Childminder in West Sussex

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

p.1

The provision is inadequate

The breaches to the safeguarding and welfare requirements of the early years foundation stage impact children's health, safety and learning significantly. The childminder does not implement safeguarding policies and procedures fully, including those related to mobile phone and camera use. In addition, she is not clear about the roles of child protection agencies and when to refer child welfare concerns. Risk assessments are not successful at identifying and minimising potential risks to children. This includes storage of equipment. Furthermore, children are not appropriately supervised. This includes young babies and when children are eating. This puts children's safety and well-being at risk.

p.2

The provision is inadequate

Children do not have access to a stimulating or ambitious curriculum. For example, children take part in a creative activity, making dragon masks inspired by Chinese New Year. The learning intent is for children to explore paint and mix colours. The childminder dips a paintbrush in red paint and gives it to a child. She then takes the child's hand and guides it over the paper plate until it has left marks. The children were not given the opportunity to explore the paint fully or mix colours. The lack of precisely planned activities limits children's learning.

p.2

The provision is inadequate

Children behave well. They play happily alongside each other, interacting occasionally. Children demonstrate good levels of confidence. They frequently approach the inspector, bringing toys and attempting to engage her in their play. However, activities and toys do not fuel children's curiosity. For instance, children spend most of their morning playing with a box of bricks and a pack of play eggs. Younger children wander around the room picking up and dropping the toys. The lack of stimulation limits children's opportunities to develop positive attitudes to their learning.

p.2

need to do better?

n The childminder does not meet the safety needs of children. She does not adhere to staff-to-child ratios, which has an impact on the amount of attention she is able to give each child. In addition, she regularly leaves children on their own while she attends to other tasks. For instance, children play in the lounge while the childminder prepares lunch in the kitchen. During this time, the inspector had to request the childminder's immediate return. This was due to a potential choking incident. On another occasion, the childminder entered the kitchen to cool a bottle. She left a baby on the floor, a toddler in a highchair and older children at a table, unsupervised. The childminder fails to identify the risk this poses to children. The failure to meet children's supervision needs means their safety is not assured. This includes during mealtimes and when caring for young babies.

p.2

need to do better?

31 January 2023 n Hygiene practices are poor and do not promote children's health. For instance, children do not consistently learn how to keep themselves safe and healthy. This includes handwashing before meals. In addition, the childminder does not follow appropriate hygiene protocols, such as regular handwashing and sanitation of changing mats after changing nappies. Poor hygiene practices compromise children's health and well-being. n The childminder has processes in place to assess children's progress. However, these are often inaccurate or out of date. In addition, the childminder does not have a secure understanding of the sequence in which children learn. This means that next steps in learning are not securely built on what children already know and what they need to learn next. The quality of teaching and interactions are poor. Babies go significant amounts of time sat in highchairs or laid on mats

p.2

need to do better?

with minimal interaction. As a result, children are not appropriately stimulated. This has an impact on children's learning and development in all areas. n Children arrive happily and appear familiar with the routine as they access the toys on offer. The childminder greets children warmly and asks about their morning. She encourages children to wave and say hello to their friends as they arrive. Children settle quickly and display secure attachments to the childminder. They seek reassurance when they need it, climbing on the childminder's lap for a cuddle. The childminder has a warm and calming nature, which helps children to feel welcome and secure. n Children do not benefit from a language-rich environment. The amount of time they watch the television limits their opportunities to engage in conversation, to practise and strengthen their emerging speech. In addition, the childminder does not role model language to enhance young children's pronunciation. Children do

p.3

need to do better?

gain an interest in books and rhymes. They enthusiastically perform the action of jumping bunnies while the childminder sings the story. However, the lack of quality of teaching and interactions means that children do not develop the skills they need to be effective communicators. n The childminder uses professional development opportunities to improve her knowledge. For example, she has updated her understanding of how children develop their language and communication skills. However, she has failed to embed this knowledge into practice. This has a direct impact on the quality of teaching and the progress children are able to make. n Parents report that their children love spending time with the childminder. Parents receive daily information about children's care routines and activities. One parent commented that the childminder is 'thoughtful and goes above and beyond'. The childminder has good relationships with other local settings. This

p.3

need to do better?

allows her to share information for children who attend more than one setting, which in turn promotes a consistent approach for the children.

p.3

Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

The childminder has made some improvements in her understanding of safeguarding matters since the last inspection. However, her knowledge of local

p.3

Safeguarding

31 January 2023 safeguarding partnership policies and procedures is not secure. This includes knowing when potential child welfare concerns require swifter action and identifying the appropriate agency to refer concerns to. Furthermore, the childminder does not fully implement internal safeguarding policies and procedures relating to mobile phones and cameras. This places children at risk of potential harm. The childminder does not use risk assessment effectively to minimise potential risk to children. The areas in which children play are cluttered and disorganised. Children's toys, equipment and storage units are stacked haphazardly. Although the childminder was able to identify most potential risks, she fails to take appropriate action to minimise these in a timely manner. As a result, children are at risk of injury.

p.3

Due date

ensure policies to safeguard children are fully implemented and adhered to, with particular regard to mobile phone procedures 10/02/2023

p.4

Due date

strengthen safeguarding knowledge to ensure potential child welfare concerns are identified and reported to the correct agencies without delay 10/02/2023

p.4

Due date

ensure child supervision is effective in meeting children's safety needs, with particular regard to mealtimes and when caring for young babies 10/02/2023

p.4

Due date

improve knowledge of the staff-to-child ratios and ensure these fully meet the needs of young children at all times 10/02/2023

p.4

Due date

improve hygiene protocols to ensure that children are kept safe from cross- contamination, with regular handwashing and sanitation of nappy changing areas 10/02/2023

p.4

Due date

31 January 2023 ensure risk assessments are robust and effective at identifying and minimising potential risk to children, with particular regard to the environment and the safe storage of equipment. 10/02/2023

p.4

Due date

use assessment effectively to identify precise and accurate next steps in children's learning, ensuring these are securely built on what children already know 06/03/2023

p.5

Due date

provide a curriculum and environment that is exciting, engaging and ambitious, which meets children's individual needs and allows them the opportunity to explore 06/03/2023

p.5

Due date

provide children with quality interactions that promote and support their developing communication and language skills 06/03/2023

p.5

Due date

ensure professional development is implemented and used effectively to raise the standards of care and early education for all children. 06/03/2023

p.5

Setting details

Unique reference number EY425476 Local authority West Sussex Inspection number 10258106 Type of provision Childminder

p.6

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.6

inspection

Total number of places 5 Number of children on roll 8 Date of previous inspection 20 September 2022

p.6

Information about this early years setting

The childminder registered in 2011. She lives in Selsey, West Sussex. The childminder provides care on Monday, Tuesday and Thursday, from 5am to 11pm, throughout the year. She also provides overnight care. The childminder receives funding for early years education for children aged two, three and four years.

p.6

Inspection activities

n The inspector discussed any continued impact of the COVID-19 pandemic with the childminder and has taken that into account in their evaluation of the provider. n The inspector carried out a learning walk with the childminder, discussing the curriculum she provides for the children. n Observations were carried out by the inspector on the childminder interacting and communicating with the children. n The inspector spoke to children and the childminder at convenient times and reviewed written feedback from parents. n A sample of documentation was reviewed, including suitability checks on household members.

p.6

Inspection activities

31 January 2023 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

31 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.7

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.8

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.8

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Inspection activities

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

p.8