a positive activity that contributes to their learning.

p.2

The provision is inadequate

Some children enjoy singing songs with the childminder and join in with the actions of 'The Wheels on the Bus.' However, other children do not yet have the language skills to enable them to actively take part, and they run around instead. Children then sit with the childminder to look at a book about animals who come out at night. This interests one or two children, who enjoy searching for the animals on the pages of the book. However, it is too complex for most children to understand, and does not therefore help them to learn new words to extend their vocabulary. Nonetheless, the childminder is warm and kind towards children, and they appear relaxed in her company. They willingly put toys away when they are asked to tidy up before they have lunch.

p.2

need to do better?

n The childminder does not carry out thorough risk assessments of her home. She does not identify the potential risk of leaving keys in doors that children have access to. This means she cannot fully ensure the children's security. n The childminder does not identify weaknesses in her teaching practice. She does not consider her own professional development in relation to what she needs to do to support children to learn and develop. n The childminder does not plan activities that align with children's current abilities or what they need to learn next. Her intent for an activity is to help children learn about their different body parts. The children sit at a table and stick pieces of tissue paper onto cut-out cardboard hands. However, some children do not have the necessary understanding of vocabulary; consequently, they quickly lose interest and leave the table before the childminder can finish what she has

p.2

need to do better?

planned. n The childminder does not provide a learning environment aligned with children's current abilities and does not support what children need to learn next. Therefore, children spend a lot of time in unfocused activities, such as tipping tubs of construction toys out on the floor. Children who are falling behind are not supported to engage in activities to help them make progress in their development. The most able children do not access experiences that sufficiently

p.2

need to do better?

20 October 2022 extend their learning. n The childminder carries out assessments of what children know and can do. She has some awareness of what they need to learn next. However, she does not use this information to plan activities and carefully consider how to interact with children to help them make good progress. n The childminder has a positive and inclusive attitude towards children with special educational needs and/or disabilities (SEND). However, she does not recognise that some children who fall behind need additional support from other professional agencies. This means that children with SEND and those in need of additional support do not receive the help they need. n The childminder does not listen carefully enough to children when they speak. She does not pick up on what children are trying to say or model the correct pronunciation of words. This means children are not learning to speak clearly or

p.2

need to do better?

extending their vocabulary, particularly children who speak English as an additional language. n Children do not develop independence skills. They are not encouraged to use tissues to blow their noses and are not always supported to wipe their own hands with baby wipes. Therefore, they are not learning how to attend to their own hygiene needs. n The childminder is warm and encouraging towards children. She gives them clear instructions and praises them when they do well. She frequently reminds children to share and asks them to say sorry when they have taken a toy that another child has been playing with. n Parents say that their children have made progress while attending the provision. They state that children have learned to use the toilet. Parents of children with additional needs say that the childminder has a good understanding of why their children behave in certain ways. In addition, parents comment that their children's behaviour has improved since they started

p.3

Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

The childminder is not aware of hazards in the home. She is not assessing risks appropriately. The childminder does not recognise the potential risk posed by leaving the key in the lock of the front door, which is accessible to children. However, she is aware of the signs of possible abuse and neglect. She understands what to do if she is concerned about a child. She uses the knowledge she gains from attending safeguarding training and seminars to update her written safeguarding policy and improve her practice.

p.3

Due date

put in place an appropriate risk assessment in relation to locking the front door so that children are not exposed to unnecessary risk 21/10/2022

p.4

Due date

ensure that the curriculum builds on what children already know and can do, to help children to make good or better progress in their learning and development 29/12/2022

p.4

Due date

use information gained from assessments to ensure children who are falling behind receive any additional support they may need 29/12/2022

p.4

Due date

further develop knowledge and skills about how children learn in order to deliver teaching that aligns to the different learning needs of each child 29/12/2022

p.4

Due date

ensure resources are available to support teaching and learning, both indoors and outdoors, and ensure these are used to provide stimulating learning experiences for all children. 29/12/2022

p.4

Setting details

Unique reference number EY478025 Local authority Lincolnshire Inspection number 10236370 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 11 Number of children on roll 11 Date of previous inspection 21 October 2016

p.5

Information about this early years setting

The childminder registered in 2014 and lives in Grantham, Lincolnshire. She operates her provision from 8am until 5pm, Monday to Friday, all year round, except for family holidays and bank holidays. The childminder sometimes works with an assistant. She provides funded places for two-, three- and four-year-old children.

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 childminder. n The inspector observed the quality of education during activities and assessed the impact this has on children's learning. n The inspector observed the interactions between the childminder and children. n The inspector and the childminder carried out a learning walk together. n The childminder and inspector spoke together at appropriate times during the inspection. n The inspector looked at relevant documentation. n The inspector spoke to a number of parents during the inspection and took account of their views.

p.5

Inspection activities

20 October 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

20 October 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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