Childminder in Barnsley

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

p.1

The provision is inadequate

The childminder does not give high enough priority to the safety and welfare of children in her care. She has a poor understanding of how to keep children safe and how to protect them from the potential risk of harm, such as choking. For example, children are left unsupervised in a highchair while eating their snack alone in the kitchen. This compromises children's safety and well-being.

p.2

The provision is inadequate

Children do not have clear and consistent boundaries and expectations of their behaviour. The childminder and her assistant have a weak understanding of how to support children's behaviour effectively. For example, they do not respond to instances where children become frustrated and lash out at other children. This does not help children feel emotionally and physically secure in the childminder's care.

p.2

The provision is inadequate

Children do not receive an acceptable quality of education, overall. The childminder does not provide children with stimulating and challenging learning experiences that match their individual needs and stage of development. Furthermore, she does not consistently implement children's individual learning plans in practice, despite agreeing these with parents and external professionals involved in their care. As a result, all children, including those with special educational needs and/or disabilities (SEND), do not receive the individual support that they need in their learning. Children do not make the levels of progress of which they are capable.

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need to do better?

n The childminder and assistant do not remain vigilant and aware of what children are doing during their play. For example, they fail to recognise when children lose focus and disengage from activities. This results in some children becoming fractious with their peers and disrupting their learning. The childminder and assistant do not always recognise or respond to these instances to help manage and reinforce the expectations of children's behaviour. This has a negative impact on children's emotional well-being. n The childminder has a weak understanding of the safeguarding and welfare requirements of the early years foundation stage. She has failed to recognise that children must always be in sight and hearing distance while eating. This lack of understanding has the potential to significantly compromise children's health, safety and welfare. n The childminder does not have effective arrangements in place to support

p.2

need to do better?

children with SEND. They do not take account of the SEND code of practice. For example, the childminder does not apply for additional funding that children are eligible for at the earliest point. She does not always implement the individual learning plans and teaching strategies in practice that she has agreed with

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need to do better?

14 March 2024 parents and outside agencies. This has a negative impact on the level of progress children make. n The childminder does not provide an ambitious curriculum that helps to build on children's knowledge and skills in all areas of learning. She does not plan activities and learning experiences that help to engage children in meaningful play. Learning resources and play equipment provided are mundane. They do not capture children's interests or target their individual learning needs to help build on their knowledge, skills, curiosity and imaginations. As a result, children are not as well prepared for their future learning and eventual move to school as they could be. n Children, including those who require additional support, are left for long periods of time to play on their own with few interactions from the childminder and assistant. This does not help to build on what children already know and can do

p.2

need to do better?

or support their emerging and developing communication and language skills. That said, children develop a love of reading as they listen to stories and join in with retelling familiar stories when adults interact with them. n The childminder does not consistently promote the good health of children in her care. For example, she does not provide children with healthy and well-balanced foods at all mealtimes. This does not help children develop an understanding of how to make healthy choices. n The childminder does not promote the good oral health of all children. She does not work effectively with parents or take prompt action to support children to recognise the importance of good oral hygiene. This does not help to promote children's health and well-being. n The childminder does not have arrangements in place for the supervision of her assistant. This does not help to ensure that her assistants receive the level of

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need to do better?

support, coaching and training required for their professional development. For example, the childminder does not provide assistants with training to help them understand their roles and responsibilities. n The childminder does not evaluate the quality of her setting effectively. For example, she does not monitor her performance or reflect on her practice to help identify areas to improve. The childminder does not access professional development opportunities that help to improve her knowledge and maintain the requirements of the early years foundation stage.

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.

p.3

Due date

develop your understanding of how to respond and manage children's behaviour appropriately so that their emotional needs are met 03/05/2024

p.4

Due date

ensure children are supervised at all times while eating 03/05/2024

p.4

Due date

put effective arrangements in place to ensure children with Special Educational Needs and/or Disabilities receive the individual support that they need 03/05/2024

p.4

Due date

ensure the necessary steps are taken to promote the good oral health of children 03/05/2024

p.4

Due date

provide children with well-balanced and nutritious meals at all times of the day to promote their good health 03/05/2024

p.4

Due date

undertake further training to help develop the level of knowledge and skills required for your roles and responsibilities 03/05/2024

p.4

Due date

put arrangements in place for the supervision of assistants and ensure they receive the level of support, coaching and training required for their professional development. 03/05/2024

p.4

Due date

plan and implement an ambitious curriculum that helps to build on what children already know and can do and covers all areas of learning 23/05/2024

p.4

Due date

14 March 2024 provide children with stimulating and challenging learning experiences that match their individual needs and stage of development 23/05/2024

p.4

Due date

ensure individual learning plans are implemented consistently in practice so children make the best possible progress 23/05/2024

p.5

Due date

develop the use of language and interactions with children during their play to help develop their emerging vocabulary and communication skills. 23/05/2024

p.5

Setting details

Unique reference number EY500528 Local authority Barnsley Inspection number 10317048 Type of provision Childminder

p.6

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 18 Date of previous inspection 15 May 2018

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Information about this early years setting

The childminder registered in 2016 and lives in Ardsley, Barnsley. She opens from Monday to Thursday between 7am and 6pm, and on Friday from 7am until 3pm, all year round, except for family holidays and bank holidays. The childminder provides funded education for two-, three- and four-year-old children.

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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 childminder. n The childminder and the inspector completed a learning walk together to discuss the childminder's intentions for children's learning. n The inspector talked to children and parents at appropriate times during the inspection and took account of their views. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The inspector carried out a joint observation with the childminder and evaluated her practice. n The inspector looked at relevant documentation and reviewed evidence of the suitability of all adults living and/or working on the premises.

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Inspection activities

14 March 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

14 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.

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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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