Edwards, Patricia Ann

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 has a weak knowledge and understanding of the requirements of the 'Statutory framework for the early years foundation stage' (EYFS). She is unable to demonstrate effectively how she meets these, and this has an adverse impact on the quality of her provision. The childminder has not taken appropriate steps to keep children safe, and they do not receive good enough care and education. Risk assessments are not effective, and this does not support children's safety. The individual needs of all children are not met. The childminder does not implement a suitable curriculum to support children's learning effectively. She does not plan activities to build on what children already know and can do, or interact with children effectively to help them develop their skills. This affects the progress that all children make. The arrangements for safeguarding are ineffective as the childminder has a weak knowledge in some areas.

p.2

The provision is inadequate

Nonetheless, children are happy and settled and have a close bond with the childminder. They behave well and play appropriately alongside each other. They enjoy exploring the environment and the resources available to them, particularly the toys that make noises.

p.2

need to do better?

n The childminder's understanding of the EYFS learning and development requirements and areas of learning is weak. She does not understand how she should prioritise certain areas of learning, such as communication and language and physical development. The childminder does not plan appropriately for what individual children need to learn next. For example, she plans to teach children shapes and colours using flashcards, which is far above their current stage of development. The children also show no interest in this. This does not support children to make the progress they are capable of. n The childminder is unable to demonstrate that she has an appropriate curriculum in place which is ambitious and meets the needs of all children. The childminder flits from one activity to another with little purpose and expects the children to do the same. This does not give them time to fully engage and explore what is

p.2

need to do better?

being offered. Additionally, the childminder does not understand how to assess if children are meeting expected levels of development. She is also unable to demonstrate that she can identify gaps in children's learning. However, she does know how to approach parents about any gaps in their child's development. n The childminder does not successfully support children's emerging communication skills. For example, she does not model correct language to children or introduce new vocabulary. Although she does some singing with children, she often just gives them instructions. Children make some deliberate sounds, attempting to communicate, but often the childminder does not

p.2

need to do better?

5 December 2024 acknowledge this or respond. This does not support children to learn the skills they need to become effective communicators. n The childminder engages in some interactions with children, such as demonstrating how to use paint dabbers to make marks. However, she moves on very quickly, even when children demonstrate they are interested in continuing with an activity. She does not extend or challenge children's learning or follow their interests. This does not support their ongoing learning effectively. n The childminder has a weak understanding of risk assessments and how to use these on an ongoing basis. She fails to identify and remove risks to children's safety, such as inappropriate resources for young children, slipping hazards and a suffocation hazard. She has not risk assessed the sleeping arrangements for young children to ensure they are safe. The childminder does not have a good

p.2

need to do better?

knowledge of safe food preparation and presentation for babies and young children to keep them safe and minimise the risk of choking. However, she does know how to respond appropriately if a child does start to choke. n The childminder understands how to make relevant referrals if there is a concern about a child or an allegation against herself. She is unable to recognise how some aspects of child protection may present in a child, for example radicalisation and concerns for non-mobile babies. These weaknesses mean safeguarding is ineffective and children are not fully safeguarded in the childminder's care. n The childminder shares daily information with parents about children's well-being and care. However, she does not share information with parents so they can support their children's learning further at home. This does not ensure children experience a consistent approach to their learning and development.

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

gain a secure knowledge and understanding of the EYFS requirements, especially those relating to learning and development 31/12/2024

p.3

Due date

5 December 2024 implement an ambitious and well- sequenced curriculum that precisely considers children's individual needs, their interests and stages of development 31/12/2024

p.3

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 31/12/2024

p.4

Due date

improve teaching skills, so that interactions with children are appropriate and support their ongoing learning effectively 31/12/2024

p.4

Due date

maintain effective risk assessments to remove or minimise potential hazards to children and prevent any choking risks 31/12/2024

p.4

Due date

improve understanding of safeguarding matters so that any wider aspects of child protection are identified and acted upon to keep children safe 31/12/2024

p.4

Due date

develop systems for sharing information with parents so they can support their children's learning further at home. 31/12/2024

p.4

Setting details

Unique reference number EY378146 Local authority Windsor and Maidenhead Inspection number 10363821 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 3 Date of previous inspection 10 January 2019

p.5

Information about this early years setting

The childminder registered in 2008 and lives in Maidenhead, Berkshire. She works Monday to Thursday, each weekday, from 8am to 4.30pm, for most of the year. The childminder holds a relevant childcare qualification at level 3. She provides government funded early education places for children aged from nine months to four years.

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 completed a learning walk together to discuss the childminder's intentions for children's learning. n The inspector observed the interactions between the childminder and children. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n Parents shared their views of the setting in writing with the inspector. n The childminder provided the inspector with a sample of key documentation on request.

p.5

Inspection activities

5 December 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.

p.5

Inspection activities

5 December 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