Childminder, Out-of school day care in Derbyshire

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

Children's safety is put at risk, as the childminder does not understand how to report safeguarding concerns. Additionally, she does not understand how to inform the correct agencies should an allegation be made against her, or a household member.

p.2

The provision is inadequate

There are significant weaknesses in the quality of teaching. Children do not receive the support they need to make good progress in their learning and development. The childminder does not make an accurate assessment of children's abilities. Her interactions with the children are limited and do not effectively stimulate children's learning. Children are not gaining the language skills they need to enable them to communicate effectively, as they are not hearing new vocabulary. Additionally, children who speak English as an additional language are not supported to develop their language skills. Children are not provided with activities that engage and excite them. Children watch the television and use controls for the games console as pretend telephones, as they have limited access to more interesting resources. At times children become frustrated, as the organisation of the environment means that they cannot explore resources and activities independently.

p.2

The provision is inadequate

Children generally get along well together, but they do not receive the support they need to manage their own emotions and understand expectations of behaviour. For example, they are not consistently reminded to not to climb on the table. In addition, there are times when they have nothing to do and become bored. This leads to some disruptive behaviour.

p.2

need to do better?

n The childminder does not understand her safeguarding responsibilities. She is not aware of the correct action to take should she have concerns about a child, or if someone makes an allegation against herself or a household member. n The childminder has a limited knowledge and understanding of the learning and development requirements. For example, she is not familiar with what areas of learning contribute to a broad curriculum. The childminder does not assess children's progress accurately to help her identify what they need to learn next. This prevents her from monitoring their development accurately and providing the required support to help them make good progress. n The childminder sets out a limited range of toys that she thinks will interest the children. However, when children are not engaged, she fails to adapt her teaching or provide alternative activities for the children. For example, the

p.2

need to do better?

childminder gives children feathers, fir cones and plastic balls to put into pots. When the children show little interest, the childminder has limited resources available for them to lead their own play. The childminder's planning of activities

p.2

need to do better?

10 January 2023 does not challenge and engage the children or ignite their curiosity, and does not build on what they know and can do. n Children are not developing communication and language skills consistent with their age. The childminder does not recognise this or plan to support their speaking skills. Her interactions do not provide children with modelled language they can copy. For example, as a child tries to fit a puzzle together, the childminder tells him to 'twizzle' the puzzle piece. As the child does not understand the language used they are unable to follow the instruction. When the childminder does occasionally suggest alternative activities, such as reading stories, she limits children's exploration of the books. For example, as they show an interest in lifting the flaps over pictures she stops them for fear of children damaging the books. n Children who speak English as an additional language are not well supported.

p.2

need to do better?

The childminder has not considered how she can ensure they hear English clearly and have opportunities to use new vocabulary. She understands that the children do not speak English at home and considers this to be the reason they do not speak English when they are with her. This negatively affects children's communication and language development, as well as parent partnerships. n The childminder does not implement effective methods to manage children's behaviour. She does not consistently remind children about expectations of behaviour. For example, children leave the table while still eating and wander around the playroom. The lack of an exciting environment means that children are bored and, as a result their behaviour deteriorates quickly. This leads to a high number of incidents of challenging behaviour, which are not always well managed. This impacts negatively on children's learning and education.

p.3

need to do better?

n The childminder has a relaxed manner and the children are comfortable around her. Children readily go to her for hugs and cuddles. However, the childminder does not interact with children effectively or often enough. Children wander around the playroom or engage with the inspector. The childminder's lack of interaction with the children and engagement in their play leads to them becoming unfocused and boisterous.

p.3

Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

The childminder is able to identify the signs and symptoms of abuse. She understands her responsibility to protect children from extremist views. However, she is unaware of the procedures of her local safeguarding partnership and who to refer concerns to. The childminder does not understand the steps to follow should an allegation be made about herself or a member of her household. This does not promote children's safety, or ensure that signs that children may be at risk of harm are reported promptly. The childminder has a current paediatric first-aid qualification, so she is able to respond to children in an emergency.

p.3

Due date

improve safeguarding knowledge to ensure a secure understanding of the action to be taken in the event of a safeguarding concern about a child, or an allegation against any person living in the home 24/01/2023

p.4

Due date

ensure knowledge and understanding enable quality learning and development opportunities to be provided for children 07/02/2023

p.4

Due date

ensure that assessments of children's development are accurate and identify gaps, so that teaching and learning experiences can be shaped for each child 07/02/2023

p.4

Due date

provide a curriculum that is challenging, exciting and engaging, which gives children the opportunity to explore and be interested in what they need to learn next 07/02/2023

p.4

Due date

gain a sufficient understanding of how to support children's language and communication skills through positive interactions 07/02/2023

p.4

Due date

ensure opportunities are provided to support children who speak English as an additional language to develop their communication skills 07/02/2023

p.4

Due date

implement effective strategies for managing children's behaviour to ensure that children receive the support they need to learn to manage their feelings and behaviour appropriately 07/02/2023

p.4

Due date

improve the quality of interactions to ensure all children are well supported to engage in purposeful play, so they can make the best possible progress. 07/02/2023

p.4

Setting details

Unique reference number EY318263 Local authority Derbyshire Inspection number 10234980 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 17 October 2016

p.5

Information about this early years setting

The childminder registered in 2006 and lives in Dronfield Woodhouse, Derbyshire. She operates all year round, from 7am to 6pm, Monday to Wednesday, except for bank holidays and family holidays. The childminder holds an appropriate qualification at level 3.

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 his evaluation of the setting. n The inspector observed a range of play activities in the childminder's home. She considered, with the childminder, the impact of teaching on children's learning and development and discussed children's progress. n The inspector and childminder completed a learning walk around the setting. They discussed how the environment is organised and curriculum planned to support children's learning. The inspector took account of how the childminder completes risk assessments to ensure that children remain safe. n At appropriate times during the inspection, the inspector spoke to the children and childminder. She also took account of the views of parents. The inspector observed the quality of interactions between the childminder and the children

p.6

Inspection activities

attending. n A sample of documentation that supports the effective management of the childcare was viewed by the inspector. This included evidence of qualifications, the suitability of the childminder and other household members, and a sample of policies.

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.

p.6

Inspection activities

10 January 2023 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

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Inspection activities

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p.7

Inspection activities

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Inspection activities

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p.7