Childminder in Derby

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

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The provision is inadequate

Children's safety is potentially compromised. The childminder has not kept her knowledge and understanding of safeguarding procedures up to date. This impacts her ability to report any concerns she has about children to the correct agencies. Additionally, the childminder does not understand the procedures to follow if an allegation is made against herself or an individual who lives or works on the premises. Furthermore, children's safety is not always assured as the childminder does not consistently supervise children while they eat.

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The provision is inadequate

Children do not gain the knowledge and skills they need for future learning, as the childminder does not plan and implement an effective curriculum. The activities the childminder does offer are not linked to the children's ages, abilities or learning needs. The childminder does not interact with children to engage and inspire their interests or help to close gaps in their communication and language development. Children wander around, looking for something to do rather than engaging in meaningful activities. They spend time tipping boxes of resources onto the floor as they search for something to play with. Consequently, children do not develop positive attitudes to learning or make good enough progress. Children are not supported to understand the childminder's behaviour expectations. They struggle when the childminder directs them to tidy up or to share resources because the childminder does not provide age-appropriate explanations or role model how to do

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The provision is inadequate

the things she asks. That said, children learn to manage their personal hygiene needs such as using the bathroom independently.

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need to do better?

n The childminder does not have a secure knowledge and understanding of the local safeguarding procedures. Despite completing the appropriate training, the childminder cannot demonstrate a clear understanding of how to report concerns of potential abuse, involving children in her care. Additionally, the childminder is not aware of the procedures to follow for reporting any allegations against herself or any household members. n The childminder does not understand the significance of ensuring children are in sight and hearing while eating. During snack time, she leaves children alone while she completes other tasks, such as collecting a highchair and throwing nappy sacks in the bin. This compromises children's safety in the event of a choking incident. n The childminder does not support children's understanding of good behaviours. For example, when children struggle to share and take turns, the childminder

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need to do better?

does not show them how to do this. This impacts children's ability to develop friendships and learn how to play cooperatively. Furthermore, during the day, the childminder instructs the children to complete tasks they do not understand,

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need to do better?

28 January 2025 limiting their ability to follow these instructions or understand what is expected of them. n Planned activities do not build on children's interests or support their next steps in learning. For example, the childminder plans a bubble-blowing activity to support children's communication and language and encourage them to put two words together. The childminder shows the children a paper cup with paint and washing-up liquid inside before she uses a straw to blow and create bubbles. Children are asked to pop the bubbles and repeat the single word 'pop' before the childminder takes the activity away. Children show limited enthusiasm for learning and are not supported to make progress. n The childminder does not understand how to support children's learning or how best to interact with them as they play. For example, when children begin to show an interest in building with bricks the childminder interrupts their play,

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need to do better?

offering them a pretend tea set and doll. This prevents children from developing their own play ideas and building sustained concentration skills. Additionally, there are times when children are left to wander the room without interaction from the childminder, who sits and watches rather than engaging them in purposeful play. n The childminder shows warmth towards the children, and they seek her out for cuddles. For example, when a child falls over, they sit on her knee until they feel better. Children are familiar with the childminder. They arrive happy and demonstrate they have a bond with the childminder, as they leave their parents and go straight to her. n Children develop good levels of independence with routine tasks, such as going to the toilet, to help them be ready for their eventual move to school. The childminder reminds them about washing their hands before eating. She encourages older children to wash their hands independently and supports

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need to do better?

younger children to complete this task with a bowl of warm, soapy water as they sit in the highchair.

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Safeguarding

The arrangements for safeguarding are not effective.

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Safeguarding

There is not an open and positive culture around safeguarding that puts children's interests first.

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Due date

28 January 2025 develop a secure knowledge of how to respond to and report any safeguarding concerns about children, and how to manage allegations against adults, including how to report these to the appropriate agencies 07/03/2025

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Due date

ensure children are within sight and hearing while they eat 04/02/2025

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Due date

develop the knowledge and skills required to support children in their understanding of behavioural expectations 07/03/2025

p.4

Due date

ensure professional development is targeted to improve the quality of education to a good standard. 07/03/2025

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Due date

plan and implement a broad and challenging curriculum that builds on what children already know and can do to support their next steps in learning 25/02/2025

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Due date

use high-quality interactions with children to engage them in play activities and to extend their communication and language skills. 25/02/2025

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Setting details

Unique reference number EY440600 Local authority Derby Inspection number 10368147 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 3 Date of previous inspection 11 March 2019

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Information about this early years setting

The childminder registered in 2011 and lives in Sinfin, Derby. She operates all year round, from 9am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder holds an appropriate early years qualification at level 3. The childminder provides places for children in receipt of government funding.

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Inspection activities

n The inspector observed play activities in the childminder's home. She considered, with the childminder, the impact of teaching on children's learning and development and discussed children's progress. n The inspector and the childminder completed a learning walk. They discussed how the environment is organised and the curriculum planned to support children's learning. The inspector took account of how the childminder completes risk assessments to ensure that children remain safe. n At appropriate times during the inspection, the inspector spoke to the children and the childminder. She also took account of the views of parents. The inspector observed the quality of interactions between the childminder and the children attending. n A sample of documentation that supports the effective management of the childcare was viewed by the inspector. This included evidence of qualifications, the suitability of the childminder and other household members, and a sample of

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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

28 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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