Childminder in Southampton

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

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The provision is inadequate

The childminder has done too little to address the actions raised at the last the inspection, and there are further breaches of requirements. Children do not benefit from good-quality care or learning. Risk assessments are poorly understood by the childminder. Consequently, she does not recognise and respond to potential risks in her home. For instance, medications are left on the floor where children can reach them. Foods which pose a potential choking hazard are given to children, and they are not supervised during times they eat meals or snacks. The childminder's knowledge of safeguarding is weak, and despite this being raised at her last inspection, too little has been done to address this weakness in her knowledge. This has an impact on children's safety and well-being.

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The provision is inadequate

The childminder's understanding of children's learning and development is poor. She has a poor knowledge of how to provide a curriculum that is tailored to what children need to learn or know next. Where children need additional support to catch up in some areas of learning, the childminder fails to address this. Children choose activities to play with, but the childminder does not use these opportunities to focus and build on their skills. For instance, children choose to build towers, but the childminder encourages them to build a garage. When children do not understand what they are building, the childminder does not adapt her teaching to follow their interests. Children quickly lose interest and begin to play on their own. Consequently, gaps in children's learning continue to widen, particularly in their communication and language skills. Children's progress is poor.

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The provision is inadequate

The childminder does offer children some opportunities to develop their independence. For instance, they wash their hands after using the toilet and before they eat. However, children's behaviour is not supported effectively by the childminder. For example, at times, she takes toys from children without offering an explanation, and children become angry and upset. This has a negative impact on children's confidence and self-esteem and does not support children's social development effectively, in readiness for school.

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need to do better?

n The childminder has not taken sufficient action to tackle areas of weakness identified at previous inspections. She is unable to identify areas of weakness unless they are pointed out to her. She has failed to address gaps in her knowledge to prioritise what needs to improve well enough. Her lack of understanding of the early years foundation stage (EYFS) has resulted in further breaches of the statutory requirements. This means that there continue to be significant weaknesses in self-evaluation and the quality of care and education provided.

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need to do better?

9 January 2024 n The childminder has a poor understanding of safeguarding. She has completed some safeguarding training. The childminder knows how to recognise and respond to allegations made against herself or a member of her household. She is also able to discuss some signs and indicators of abuse and describe how to report and escalate concerns. However, the childminder does not put this into practice in order to identify and report concerns. This does not promote children's welfare. n The childminder has an insufficient understanding of how to support children's learning, to ensure that they make good progress in all areas of their development. She identifies that she does not know how to offer tailored support for children when they need additional help to catch up in some areas of their learning and development. Despite the support offered by the local authority, the childminder has failed to address weakness in her curriculum

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need to do better?

knowledge and teaching. Consequently, children do not benefit from opportunities to build on their skills and knowledge and, too often, learning is incidental. Children do not make good progress from their starting points. n Children do not benefit from a safe environment for play and learning. The childminder's understanding of risk is poor. The childminder has eliminated some hazards identified at the previous inspection. However, she has failed to identify further risks. For instance, children are offered whole grapes as snacks, which the childminder provides. They run around with mouthfuls of food, which poses a risk of choking. Furthermore, at times, when children do sit to eat meals, the childminder moves to other rooms and does not ensure that they are supervised as they eat. This poses a risk to children and does not ensure their safety. n The childminder's understanding of how to support children's behaviour, self-

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need to do better?

esteem and confidence is ineffective. For instance, when children begin to explore parts of toys as they take them apart, the childminder takes some of these away from children but does not explain why she is doing this. Children begin to snatch and shout at the childminder, as they do not understand why they cannot have some toys. This does not help children to understand about sharing or turn taking and leads to them becoming upset and frustrated. n The childminder does not keep required records relating to children's attendance and their actual hours of arrival and departure. She does not record the days when children actually attend the setting. This is a breach of requirements. n Children do benefit from some opportunities to attend activities in the local community, to learn about the wider world. For instance, they take walks to school and visit the park. This offers them some opportunities to gain fresh air

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need to do better?

and exercise, to support their physical development.

p.3

Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

There is not an open and positive culture around safeguarding that puts children's interests first.

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Due date

develop a secure knowledge and understanding of the signs and symptoms of abuse and the action to take in the event of a child welfare concern 22/01/2024

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Due date

ensure training and professional development are tailored to develop a secure understanding of the early years curriculum and children's development, to offer quality learning and development experiences for children that continually improve 22/01/2024

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Due date

ensure that children are supervised effectively at all times and that they are always within sight or hearing, including being vigilant to the potential risk of choking when children are eating 22/01/2024

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Due date

develop a secure knowledge and understanding of how to manage children's behaviour in a positive, fair and effective manner that supports them to learn the impact that their behaviour has on others 22/01/2024

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Due date

ensure that risk assessments are used to identify and remove risk to children, to ensure their safety, particularly around the storage of medicines and appropriate preparation of food 22/01/2024

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Due date

ensure the daily record of attendance contains the names of the children being cared for on the premises and their actual hours of attendance. 22/01/2024

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Setting details

Unique reference number EY298711 Local authority Southampton Inspection number 10307377 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 3 Number of children on roll 5 Date of previous inspection 28 July 2023

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Information about this early years setting

The childminder registered in 2004. She lives in Southampton, Hampshire. The childminder operates Monday to Friday, from 7am to 7pm. She has completed a level 3 qualification in childcare and education.

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Inspection activities

n The inspector discussed any continued impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The childminder showed the inspector the premises and discussed how they ensure it is safe and suitable. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their EYFS curriculum. n The inspector spoke to children, to find out about their time at the setting. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n The inspector observed the interactions between the childminder and children.

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Inspection activities

9 January 2024 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

9 January 2024 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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