Childminder in Birmingham

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

Weaknesses in safeguarding, including those identified at the previous inspection, have not been improved. As a result, children's safety is compromised. Risk assessments fail to ensure that the environment is safe as the childminder places too much emphasis on young children being able to follow rules, rather than directly supervising them. The childminder lacks a secure understanding of the procedures to follow, including the local authority procedures, in the event of an allegation being made against her, or other people in the household. This places children at risk.

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The provision is inadequate

The curriculum is poorly constructed. It is not sufficiently ambitious and does not provide a wide range of education for the children across the seven areas of learning. Although the childminder has taken some steps to complete children's assessments since the previous inspection, she does not use these effectively. As a result, activities do not focus on what it is that children need to learn next. Despite several breaches in requirements, the children remain happy in the care of the childminder. Warm relationships between the childminder and children support their emotional well-being. Children generally behave well. However, due to inconsistent teaching and the weak curriculum, children do not always show a positive attitude towards their learning and at times become disengaged.

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need to do better?

n The childminder has not sustained all of the improvements made following the previous inspection. Consequently, the overall quality of the care and education remains poor. The childminder does not have effective procedures in place for managing allegations to keep children safe. Despite significant weaknesses, the childminder now maintains the required documentation to support the daily management of the childcare. She completes the progress check for children aged between two and three years old. The childminder monitors the use of mobile phones, so they are not in use while children are present. The premises are secure, although the garden is not in use as it is unsafe. The childminder supports children's access to outside play as she organises regular trips out to local parks, where the children can explore and build on their physical skills. n Children with special educational needs and/or disabilities (SEND) are not

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need to do better?

adequately supported. Although the childminder meets with external agencies this has not sufficiently improved the quality of education for children. The childminder does not use her assessments of children well enough to plan a range of activities that focus on each child's next steps in learning. As a result, children do not make the progress they are capable of. n Risk assessments are ineffective. This is because the childminder does not identify potential risks to young children and take action to minimise hazards to

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need to do better?

1 May 2024 keep them safe. She does not always directly supervise children who pass through the kitchen to use the bathroom. In these areas, children have access to open pet food, water bowls, and an unsecured litter tray. Children may touch and ingest harmful substances. Pets that have been outside, climb onto the worksurface and move through kitchen utensils that are surrounding the kitchen sink. They eat from another bowl of food placed on the windowsill alongside this area. This poses a risk of cross contamination and places children's health at risk. n Despite the childminder completing some assessments of children's progress, she fails to effectively use these to deliver activities that support children to practise their skills and build on what they know and can do. Activities are mediocre and have a limited educational value. The childminder selects several small-world houses and buildings. These are put into the tuff tray along with a

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need to do better?

few play figures and vehicles. Some doors and windows are missing. The children lift the houses and peer through the windows at each other and they hold the figures to the roof. However, the childminder's teaching and interactions are minimal and there is no discussion around the activity to ignite children's interests and keep them engaged. As a result, children move away. n Planning is weak. The childminder does not always check the suitability of activities before setting these out. As a result, some activities are not suited to the age of the children taking part. A new activity about emotions and feelings is for children aged three plus. Younger children watch on as older children make faces pretending to be sad, angry or happy. They show some interest but are not fully engaged in the activity and play on the periphery. Older children pick up the different face parts and recognise a 'zigzag' line for a mouth. But the

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need to do better?

childminder fails to seize upon this and expand children's learning to challenge what they know. Children lose interest and the monster face is left incomplete. n There are times when children are encouraged to count and think about the colours they see in books. They recognise different shapes. Children laugh as they all try to sit on the childminder's knee to look at the pictures. The childminder responds with warmth as she tries to fit them all on. Older children sit together, and they recall the narrative of well-known stories. They repeat the verses they know out loud. n Children enjoy a sociable mealtime. They collect their chairs and sit at the low- level table. They are confident as they talk about what they enjoy, such as 'pizza time'. Most children are independent in their own personal care.

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Safeguarding

The arrangements for safeguarding are not effective.

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Safeguarding

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

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Due date

ensure that risk assessment is used effectively at all times to identify any potential risks to children's health and safety, and take steps to minimise these in a timely way 31/05/2024

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Due date

ensure that there are suitable arrangements in place to provide appropriate support to children with SEND that is targeted to meet their individual needs 31/05/2024

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Due date

improve knowledge and understanding of safeguarding guidance for managing any allegations of abuse, in line with local procedures. 31/05/2024

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Due date

devise and implement a curriculum that supports all children to practise what they know and can do, so that they can gain the skills they require for their future learning 12/07/2024

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Due date

use information from assessment effectively to inform planning so that it accurately takes account of each child's individual development and stage of learning 12/07/2024

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Due date

ensure that the quality of teaching and activities focus on challenging children to become motivated and engaged learners. 12/07/2024

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Setting details

Unique reference number EY440109 Local authority Birmingham Inspection number 10327731 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 7 Date of previous inspection 10 January 2024

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Information about this early years setting

The childminder registered in 2012. She lives in Birmingham. The childminder operates 7.30am until 6pm, Monday to Friday, all year round, except for family holidays. The childminder is in receipt of early education funding for two-, three- and four-year-old children.

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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 childminder. n The inspector viewed all areas of the premises used for childmnding and discussed how the childminder considers and minimises any risks to children. n The childminder and inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n Children communicated with the inspector during the inspection. n The inspector observed the quality of education being provided indoors, and assessed the impact that this was having on children's learning. n The childminder provided the inspector with a sample of key documentation on request.

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Inspection activities

1 May 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

1 May 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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