Childminder in 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 Good

p.1

The provision is inadequate

Although children arrive happily, the childminder and her assistants do not always meet the children's needs adequately, especially when the childminder exceeds the usual ratios. Poor supervision levels mean that children are not safe and, at times, display unwanted behaviour, which has an impact on their own and others' safety and well-being.

p.2

The provision is inadequate

The childminder does not design and deliver a curriculum that ensures that children experience a wide range of learning opportunities that build on what they already know and can do and what they need to learn next. Activities and support from the childminder and her assistants do not capture children's interests or inspire them to gain a positive attitude to learning. Children often lose interest and become bored, which has a negative impact on their behaviour. Although the childminder knows that children need to develop their communication and language skills, she does not ensure that they receive the support and input they need to gain speaking skills appropriate for their age and stage of development.

p.2

The provision is inadequate

At mealtimes, the childminder and her assistants do not teach children about foods that are healthy for their bodies. They often feed some children themselves and do not teach them the necessary skills they need to be able to eat their food independently. This limits the children's progress in their health and self-care. The childminder takes children to the park to be physically active.

p.2

need to do better?

n Children are not adequately supervised. They spend long periods alone while the childminder prepares their lunches in a different room where they cannot be seen or heard. Because of this, the childminder does not see or hear when children misbehave and startle babies. Sometimes, the childminder and her assistants do not notice when children hit one another. Because children are poorly supervised, the childminder and her assistants cannot ensure children's safety and manage their behaviour appropriately. n When the childminder exceeds the usual ratios and cares for additional children, she does not consider how she can meet their needs effectively. As a result, children do not receive the appropriate care they require. For instance, while the childminder changes children's nappies, she does not recognise that babies sitting on the floor cannot support themselves, and they topple over and bang their heads. Children are often left waiting in high chairs and at tables for

p.2

need to do better?

extended periods while the childminder prepares their lunches. Children often wait in silence. n While the childminder knows some of the key skills and knowledge that children need to learn, she has not considered the content or sequence of her curriculum

p.2

need to do better?

24 October 2024 so that children can progress in their next steps. For example, the childminder knows that counting is an important skill for children to learn. However, she and her assistants ask children questions that they do not know how to answer, and they do not teach children the skills they need to count. Children are confused by the questions, do not have the confidence to answer and do not make good enough progress across the seven areas of learning. n The childminder correctly assesses and identifies those children who need to improve their communication skills. However, she and her assistants lack the knowledge and understanding to promote children's vocabulary effectively. For example, when children mispronounce words, the childminder and assistants do not repeat the correct pronunciation to help children learn how to say words correctly. They do not do enough to help children learn how to form sentences,

p.2

need to do better?

use a wide range of vocabulary and use language to contribute to conversations. Children spend long periods without any interaction from the childminder and her assistants. When the childminder does ask children questions, children answer shyly. The childminder sometimes laughs when they respond incorrectly, which makes children feel embarrassed and hesitant to participate. n While the childminder talks with parents about children's diets, she does not provide children with key messages about foods that are healthy for their bodies. Children do not learn how to make healthy food choices. n Although the childminder knows the importance of fostering children's independence, she has not considered how she can help children develop these skills. For example, at mealtimes, some children wait passively for the childminder and her assistants to feed them. This hinders children's independence and confidence to have a go themselves.

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

ensure that children are adequately supervised at all times to ensure their safety and to manage their behaviour 25/10/2024

p.3

Due date

ensure the needs of all children are met at all times, including when exceptions to the usual ratios are applied 25/10/2024

p.3

Due date

24 October 2024 ensure the design and delivery of the curriculum build on what children already know and what they need to learn next so that they can make good progress from their starting points 29/11/2024

p.3

Due date

provide children with the targeted support they need to increase their vocabulary and communicate their thoughts, ideas and needs and engage in discussions 29/11/2024

p.4

Due date

provide children with messages about leading healthy lifestyles, including how to have a healthy diet, so that they learn to make healthy choices when eating 22/11/2024

p.4

Due date

develop children's independence so that they learn to do things for themselves, particularly at mealtimes. 22/11/2024

p.4

Setting details

Unique reference number EY441394 Local authority Somerset Inspection number 10366113 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 32 Date of previous inspection 15 February 2023

p.5

Information about this early years setting

The childminder registered in 2012 and lives in Yeovil, Somerset. She provides care for children all year round, from 7.30am to 6pm, including before and after school. The childminder holds an early years qualification at level 3. The setting offers government funded places. The childminder works with two assistants.

p.5

Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for the early years foundation stage curriculum. n The childminder spoke to the inspector about children's learning and development with a particular focus on communication and language. n Children spoke to the inspector during the inspection. n The inspector observed the interactions between the childminder and the children. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on request. n The inspector and the childminder carried out a joint observation of a learning activity.

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

24 October 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