Childminder in Redcar and Cleveland

Overall effectiveness Inadequate

The quality of education Good Behaviour and attitudes Good Personal development Inadequate Leadership and management Inadequate Overall effectiveness at previous inspection Good

p.1

The provision is inadequate

There are weaknesses in the childminder's knowledge and understanding of the safeguarding and welfare requirements. Children do not play in a safe environment, as the childminder has not suitably risk assessed her premises and has not identified hazards. Furthermore, the childminder does not have a robust understanding of her role in responding to child protection concerns to keep children safe.

p.2

The provision is inadequate

Despite this, children are happy and settled, and they play and explore the childminder's home. Children have the use of a dining room area and a backyard with a selection of toys and resources to choose from. Children show independence and confidence as they make choices about what they would like to play with. They develop their imaginations and language skills as they create pretend meals for each other. Children are confident to include the childminder in their play. They use language that they have learned from real-life experiences. For example, they talk about making pretend 'breakfast' and 'coffee' for the childminder.

p.2

The provision is inadequate

Children play together cooperatively and enjoy each other's company. They are full of smiles and enthusiasm as new friends arrive, showing their confidence and social skills. Children take turns and share equipment. For example, in the backyard, they happily wait for a chance to use the slide, play with a ball and ride the scooters.

p.2

need to do better?

n Children's personal safety on the premises is put at risk due to the childminder's poor risk assessments. For example, the childminder has failed to check the lock on an upstairs window, which poses a serious risk of children falling. She stores large, heavy poles in the outdoor area against a wall next to where children play, which compromises children's safety. n The childminder does not ensure that all toys and resources are thoroughly cleaned. This does not promote children's good health as they play and explore the environment. n The childminder does not fully understand her responsibility to respond to all forms of child abuse, such as female genital mutilation. As a result, she is not fully able to protect children from harm. n The childminder does not have sufficient knowledge of procedures relating to potential allegations against household members, including herself. Furthermore, she is not aware of the requirement to have a policy for the use of mobile

p.2

need to do better?

phones in the setting. n The childminder provides a range of toys and resources to develop children's skills in different areas of learning. For example, babies develop their fine motor

p.2

need to do better?

13 January 2023 skills through exploring pop-up toys. Toddlers learn to problem solve by completing peg jigsaws, and older children learn about colours through painting. However, the organisation of the play areas limits children's independent learning. For example, the childminder provides children with a very large box, which is so full of books that they cannot easily see which book they would like to choose, or access books that are lower down in the pile. n Some children also attend a school nursery setting. The childminder follows the focus of children's learning at the nursery so that she can extend on this in her own setting. However, she does not liaise with school staff to find out about individual children's development. This means that children do not benefit from a joined-up approach in supporting their next steps in learning. n When children join the setting, the childminder finds out about what they

p.2

need to do better?

already know and can do. She uses this information to create a curriculum that helps children to develop their knowledge. For example, the childminder teaches children nursery rhymes to help to develop their language skills. n The childminder has a supportive relationship with the children in her care. She models language well, which helps children to understand new words and develop their communication skills. For example, when making play dough together, the childminder models the words for the equipment used, such as 'spoon', 'bowl' and 'jug'. She supports children to practise these words themselves. n The childminder has a good relationship with the families of children she cares for. Parents praise her communication and are pleased with the developmental progress their children have made, for example in their speaking skills. n The childminder teaches children to take care of their own personal care needs.

p.3

need to do better?

For example, she models and describes how to wash their hands before mealtimes. The childminder supports children to use the potty and toilet when they show signs of readiness. This enables children to become more independent in their self-care and helps to prepare them for moving on to school.

p.3

Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

This childminder does not have a thorough understanding of all areas of safeguarding and child protection. She does not understand the correct procedures to follow if she is concerned about a child's welfare. This means that children's safety is compromised. However, the childminder does demonstrate a knowledge and understanding in some areas of child protection. For example, she recognises the signs and symptoms of some types of abuse. The childminder can describe some situations where concerns would require a referral to social services. The childminder teaches children how to stay safe when they are outside of her premises. For example, children learn about road safety and know to hold hands together as they walk.

p.3

Due date

take all reasonable steps to ensure that children are not exposed to unnecessary risks 16/01/2023

p.4

Due date

ensure that the environment, resources and equipment are clean, in order to promote children's good health 10/02/2023

p.4

Due date

improve understanding of all aspects of child protection and the necessary actions required when children may be at risk of harm 10/02/2023

p.4

Due date

gain a full understanding of the procedures to follow in the event of an allegation being made against the childminder or a household member 10/02/2023

p.4

Due date

ensure that the safeguarding policy includes the use of mobile phones in the setting. 10/02/2023

p.4

should:

n develop the indoor and outdoor learning environments to support children's independent learning n improve communication with the additional settings children also attend, to better support children's learning and development needs.

p.4

Setting details

Unique reference number EY299728 Local authority Redcar and Cleveland Inspection number 10264772 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 12 Number of children on roll 5 Date of previous inspection 26 June 2017

p.5

Information about this early years setting

The childminder registered in 2005 and lives in Redcar, Cleveland. She works with an assistant, who is also her husband. The childminder operates all year round, from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder receives funding for the provision of early education for two-, three- and four-year-old children.

p.5

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 childminder. 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 the curriculum. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The inspector observed the interactions between the childminder and children. n The childminder and the inspector carried out a joint observation of a group activity. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request. n Children spoke to the inspector during the inspection.

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

13 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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Inspection activities

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Inspection activities

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