Childminder in Norfolk

Overall effectiveness Inadequate

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Inadequate Leadership and management Inadequate Overall effectiveness at previous inspection Not applicable

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The provision is inadequate

Children's welfare is compromised. The childminder does not have a clear understanding of how to follow procedures in the event of a concern about a child's welfare, and she does not risk assess her premises. Despite this, children have formed a strong bond with the childminder, who is attentive to their care needs, offering reassurance and cuddles when needed. The childminder follows care routines from home. This helps children to feel emotionally secure, and they are confident around visitors.

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The provision is inadequate

The childminder does not fully understand what young children need to learn first. For example, much of her curriculum focuses on teaching numbers and colours. This is not the most relevant for young children, to support their good progress. As a result, children are not encouraged to practise and learn new communication and language skills.

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The provision is inadequate

The rigid structure of daily routines and activities results in children not having enough opportunities to engage in meaningful and purposeful play. Children have limited chances to lead their own play imaginatively, explore and test out their own ideas. They find it difficult to concentrate and stay engaged. Children are starting to develop friendships with one another. They are beginning to take turns and share resources.

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need to do better?

n The childminder does not recognise potential hazards in her home and garden. For example, knives are left on kitchen worktops within children's reach, and cleaning fluids are stored in the bathroom, which older children access independently. As a result, children's safety is compromised. n The childminder gathers information about children's starting points and their interests from parents. However, she does not use what she knows about each child to plan appropriate activities. For example, the childminder asks children to identify numbers, shapes and colours repetitively, rather than focusing on their speech and language skills. This has an impact on children developing their speech. n The childminder plans activities for the children to learn about different festivals throughout the year. However, she does not plan age-appropriate activities to help support young children's understanding of their similarities and differences

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need to do better?

and what makes them unique. n Children have access to books in the learning environment, and the childminder shares stories to develop a love of books. She sings familiar nursery rhymes and songs, such as 'Once I caught a fish alive' and 'Five little monkeys'. n Children's healthy lifestyles are promoted well. The childminder encourages

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need to do better?

18 January 2023 parents to provide nutritious foods in lunch boxes and reminds children to have regular drinks. Children have opportunities to learn about the importance of oral health. For example, children participate in toothbrushing activities. n The childminder is supporting children to become independent. For example, they are encouraged to put on their coats and shoes. They wash their hands and feed themselves at mealtimes. However, she does not encourage children to be respectful of their environment. They do not learn about looking after resources or helping to tidy away when they have finished playing. n The childminder plans daily dancing sessions and takes children on visits to the local park to develop their physical skills. She regularly meets up with another childminder to enable children to play with other children and develop their social skills. n The childminder is developing links with the school and nursery the children

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need to do better?

attend in order to share information about their learning and development. n Although children have access to daily activities in her garden, the childminder does not ensure these activities are stimulating enough to support those children who prefer to learn outdoors. For example, she talks to children about the frozen water but does not have the teaching skills to engage them further. Children lose interest and wander away. n Parents speak positively about the care the childminder provides. Parents can access information about their child's progress on an online app. n The childminder does not review her practice well enough in order to identify her own professional development needs. Consequently, her curriculum planning is unclear, and activities are not well matched to children's development needs, to support their learning.

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Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

Although the childminder has some understanding of the signs and symptoms of abuse, she does not know about the local reporting procedures to follow if she is concerned about children's welfare. The childminder does not have a clear understanding of the referral process if an allegation is made against her or a household member. She does not make sure she has the correct contact details for local safeguarding agencies. The childminder does not recognise potential risks in the home. As a result, children's welfare and safety is compromised.

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Due date

18 January 2023 improve knowledge of safeguarding procedures, particularly around what action to take if an allegation is made against a household member and the procedures to follow in the event of a concern about a child 28/02/2023

p.3

Due date

take all reasonable steps to ensure children are not exposed to risks 28/02/2023

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Due date

implement an ambitious curriculum that takes into consideration children's age, individual interests and learning needs, focusing on their communication and language development to help them make good progress 28/04/2023

p.4

Due date

implement an effective programme of professional development, to improve knowledge and understanding of the learning and development requirements of the early years foundation stage and to raise the quality of teaching. 28/04/2023

p.4

should:

n review the structure of daily routines and planned activities so that children can explore, test out their ideas and lead their own play n plan appropriate opportunities for children to learn about diversity to support their understanding of similarities and differences between themselves and others.

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Setting details

Unique reference number 2615917 Local authority Norfolk Inspection number 10264667 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 3 Date of previous inspection Not applicable

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Information about this early years setting

The childminder registered in 2020 and lives in Norwich, Norfolk. She operates all year round, from 8am to 5.30pm, Tuesday to Friday, except for bank holidays and family holidays.

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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 setting. n The childminder and the inspector discussed how the childminder organises her early years provision, including the aims and rationale for her curriculum. n The childminder spoke to the inspector about their intentions for children's learning. n The inspector observed the quality of education being provided and assessed the impact on children's learning. n The childminder provided the inspector with a sample of key documentation on request. n Children spoke to the inspector during the inspection.

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Inspection activities

18 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.

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Inspection activities

18 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.

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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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