Childminder in Liverpool

Overall effectiveness Inadequate

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

p.1

The provision is inadequate

This is the fifth consecutive inspection where the childminder has failed to meet the requirements of the early years foundation stage. Some breaches have been raised with the childminder before. The childminder does not demonstrate he has the necessary knowledge and skills to bring about improvements and to provide good- quality childcare.

p.2

The provision is inadequate

Despite attending training and receiving support from the local authority, the childminder's quality of education practice remains poor. Interactions with children lack sufficient challenge and activities are too adult-directed. As such, children become bored and ask to leave the activity or play. This means that they are not supported to build on their existing skills and extend their learning.

p.2

The provision is inadequate

The childminder is not skilled in supporting children's communication and language development. Particularly when children demonstrate they are ready for even more challenging questions and are eager to share their views during topics of conversation. In addition, he does not work in partnerships with other settings that children attend to further support their development. This means that children do not make the progress they are capable of.

p.2

The provision is inadequate

The childminder does not support older children to develop consistently good independence skills in readiness for the move to school. That said, he does support children to learn good hygiene habits and to understand the importance of making healthy food choices.

p.2

need to do better?

n The childminder's ability to implement a balanced and sequenced curriculum remains weak. He does not know how young children learn. His curriculum is heavily focused on activities and not designed to support, develop and extend children's learning over time. As a result, activities are mundane and do not support children to be ready for the next steps in their learning. n Children's language and communication development is hindered. This is because the childminder's interactions with children are weak. For example, while eating a plate of fruit, he asks children to name the fruits he points to. Children are already very familiar with these and are ready for more challenging questions to further extend their speaking skills. When children ask him questions, the childminder quickly turns the discussion back to naming the fruit and does not provide any extension to facilitate the conversation further. As a

p.2

need to do better?

result, children disengage from the discussion and do not make the progress they are capable of. n Teaching is either too adult-focused or not pitched at the right level to best

p.2

need to do better?

19 March 2024 support children's preferred ways to learn or their next steps. For example, children are very interested in reading, writing and taking part in various guessing games. However, the childminder does not recognise when children want to add their ideas and lead their play. As a result, children become demotivated and quickly disengage from activities. n The childminder does not support children to develop consistently good independence skills. For example, older children are not encouraged to chop their fruit or pour their own drinks. Additionally, the childminder puts on children's coats and gloves before they go outside. When children come back inside, they take off their coats and shoes and leave them on the floor. This goes unnoticed by the childminder and demonstrates that children do not receive consistent messages about what is expected of them. This does not support older children to develop a positive attitude as they prepare for school.

p.2

need to do better?

n The childminder does not forge effective partnerships with other settings that children attend. As a result, he is not aware of what children are learning or how he can further support this in his setting. In addition, he does not share information with other settings about what he knows about the children's progress to ensure a consistent approach in supporting their next steps. This weak practice hinders the progress children make. n The childminder has attended some training to improve his practice. For example, he now has a robust understanding of all safeguarding issues. However, despite undertaking training to improve his teaching skills, his practice remains weak. This systemic weakness means he is unable to provide children with a good quality of education and he does not support children's learning well enough. n The childminder supports children to play sociably and behave well. For example, children are very familiar with his house rules. For example, they know

p.3

need to do better?

to cover their mouth when they cough and ask permission to leave the table after eating. Children develop positive bonds with the childminder. For example, they affectionately refer to him as 'Uncle Nana'. Children go to him for help and support when they need it. Children fall about laughing as they pretend not to know the initial letter of their name and tell the childminder that they are 'joking' with him. n Partnerships with parents are positive. When children first start, the childminder takes time to gather lots of useful information about their likes, dislikes and routines. He uses these to help him to get to know children and settle them into his setting. The childminder uses verbal discussions and text messages to keep parents updated on their child's time at the setting.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

p.3

Due date

plan and implement a curriculum that meets children's individual learning needs 31/03/2024

p.4

Due date

consider children's stages of development and preferred ways to learn and adapt activities accordingly to maintain their motivation and engagement 31/03/2024

p.4

Due date

improve the curriculum for communication and language, particularly to challenge children's speaking and understanding even further 31/03/2024

p.4

Due date

support children to develop high levels of independence, particularly, in readiness for the move to school. 31/03/2024

p.4

Setting details

Unique reference number EY354538 Local authority Liverpool Inspection number 10288696 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 6 Number of children on roll 5 Date of previous inspection 31 March 2023

p.5

Information about this early years setting

The childminder registered in 2007 and lives in Fazakerly, Liverpool. He operates all year round, from 8am to 8pm, Monday to Friday, excluding bank and family holidays. The childminder works alongside his wife, who is also a registered childminder. He has an appropriate qualification at level 3.

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 provider. n The childminder showed the inspector the premises and discussed how he ensures that they are safe and suitable. n The childminder and the inspector discussed how the childminder organises the early years provision, including the aims and rationale for the early years foundation stage curriculum. n Children spoke to the inspector about what they like doing while with the childminder. n The inspector observed the quality of education being provided and assessed the impact this was having on children's learning. n The inspector and the childminder discussed how the curriculum has been implemented and the impact that this has had on children's learning. n The childminder provided the inspector with a sample of key documentation on request.

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

19 March 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.

p.6

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.7

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.7

Inspection activities

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

p.7

Inspection activities

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

p.7