Childminder in North Somerset

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

There are significant weaknesses in the quality of education. Children do not make good progress in their learning and development as they do not receive the support they need. The childminder's interactions with the children are limited and fleeting and do not enhance children's learning sufficiently. Children are not exposed to enough language and vocabulary, and they are not gaining the language skills they need to be able to communicate effectively.

p.2

The provision is inadequate

The childminder is kind towards children and wants them to be happy. However, she does not understand how to support children's learning. The childminder lacks awareness of how children learn, and does not have a clear understanding of how to implement an effective curriculum. This means that children do not benefit from purposeful learning to enable them to develop essential skills and build on what they know and can already do.

p.2

The provision is inadequate

Children play with the toys that the childminder has set out for them with some interest. For example, they build towers with building blocks and dance to music as they explore the sounds that musical instruments make. Although toys and resources are available to children, any learning happens incidentally rather than because of the childminder's engagement or interactions with them. Children generally get on well together. However, the childminder does not know how to manage challenging behaviour effectively, which results in children throwing objects, shouting, and getting very upset. The childminder does not consider the possible underlying causes of children's behaviour, or know how to react to children's outbursts. Therefore, their disruptive behaviour continues because they do not receive the support and guidance that they need to manage their own feelings or understand how to regulate their emotions.

p.2

need to do better?

n The childminder has not made the improvements necessary to raise the quality of the service she provides, despite repeated weaknesses being identified at her last three inspections. She does not recognise the shortcomings in her skills, knowledge and practice, and remains unable to meet the learning and development requirements. n The childminder does not know how to plan a curriculum that helps children to make progress. This is because she does not have a secure knowledge of child development or how young children learn, to enable her to promote children's learning. She does not know what she wants children to learn from the activities that she plans for them. Children are not well prepared for their future learning and eventual move on to school. n Although the childminder knows what interests children have, she does not use

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need to do better?

11 June 2024 this information to target her activities or support them to achieve. In addition, she does not recognise how she can extend and challenge each child through these interests. As a result, children are not able to make the best possible progress. n The childminder provides limited interactions with children. These interactions are ineffective and of poor quality and do not support children's learning or extend their thinking enough. The childminder can state what each child needs to know and learn, but does not provide activities or interactions that support this. n The childminder does not promote children's language development adequately. During activities and when watching children as they play, the childminder does not model language or extend children's vocabulary. Additionally, she asks children questions that only require a one-word answer, rather than engaging in open dialogue with children. This limits children's exposure to language and

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need to do better?

impacts negatively on the development of their conversational skills. n The childminder offers children praise at times, such as when they know the colour of something, which contributes to their self-esteem. However, she does not use effective strategies to manage children's behaviour. For example, when children throw things, she simply says to them 'excuse me we don't throw toys'. She does not give any further explanation of why boundaries are in place to help children understand the impact of their actions and what they could do better next time. This impacts negatively on children's learning. n The childminder has a relaxed and calm manner with children, and children feel comfortable around her. She has made some improvements to her safeguarding knowledge, such as improving her knowledge of child protection procedures and updating her training. She understands how to recognise and respond to concerns she may have about the welfare of children in her care, and is aware of

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need to do better?

the procedures she must follow to report any concerns she has. n The childminder takes children on outings of interest, which widen their experiences of the world and people. For example, they attend a weekly toddler playgroup and have visited an airport to watch planes take off and land. Parents have built positive relationships with the childminder and enjoy receiving updates about the things their children enjoy during 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

plan and implement a curriculum that meets all children's individual learning needs so that it focuses on what children already know and can do and supports what they need to learn next 23/07/2024

p.4

Due date

improve the quality of interactions to ensure that all children are well supported to make the best possible progress in all areas of learning 23/07/2024

p.4

Due date

develop a secure knowledge and understanding of communication and language development in order to help children to extend their vocabulary and communicate confidently 23/07/2024

p.4

Due date

implement effective behaviour management strategies that support children to regulate their behaviour and understand how their actions have an impact on themselves and others. 09/07/2024

p.4

Setting details

Unique reference number 118248 Local authority North Somerset Inspection number 10339732 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 8 Date of previous inspection 27 February 2024

p.5

Information about this early years setting

The childminder registered in 2001. She lives in Worle, North Somerset. She cares for children from Monday to Friday, 6am to 8.30pm, all year round.

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 inspector viewed the premises and discussed how the childminder ensures that they are safe and suitable. n The inspector observed the interactions between the childminder and children and the quality of education being provided. The inspector assessed the impact that this was having on children's learning. n The inspector held discussions with the childminder at appropriate times during the inspection, including to discuss the childminder's self-evaluation and her intentions for children's learning. n The inspector looked at relevant documentation, including evidence of mandatory training certificates, and checked the suitability of those who live on the premises. n The inspector sampled written testimonies from parents and took account of

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Inspection activities

their views. n The inspector completed a learning walk with the childminder to understand the provision and how the curriculum is organised. n The inspector completed a joint observation with the childminder. n The inspector spoke to children to find out about their time in the setting.

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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

11 June 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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