Home Childcarer in North Northamptonshire

Overall effectiveness Inadequate

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

p.1

The provision is inadequate

Children do not get the emotional support and reassurance they need from the childminder and her assistant to feel safe and secure. When children are upset, they eventually become distressed because they are not given any comfort. Neither the childminder, or her assistant show the children appropriate care and instead comment that the children are just in a 'foul mood'. Even when the childminder and an assistant recognise children may be tired, they do not take steps to meet their care needs in a timely manner.

p.2

The provision is inadequate

Children experience poor levels of support for their learning as the childminder and her assistants lack the necessary knowledge and skills to help them to make progress. They have very few opportunities to play and develop the skills and knowledge they need to learn next. Children are not encouraged to try to do things for themselves. For example, the childminder puts children's shoes on for them and wipes their noses without warning or explaining what is happening. Although the childminder identifies things children need support with, such as developing their communication skills, this is not actively supported during play. Young children spend most of their time unoccupied, watching older children play or flitting between resources, with little interaction from the childminder and her assistants. Children are not supported to learn good behaviour expectations. The childminder tells them not to be boisterous but does not explain what she means by this or

p.2

The provision is inadequate

offer them guidance. Despite this, older children enjoy each other's company. They make their own games up and use their imagination to set up their own play ideas.

p.2

need to do better?

n The childminder and her assistants lack knowledge about how children develop skills and knowledge. This is evident in the lack of understanding about how to support children's communication skills, particularly for children who speak English as an additional language. They identify what children need to work on next, but this is not accurate in relation to children's stage of development. The childminder and her assistant cannot distinguish between age-appropriate development and when children may need additional support. Therefore, they do not provide children with appropriate opportunities and support. n The childminder does not plan activities and experiences to meet children's learning needs. She explains the curriculum is planned around children making choices and leading their own play. They have access to very limited resources that are not all age-appropriate. When older children independently create play,

p.2

need to do better?

such as using their imagination to play shops, and ask the childminder for the ice creams to extend this, the childminder tells them to wait until later for resources. Therefore, they wander off from this play without developing any skills or knowledge.

p.2

need to do better?

31 July 2023 n The childminder encourages school-age children to read to younger children. However, she does not support younger children to listen and distracts them by talking. Furthermore, she only allows the older children to read a single page each from different books and does not help them to read coherently. Therefore, the younger children do not gain any understanding of the stories, lose interest quickly, and wander off. n The childminder and her assistant provide limited interactions throughout the day. They do not use simple key words or phrases for children and do not teach them new vocabulary. The childminder and her assistant are silent at times where there are opportunities to help children learn, such as when a young child starts babbling. n The childminder, and her assistant, do not support children to develop their independence. At breakfast, younger children are given their cereal and a spoon.

p.2

need to do better?

Despite knowing some children cannot yet use cutlery, they do not provide them help to learn how to use it. The childminder's assistant puts the spoon in children's mouths every few minutes then leaves them to do other tasks, meaning they are sat in a highchair for a long period of time. n The childminder does not identify poor teaching in her own practice, or her assistants, and has not assessed the impact this is having on children's experiences. Although she completes supervisions with her assistants, she does not identify what they need support with. The childminder does not provide, or undertake herself, any support, coaching or training to improve knowledge and skills to raise the quality of care and interactions provided for children. n The childminder gathers basic information about children from parents and carers, such as who lives in the family home. The childminder and her assistants ensure they inform parents and carers when children have accidents or sustain

p.3

need to do better?

injuries. The childminder and her assistants work alongside parents to help children to learn how to use the toilet and share children's success with this with parents.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The childminder and her assistant demonstrate a good understanding of the signs and symptoms a child may be at risk of harm. They know how, and when, to report any concerns to the relevant professionals. The childminder makes sure she keeps her own, and her assistants' knowledge and understanding of child protection, up to date. The childminder ensures only people suitable to do so work directly with the children unsupervised. The setting is safe and secure, and the childminder has clear visitor procedures. The childminder and her assistants check the premises regularly and take steps to ensure it is a safe place for children to play.

p.3

Due date

undertake effective training and personal development that improves the quality of teaching and learning experiences provided for children 08/09/2023

p.4

Due date

provide assistants with the relevant support, coaching and training needed to improve their knowledge and understanding of child development and their interactions with children 08/09/2023

p.4

Due date

ensure that the key-person system is effective in tailoring care and education to meet the needs of every child, including those who speak English as an additional language. 08/09/2023

p.4

Due date

ensure the curriculum clearly identifies and supports the knowledge, skills and understanding children need to learn, to build upon what they already know and can do, particularly with their communication skills 08/09/2023

p.4

Due date

ensure there are effective strategies in place to accurately assess what children already know and can do and identify what they need to learn next. 08/09/2023

p.4

Setting details

Unique reference number EY493408 Local authority North Northamptonshire Inspection number 10303391 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 16 Number of children on roll 23 Date of previous inspection 24 January 202324 January 2023

p.5

Information about this early years setting

The childminder registered in 2015. She operates all year round, from 7am until 7pm from Monday to Friday, except for bank holidays and family holidays. She holds a relevant level 6 qualification and works with assistants.

p.5

Inspection activities

n The inspector discussed any continued impact of the pandemic with the childminder and has taken that into account in their evaluation of the provider. n The childminder and inspector conducted a learning walk together, discussing the learning intention for children and how the environment is arranged. n The inspector observed the childminder and children of all ages. n The inspector held discussions with the childminder and her assistant regularly during the inspection. n The childminder's records of parents' and carers' views were taken into consideration. n A sample of documents were reviewed, including paediatric first-aid certificates, suitability checks, and safeguarding policies and procedures.

p.5

Inspection activities

31 July 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.5

Inspection activities

31 July 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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