Childminder

Childminder

Unique reference number (URN): EY479300 Registered with Ofsted: 31/10/2014 Registers: EYR, CCR, VCR

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Safeguarding standards not met

Leaders have not ensured that there is an open and positive culture around safeguarding. This puts children at significant risk of harm. The childminder's knowledge and understanding of safeguarding is poor. She has not completed appropriate training to maintain basic skills and keep up to date with any changes to safeguarding procedures. The childminder does not demonstrate a secure understanding of the signs that indicate children might be at risk from harm or abuse. This means that she cannot identify concerns or respond in a prompt and timely manner to keep children safe and protected.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Urgent improvement

Children do not attain the foundational skills they need for their next stage of learning, including school. This is because the childminder does not help them to extend their knowledge and make consistently secure progress. The childminder does not have suitable strategies in place to help children who struggle to communicate using words. She does not fully support children to extend their language skills and vocabulary. For instance, during their play with dinosaurs, the childminder refers to their toys as 'this one' and 'that one' instead of naming the different types of dinosaurs. In some activities, the childminder's expectations of what children can achieve is too high. As a result, she sets goals for children that are not achievable. This leads to children being frustrated and demonstrating behaviour that shows they do not enjoy their learning.

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Behaviour, attitudes and establishing routines Urgent improvement

The childminder has identified that children lack confidence in larger social groups. However, she does not provide them with any activities to help them become more confident and ready for their move on to school. The childminder does not provide any support to help children with special educational needs and/or disabilities to communicate their wants and needs effectively. In addition, children do not display positive attitudes to learning consistently. Learning experiences do not promote children's interests well. As a result, they do not demonstrate high levels of concentration and enjoyment.

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Behaviour, attitudes and establishing routines Urgent improvement

The childminder teaches children to negotiate, share and take turns when she interacts with them. This means children develop some of the skills they need to build relationships within the setting. The childminder encourages children's regular attendance. She gathers information from parents about children's care routines at home and provides children with routines that in the main, help them to feel secure. The childminder reminds children of rules and boundaries. Overall, children behave well and are developing a sense of right and wrong.

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Children's welfare and wellbeing Urgent improvement

The childminder does not prioritise children's welfare and wellbeing. She does not maintain a clean, hygienic and hazard-free environment for children to play and learn safely. The childminder does not check the premises adequately each day. The garden is cluttered with a range of tripping hazards, including clothes that have fallen from the washing line and been left on the floor. Jars of cigarette butts are left within children's reach. The childminder does not ensure fresh drinking water is readily available to children so that they can keep hydrated.

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Children's welfare and wellbeing Urgent improvement

The childminder does not promote children's understanding of why a healthy diet is important. She does not provide children with healthy meals or snacks. Children drink juice from bottles with plastic spouts throughout the day, despite them being able to drink from a cup without a lid. The childminder understands the impact this can have on children's teeth. However, she has not taken positive action to change it.

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Children's welfare and wellbeing Urgent improvement

The childminder helps children to develop their independence in some personal care routines, such as dressing themselves and washing their hands after using the toilet. Children have opportunities to develop their physical skills when they use equipment in the childminder's garden. For example, they play football and balance on large tyres. However, the space is cluttered which limits how much children can move around.

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Curriculum and teaching Urgent improvement

The quality of the curriculum and teaching is poor. The curriculum is not sequenced well to develop children's knowledge and skills across all areas of learning. For example, the childminder expects children to be able to group objects and match numerals to these groups before they have learned to count successfully. The childminder does not promote children's love of books and reading effectively. Although a limited range of books is available to children, when they do show an interest in them, their favourite ones are missing. As a result, they lose interest and find something else to play with.

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Curriculum and teaching Urgent improvement

Children engage in play with the childminder when activities interest them. They enjoy positive interactions as they share their ideas. For example, the childminder asks children 'How will we do that?' and 'You show me?' when they suggest modelling a snowman out of play dough. However, the childminder does not provide children with enough opportunities to develop their confidence and social skills in larger social groups, to help prepare them for the school environment. The childminder explains that there are activities in the local area that she could take children to, so that they meet and interact with other children, but she has not done so.

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Inclusion Urgent improvement

The childminder has used additional funding to provide a low-level table and chairs. This means children can now sit together and eat at mealtimes. However, the childminder does not always use additional funding effectively to reduce barriers that children face and help them make secure progress in their learning and development. For instance, the childminder does not have strategies in place to support children who struggle to communicate verbally. This means that at times, these children are not able to communicate their wants and needs easily, which leads to them being frustrated. The childminder has purchased a low-level bookcase so that books are more accessible for children with special educational needs and/or disabilities. However, she does not review how this is used by children or the impact it has on their learning and progress.

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Inclusion Urgent improvement

The childminder does not facilitate the consistent sharing of information with parents and other professionals to identify gaps in children's learning. For instance, children have a good understanding of colour and size. They demonstrate how their toy dinosaurs make big and small footprints in play dough. Children use mathematical language during their play, such as up, over and heavy. However, the childminder has not identified that children lack basic counting skills. For example, children have not grasped number sequence or understand that one number follows another. The childminder does not sequence the curriculum, or effectively assess children's learning, to ensure that she is closing any gaps in learning.

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Leadership and governance Urgent improvement

Significant weaknesses in the childminder's knowledge and understanding of safeguarding means that she cannot make sure children are protected at all times. The premises are not well maintained to ensure they are fit for purpose and organised in a way that meets the needs of children. The childminder does not adequately promote children's good health, including oral health.

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Leadership and governance Urgent improvement

The childminder does not recognise the weaknesses in her practice. She does not demonstrate a suitable commitment to her own professional development. As a result, her knowledge of the areas of learning and understanding of how children learn is poor. This means children's care and learning are not tailored to their individual needs. The curriculum is narrow and as a result, children's learning experiences are limited. For example, the childminder does not encourage children's love of books and reading. She does not provide children with experiences that help them to understand that their wider community and the world is culturally diverse.

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Leadership and governance Urgent improvement

The childminder does not engage effectively with parents and other professionals to ensure that children are supported to make secure progress in the setting and at home.

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Compulsory Childcare Register requirements

This setting has not met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has not met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

The childminder does not have effective measures in place to keep children in her care safe. The childminder's weak risk assessments mean that hazards are not removed or minimised. In addition, poor hygiene practices mean that children's health is not always protected.

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What it's like to be a child at this setting

The childminder's knowledge of the areas of learning and the way in which young children learn is insufficient. This means children do not benefit from an ambitious curriculum that supports them to make secure progress. The childminder's assessments of what children already know and can do are not accurate. As a result, they do not have the underpinning skills they need to progress. This leads to frustration for children, which has a negative impact on their confidence to learn. The childminder does not support children to develop their self-confidence to help prepare them for the move on to school. The childminder does not provide enough tailored support to children with special educational needs and/or disabilities. This means they do not experience high-quality learning experiences that help them to reach their full potential.

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What it's like to be a child at this setting

The childminder encourages children to be respectful, use good manners and be kind. However, her curriculum does not reflect diversity, or support children's understanding of what makes them unique. The childminder does not provide children with learning experiences that extend their knowledge of other people and the wider world.

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What it's like to be a child at this setting

The childminder works with parents to support children's regular attendance. Children are settled in the setting. They make some choices about their play and learning, using the resources available to them. Children have a good relationship with the childminder and are supported to play alongside their peers within the setting.

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Next steps

The provider is not meeting the requirements of the Early years foundation stage and Childcare register and Ofsted intends to take enforcement action.

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Next steps

We will issue a Welfare Requirements Notice requiring the provider to have taken the following actions by the assigned date:

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Inspector:

Nicola Dickinson To meet the requirements of the Early years foundation stage and Childcare register the provider must take the following actions by the assigned date:

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About this inspection

We carried out this inspection as a result of a risk assessment, following information we received about the provider. The provider will be able to give parents further information about this.

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About this inspection

The inspector spoke with the provider and children during the inspection.

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About this inspection

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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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 15:00

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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