Ann Patricia Duffill

Overall effectiveness Inadequate

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

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The provision is inadequate

The quality of teaching is weak and the childminder does not provide children with a good foundation for their future learning and school. The childminder's curriculum is unambitious and the implementation is ineffective. The childminder does not plan well for each child's learning to focus on helping them progress towards their developmental milestones.

p.2

The provision is inadequate

The childminder has effective systems to keep children safe. However, she is unable to meet the learning needs of all children when making exceptions to the normal ratios. She does not deploy herself and the other adults included in the ratios effectively to ensure that children's learning is supported.

p.2

The provision is inadequate

The childminder does not organise the learning environment to ensure that each child has the space to play and learn in their own way. Babies are included in activities. However, they have limited choice about what to play with and generally just follow what the childminder and other children are doing.

p.2

The provision is inadequate

Despite the weaknesses, children arrive at the childminder's home happy, and they confidently leave their parents. Children behave appropriately and the childminder sets out clear expectations. The childminder provides babies with caring interactions and cuddles.

p.2

need to do better?

n The childminder has inadequate oversight of the quality and standards at her setting. She values her partnership working with parents and being able to provide a flexible service. However, she has not identified that the arrangements with her co-childminder and assistant are ineffective in meeting the learning needs of each child when they have three or more children each. n The childminder takes steps to keep children safe. This includes accessing safeguarding training to keep up to date with the local safeguarding partnership policies and procedures. Although the childminder accesses some professional development, this has been ineffective in keeping her knowledge of early years education updated and improving her personal effectiveness. n The childminder provides her assistant with some guidance and support. However, this has been ineffective in ensuring that the assistant is actively involved in enhancing the learning for the children she is in ratio for. The

p.2

need to do better?

assistant is kind and caring. However, she mostly takes a supervisory role. n The deployment of adults fails to meet the learning needs of all the children. The childminder is unable to meet the learning needs of the babies, toddlers and pre-school children when the co-childminder leaves the setting to collect more children.

p.2

need to do better?

9 April 2024 n The childminder's curriculum identifies a basic outline of what children need to learn at the different stages of their development. However, the childminder lacks the understanding to identify the knowledge and skills that children need to gain to build on what they already know. n The childminder makes regular observations of children and carries out progress checks for children aged between two and three years. However, she does not use assessment information to plan effectively for each child's learning. She identifies a range of celebrations and key topics that she wants children to learn about throughout the year. However, she does not consider children's interests or recognise how she can challenge each child through these topics. For example, the childminder plans that babies can try the same activity as older children, but has no clear direction to support their learning. n Children spend much of the day altogether in the small playroom. The

p.2

need to do better?

childminder limits children's choice and allows one activity out at a time, with the option of role play in one corner of the room. She does not consistently use the space in her home to ensure that children have regular access to quality learning resources matched to their stage of development and interests. n Children rarely have the opportunity to lead their own play. The available resources do not ensure that children can access learning across the seven areas. For most of the children, their engagement in the activities is passive. They listen to the childminder, and the children can respond and contribute but are not supported to join in themselves. n Despite these weaknesses, the childminder understands the importance of promoting a love of books and models correct language. Older children join in singing songs with her. n Parents value the welcoming approach of the childminder. They appreciate the

p.3

need to do better?

information they receive about their children's day and their child's development. Parents share how their children are happy to be in the childminder's care. n The childminder supports children's health appropriately and provides them with nutritious home-cooked food. Water is always available, and the childminder encourages children to drink this throughout the day.

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

9 April 2024 ensure that the learning needs of all children can be met when making exceptions to the normal ratios 09/05/2024

p.3

Due date

improve staff deployment so that children are provided with good-quality learning experiences when exceptions to the normal ratios are made 09/05/2024

p.4

Due date

access professional development to gain a good understanding of roles and responsibilities to provide good-quality early years provision 09/05/2024

p.4

Due date

support assistants to undertake appropriate training and professional development opportunities to ensure that they offer quality learning and development experiences for children that continually improve 09/05/2024

p.4

Due date

plan and implement a well-sequenced and ambitious curriculum that builds securely on what children already know and can do 09/06/2024

p.4

Due date

plan stimulating learning experiences that focus on helping each child to achieve the next steps in their learning 09/06/2024

p.4

Due date

design the learning environment so that activities and resources are age appropriate, accessible and support each child to make good progress. 09/06/2024

p.4

Setting details

Unique reference number EY461893 Local authority Birmingham Inspection number 10335112 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 23 Date of previous inspection 5 June 2018

p.5

Information about this early years setting

The childminder registered in 2013 and lives in Birmingham. She works with a co- childminder and an assistant. The childminder operates from 7am to 5pm, Monday to Friday, term time only. Funded early education is provided for two-, three- and four-year-old children. The childminder holds a relevant childcare qualification at level 3.

p.5

Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in their evaluation of the setting. n The childminder showed the inspector the premises and discussed how she ensures that they are safe and suitable. n The childminder spoke to the inspector about how she organises her early years setting, including the aims and rationale for her curriculum. n The childminder spoke to the inspector about children's learning and development. n Children interacted with the inspector during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on

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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.

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Inspection activities

9 April 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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