Childminder

Childminder

Unique reference number (URN): 102543 Registered with Ofsted: 06/08/1998 Registers: EYR, CCR, VCR

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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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

All children are not well prepared for the next stage of their learning. Children with special educational needs and/or disabilities do not make progress in their communication and language abilities. Children are not provided with the necessary support to help them reach their developmental milestones and are not making the expected progress to enhance their knowledge, memory or ability to perform new tasks. Children do not develop positive attitudes towards physical exertion and do not regularly play outdoors. They do not engage in sufficient physical activity or establish healthy habits. Children build creative skills as they finger paint. However, the overall provision does not enable children to flourish or prepare them adequately for future learning.

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Behaviour, attitudes and establishing routines Urgent improvement

The childminder has low expectations regarding children's attitudes towards learning and their ability to follow routines. There is a lack of effective identification of, and response to, children's individual needs. Children do not develop positive attitudes to learning and routines. The childminder does not work with other agencies to provide children with specialised, additional support when needed.

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Behaviour, attitudes and establishing routines Urgent improvement

The childminder does foster positive relationships with the children and supports them to be calm. However, children do not enjoy opportunities to play with others to build their cooperative play skills. When children encounter difficulties in sharing, the childminder states 'no' or redirects children's attention to manage these situations, but children do not learn how their behaviour impacts others or how to manage their emotions. At times, the childminder takes toys away from children without telling them why.

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Behaviour, attitudes and establishing routines Urgent improvement

The childminder understands the importance of regular attendance and places an emphasis on supporting parents to achieve this.

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Children's welfare and wellbeing Urgent improvement

The childminder does not work effectively to ensure that routines and care are tailored to meet children's individual needs. There are instances where the childminder fails to notice when children need attention, which does not support children's emotional and physical wellbeing. Children are not supported successfully to develop an understanding of their physical development and health. For example, they have limited opportunities for physical activity and exercise outdoors. The use of screen time is extensive, reducing opportunities for children to express their opinions and how they are feeling. Children are not supported effectively to make healthy choices regarding rest, exercise and screen time. Opportunities to develop independence skills are limited. For example, the childminder does not support children to develop their personal care skills.

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Children's welfare and wellbeing Urgent improvement

The childminder has established warm and positive relationships with children, who seek her out for cuddles of reassurance when needed.

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Curriculum and teaching Urgent improvement

The childminder's curriculum does not encompass the full breadth of the early years foundation stage requirements. The sequencing of learning experiences demonstrates a lack of ambition and does not prepare children effectively for their next stage of learning. Children who require targeted and intensive interactions to develop their communication skills are not receiving the necessary support they need. Although the childminder engages in conversation with children by making comments, she has not considered how to build further on their vocabulary or enhance their communication skills.

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Curriculum and teaching Urgent improvement

The childminder does not successfully review progress so she knows what children can do, to tailor teaching to children's next steps and needs. Reasonable adjustments are not implemented to accommodate the needs of children with special educational needs and/or disabilities. For example, the childminder does not support toilet training for children whose communication skills are still developing. In addition, children are not being supported to achieve their planned next steps. This includes not providing sufficient physical opportunities for children who are ready to start walking, as the childminder continues to carry and hold children instead of fostering independence. The childminder does not facilitate daily outdoor activities for children. This limits children's development and access to a broad range of learning experiences.

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Inclusion Urgent improvement

The childminder does not identify, assess or meet the needs of all children effectively, particularly those with special educational needs and/or disabilities (SEND). Support provided for children with SEND is ineffective. There is a lack of systematic monitoring of children's progress and insufficient review of the support given or its impact. The childminder does not recognise the importance of working in partnership with other professionals to implement support plans, or of seeking additional guidance when she has concerns.

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Inclusion Urgent improvement

The childminder does not make successful use of additional funding intended to support children with SEND. For example, she has not identified the best way to use funding to ensure there is a positive impact on children. She does not ensure she adapts her practice effectively to reduce barriers that children face. For example, she does not prioritise the most important skills that children need to gain to catch up. In addition, although the childminder recognises that some children particularly benefit from outdoor play, she does not ensure this is available.

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Leadership and governance Urgent improvement

The childminder is not consistently acting in the best interests of the children in her care. Although she has established links with other early years professionals, she has not followed the guidance strategies recommended by these professionals. Furthermore, the childminder has failed to take prompt action to contact other early years professionals when additional support is needed to promote children's learning and development.

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Leadership and governance Urgent improvement

The allocation of additional funding intended to support children with special educational needs and/or disabilities (SEND) has not resulted in any meaningful improvement in the learning and development outcomes for these children. Efforts to address identified areas for development have not been effective, and the childminder has not identified all of the improvements needed in her approach to childcare and teaching. Children do not make progress in their learning and development, building on what they know and can do.

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Leadership and governance Urgent improvement

The childminder has expressed a desire to improve her understanding of how to best support children with SEND but no effective action has been taken. In cases where children attend more than one setting, the childminder does maintain contact with those additional settings to share relevant knowledge and understanding.

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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 demonstrates an understanding of how to plan appropriate next steps for each child. However, there is a lack of effective implementation, resulting in children not making the expected progress in the key areas identified by external early years professionals. This gap in practice particularly affects children with special educational needs and/or disabilities (SEND), who do not receive the targeted support required to advance from their individual starting points.

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

The quality of interactions between the childminder and children is weak, which impacts negatively on children's language and communication development. The childminder does not do enough to make sure that children with SEND have contact with relevant professionals when needed, further limiting opportunities for progress. She does not consider the impact of the frequent use of screens, such as televisions or tablets, on chances for children to engage in meaningful conversation and language-rich activities. Outdoor play does not take place daily. As a result, children miss out on important experiences that would support their overall development. Children are not benefiting from effective systems and processes designed to help them flourish and reach their full potential.

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

The childminder develops strong bonds with the children in her care. She recognises the positive impact that secure and nurturing relationships have on children's development. Children are calm, secure and safe in her care. Children concentrate when playing with balls of dough and developing their hand strength. The childminder encourages attendance and knows what steps to take if there are concerns about a child's attendance.

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Next steps

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 setting

Operating hours: Monday,Tuesday,Friday : 08:00 - 18:00

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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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About this inspection

The inspector spoke with the childminder and parents 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 inspection

A quality assurance visit by an additional inspector was carried out at this 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

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

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