Dodds Karen Claridge

Overall effectiveness Inadequate

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

p.1

The provision is inadequate

Children's health and well-being are not met consistently by the childminder. This is because the childminder does not ensure she has all the appropriate medication to meet the children's individual needs, including when they are in her home or on outings. This lack of attention to meeting children's needs may put children at risk of harm if they require their medication immediately.

p.2

The provision is inadequate

Children have opportunities to develop the muscles in their hands in preparation for early writing. For example, older children use tools, such as safety knives, to cut bananas at snack time. When younger children show that they prefer to learn in a particular way, the childminder encourages this. For example, when children struggle to slot toys into containers, the childminder shows them how to make them fit, and younger children copy her actions. This support contributes to children developing their hand-eye coordination. Older children learn how to use objects for different purposes. For example, the childminder explains to the children that they can throw flying discs outdoors, but inside they can spin them on the floor. Children listen before they place toys on a flying disc and practise spinning it. Children receive praise when they do this, helping to raise their self- esteem and confidence.

p.2

need to do better?

n The childminder does not consistently follow safe procedures to record, review and administer medication to promote children's health. This includes the childminder not keeping clear written records or sharing all information with parents about the times she administers medication to children. Furthermore, the childminder does not check or ensure that she has children's specific medication with her at all times, to make sure she can meet any emerging health needs children may develop. n The childminder attends training courses to extend her knowledge of how to develop children's concentration, such as when she shares books with them. Following this training, the childminder now provides children with a cosy area to further encourage them to sit and listen. She introduces toys for children to hold that reflect the images they see in the books. Children demonstrate their growing concentration and listening skills as they ask the childminder to read

p.2

need to do better?

them the same book again, helping them to secure their knowledge of the story. n Children are supported to develop their mathematical skills. For example, the childminder talks to children about the different shapes they see on toys. Older children are supported to develop their knowledge of the correct number of objects they play with. n The childminder uses observations and assessments to help identify what children need to learn next, including supporting children's communication and

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need to do better?

9 January 2025 language skills. For example, when younger children move their heads to look up, the childminder says 'up'. The childminder copies children's movements and encourages them to watch and repeat. This support helps the children to understand the words that describe their actions. n Children show an understanding of daily routines that the childminder embeds. These include children washing their hands after using the toilet and having their nappies changed. However, the childminder does not always carefully consider children's privacy during nappy changing or as they learn to use the potty. n Children are keen to help the childminder complete tasks, showing positive behaviours. For example, when the childminder asks children carry food into the playroom, ready for snack time. Children help the childminder to tidy toys away when the routine of the day changes. n The childminder provides opportunities for children to develop their

p.2

need to do better?

independence skills. For example, she arranges toys and equipment, so children can make independent choices about what they want to play with. n Parents receive information from the childminder about their children's day and how she intends to support their development. The childminder shares advice about how parents can continue their children's learning at home. For example, she talks to parents about sharing books and reading stories with their children to encourage their speaking skills.

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

implement a procedure to ensure that children's prescribed medication is available to be administered to meet their health needs at all times throughout the day 10/01/2025

p.3

Due date

keep a written record and inform parents and carers of any medication administered to a children. 10/01/2025

p.3

should:

9 January 2025 n promote children's privacy when changing their nappies and supporting them with toileting.

p.3

Setting details

Unique reference number 257423 Local authority Lincolnshire Inspection number 10367398 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 7 February 2019

p.5

Information about this early years setting

The childminder registered in 2001 and lives in Sleaford, Lincolnshire. She operates all year round, from 7.30am until 5pm, Monday to Friday, except for bank holidays and family holidays. She provides funded early education for children aged nine months upwards. The childminder holds an appropriate level 3 qualification.

p.5

Inspection activities

n The childminder and inspector completed a learning walk and discussed how the curriculum supports children's learning. n The inspector observed the quality of education during activities and assessed the impact this has on children's learning. n Children spoke with the inspector during the inspection. n The inspector carried out a joint evaluation of an activity with the childminder. n The inspector held discussions with the childminder. She reviewed a sample of documentation. n Written feedback from parents was reviewed by the inspector, who took account of their views.

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Inspection activities

9 January 2025 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 January 2025 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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