Dunne, Louise Elizabeth

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

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The provision is inadequate

The childminder has failed to implement effective risk assessments to protect children against injuries from the family dog. This compromises their health, safety and well-being. The curriculum is not well planned or implemented. Expectations of what children can achieve are not high enough and the majority of learning is incidental. Older children spend a lot of time wandering aimlessly and not engaged in play or learning, particularly during routine changes. The childminder and her assistants do not have the skills and knowledge to support children who require additional support. For instance, activities are not planned or adapted to support children's diverse needs. Furthermore, children's individual next steps are not considered. Consequently, children fall further behind in their learning and development.

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The provision is inadequate

On the whole, children are happy and well behaved. Babies benefit from sensitive interactions with the childminder and demonstrate that they feel secure in her care. They begin to develop some core physical skills during 'tummy time' and giggle as the childminder speaks to them. Older children strengthen their large muscles in the garden as they climb the slide and use the bicycles independently.

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need to do better?

n The quality of the provision has declined significantly since the previous inspection. The childminder notified Ofsted of a significant incident regarding an injury to a child caused by the family dog. Despite the incident, the childminder has failed to implement more effective risk assessments to protect children from potential injury. For instance, there are occasions when children are in close proximity to the dog. This puts them at risk of harm from a repeated incident. n Although the childminder has some understanding of what she wants children to learn, the curriculum is not well organised or implemented. Learning is not specific or focused on what children already know and what they need to learn next. This prevents children from making the progress they are capable of. n The childminder does not have the appropriate skills and knowledge to support children who are falling behind. Although she can identify when children are not

p.2

need to do better?

developing typically, she has limited understanding of how to help them make progress. This puts children at a further disadvantage and widens the gap between them and their peers. n The childminder and her assistants do not implement effective routines that support children's learning. Children spend too long sat in chairs at the table watching television. They wait for extended periods at mealtimes and tidy-up time. Consequently, children become restless, bored and disengaged. n The childminder and her assistants do not always attend to children's individual needs swiftly. For instance, children who fall asleep at the table are not moved

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need to do better?

29 November 2022 to a bed in a timely manner. Children who are upset are allowed to cry for extended periods. Assistants are not always sure how to support and soothe children who are upset. This has a negative impact on children's emotional well- being. n The arrangements for supervision and professional development are not well implemented. The childminder and her assistants complete mandatory training, such as safeguarding and first aid. However, they do not access any professional development opportunities to help improve their skills and knowledge further. Consequently, there are significant weaknesses in the quality of care and education that children receive. For instance, planned activities are not pitched correctly to engage children. Assistants do not adapt activities to meet children's individual needs and help them to extend their skills. Children are not well prepared for the next stage in learning.

p.2

need to do better?

n The childminder does not implement effective arrangements for sleeping children. Despite having appropriate facilities for children to sleep safely, she allows them to sleep on the sofa. Furthermore, there are occasions when the childminder leaves children unattended for short periods while they are asleep there. This compromises children's safety and puts them at risk of injury. n The childminder collects sufficient information from parents when children first start. This helps her to understand what children already know and can do. The childminder provides parents with daily handovers and keeps them informed of significant events. However, not all parents are aware of what children are learning next and how they can support this at home. Furthermore, the childminder does not work in partnership with other agencies to support integrated working. This hinders the continuity in children's care and prevents

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need to do better?

the childminder from supporting children's learning.

p.3

Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

The childminder does not implement robust risk assessments that minimise the risk of injury to children. Consequently, children are at risk of injury from the family dog. She does not train her assistants to have a secure knowledge of safeguarding issues, such the 'Prevent' duty. That said, the childminder and her assistants understand the signs and symptoms of abuse and who to refer concerns to. They understand the procedures to follow if they have concerns about anyone living or working on the premises. The childminder is alert to some safeguarding issues that are prevalent in the local community, such as county lines.

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Due date

29 November 2022 implement effective risk assessments to ensure that children are safe from injury from the family dog 27/12/2022

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Due date

ensure that assistants have a clear understanding of safeguarding issues, such as the 'Prevent' duty 27/12/2022

p.4

Due date

implement effective sleep arrangements that support safer sleep guidelines 27/12/2022

p.4

Due date

implement a programme of professional development and supervision to raise the quality of education to a good level 10/01/2023

p.4

Due date

implement effective procedures for identifying and supporting children who are at risk of falling behind 10/01/2023

p.4

Due date

plan and implement a broad and balanced curriculum that builds on what children already know and can do 10/01/2023

p.4

Due date

implement effective routines that support children to remain engaged in play and learning 10/01/2023

p.4

Due date

implement effective systems to support children's individual needs and emotional well-being more effectively 10/01/2023

p.4

Due date

establish an effective two-way flow of information with parents and other professionals to support children's care and learning. 10/01/2023

p.4

Setting details

Unique reference number EY433799 Local authority Sefton Inspection number 10265857 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 18 Number of children on roll 20 Date of previous inspection 5 July 2018

p.5

Information about this early years setting

The childminder registered in 2011 and lives in Litherland, Liverpool. She operates all year round, from 8am to 6pm, Monday to Saturday. Her husband, mother and daughter work as assistants at various times. The childminder has an appropriate level 6 qualification. The childminder provides funded early education for two- and three-year-old children.

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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 provision. n This inspection was carried out as a result of a risk assessment, following information received about the provider. n The inspector viewed the provision and discussed the safety and suitability of the premises. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. 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 spoke to assistants, children and parents at appropriate times during the inspection. n The inspector looked at relevant documentation and reviewed evidence of the

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Inspection activities

suitability of people living and working on the premises.

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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

29 November 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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