Childminder 222523

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 poor understanding of the statutory framework for the early years foundation stage (EYFS). Safeguarding requirements are not met and there are weaknesses in the childminder's safeguarding knowledge. On occasions, children are left unsupervised, for short periods of time, with individuals whose suitability has not been checked. This compromises children's safety and welfare.

p.2

The provision is inadequate

The childminder is aware of some areas of learning set out in the EYFS. However, this knowledge is limited and, therefore, cannot be used effectively to enhance children's learning and development. Teaching is not effective. Play and learning are mostly spontaneous and child-initiated. There are no clear learning intentions for children, and they do not benefit from consistent adult guidance or direction to enhance their activities and learning. Consequently, the children do not make good possible progress across all areas of their development.

p.2

The provision is inadequate

Despite these weaknesses, children are happy and settled. They develop close attachments to the childminder, who is attentive to their needs. The childminder knows the children very well. She uses what she knows about children's likes and dislikes, to provide them with resources which they enjoy exploring. For example, when children have an interest in dinosaurs, she provides them with a range of different toy dinosaurs to explore. The childminder encourages children to engage in back-and-forth conversations, naming the different dinosaurs they select. As younger children babble and play, the childminder responds to their communications, narrates their actions and reacts positively to the noises they make. Interactions such as these, contribute to children's growing communication and language skills.

p.2

need to do better?

n The childminder has failed to ensure that she fully understands and continues to meet the requirements for registration, including how to manage children's personal data. Breaches to the requirements set out in the EYFS have an impact on children's safety, welfare and learning. n The childminder understands some aspects of safeguarding, such as identifying signs and symptoms of abuse and understanding her responsibility to report safeguarding concerns. However, she does not know which services she needs to contact to report her concerns. Additionally, she does not have sufficient knowledge of safeguarding matters, such as the 'Prevent duty' or what to do should an allegation be made against herself or a household member. This lack of knowledge means that children's safety and welfare cannot be assured. n Despite the childminder's commitment to providing children with opportunities that support their progress in learning, she does not have a clear focus on what

p.2

need to do better?

13 January 2025 she wants children to learn and why. The childminder can identify some areas of learning appropriate for the ages of the children she cares for. However, she does not always support these effectively. For example, young children who are learning to move more independently, spend periods of time in equipment which restricts their physical development. n Although there are weaknesses in the childminder's curriculum, she does engage in meaningful interactions with children, which supports their communication, language and literacy skills. The childminder provides children with a range of opportunities to listen to stories and, as a result, children are beginning to develop a love of reading. n Children spend time in the childminder's garden and have opportunities to visit local parks, using their physical skills to climb equipment. This part of the childminder's practice has a positive impact on children's physical health and

p.2

need to do better?

development. n The childminder builds warm and nurturing bonds with the children. For example, when they feel anxious or become upset, the childminder swiftly responds to their emotional needs. As a result, children settle quickly and develop a sense of belonging. n The childminder gathers some information from parents when children first attend her setting, such as information about their allergies and food preferences. She keeps parents updated about the activities she provides via messaging applications and a daily diary. Parents value the regular communication and comment that the childminder keeps them informed about children's key developmental milestones. They state that the childminder is like 'part of the family' and appreciate the support she offers, both to the children and parents, when care begins. n The childminder does not use self-evaluation effectively. Although she highlights strengths and areas of improvements within the setting, she does not seek

p.3

need to do better?

meaningful professional development opportunities to address weaknesses in her practice. The childminder has failed to keep up to date with changes and updates to guidance. This has led to gaps in her knowledge of how to support children's learning and development and assure their safety.

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

13 January 2025 ensure appropriate safeguarding training is undertaken, as a matter of priority, to understand how to identify and respond to safeguarding concerns appropriately 04/02/2025

p.3

Due date

ensure that anybody whose suitability has not been checked does not have unsupervised contact with children 04/02/2025

p.4

Due date

ensure all safeguarding policies and procedures are in line with the statutory requirements of the early years foundation stage and the local authority's safeguarding children partnership 04/02/2025

p.4

Due date

improve the quality of teaching so that children receive a good standard of education that helps them to make good progress 24/02/2025

p.4

Due date

develop a secure understanding of your responsibilities under the General Data Protection Regulation when managing children's information 24/02/2025

p.4

Due date

undertake training and regular professional development opportunities to ensure children are provided with a high-quality curriculum that helps them learn and develop new skills across all areas of learning. 24/02/2025

p.4

Setting details

Unique reference number 222523 Local authority Cambridgeshire Inspection number 10372064 Type of provision Childminder

p.5

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

p.5

inspection

Total number of places 6 Number of children on roll 6 Date of previous inspection 1 April 2019

p.5

Information about this early years setting

The childminder registered in 1996. She operates all year round from 7am to 6pm, Monday to Thursday, except for bank holidays and family holidays.

p.5

Inspection activities

n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years curriculum. 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 observed how the childminder interacted with children. n The inspector completed an observation of the childminder interacting with children, during their play, to assess the quality of teaching. n The childminder provided the inspector with a sample of key documentation on request. n The inspector took account of the views of parents.

p.5

Inspection activities

13 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.

p.5

Inspection activities

13 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.

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