Childminder in Lambeth

Inspection date

Previous inspection date 10/10/2012 Not Applicable

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early years provision

This inspection: 4 Previous inspection: Not Applicable How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 4 The effectiveness of the leadership and management of the early years provision 4

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This provision is inadequate

 The childminder does not have a sufficient understanding of the learning and development requirements or child development. As a result she is unable to plan for children's next steps and provide age- and stage-appropriate activities and resources.  Many of the resources are not organised in a way that enables children make sufficient choices about their play.  Snacks and meals provided are not always healthy and nutritious. This does not help children learn about healthy lifetsyles.  Children show little enthusiasm for learning and are reluctant to engage in activities chosen by the childminder. As a result they make poor progress in their learning.  Children have insufficient opportunities to learn about and value cultures that are different from their own.  Parents are not provided with information about the learning and development requirements or their children's progress. As a result they are not involved in their

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This provision is inadequate

children's learning. They are not encouraged to share what they know about their children's learning and development.  The childminder does not share information about children's learning with other providers. As a result there is no continuity in their education.

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It has the following strengths

 The childminder has a satisfactory understanding of how to keep children safe. She has assessed the risks of her premises and has minimised these so that children are able to play safely.  The provider has a satisfactory understanding of child protection issues and her role and responsibility in safeguarding children in her care.

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Information about this inspection

Inspections of registered early years provision are scheduled:  at least once in every inspection cycle. The current cycle ends on 31 July 2016  more frequently where Ofsted identifies a need to do so, for example where provision was previously judged as inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage; or where assessment of the provision identifies a need for early inspection  prioritised for inspection where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 During the inspection, the inspector conducted a tour of the rooms used by children.

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Inspection activities

 The inspector observed children's activities and routines indoors only. The inspector invited the provider to observe an activity the minded child was engaged in.  The inspector discussed individual children's progress with the childminder.

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Inspection activities

 The inspector checked suitability of adults in the household and training records alongside the childminder's policies and procedures.  The inspector looked at the observations made of children by the childminder.

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Information about the setting

The childminder registered in 2012. She lives with her husband and two teenage children in a three-bedroom house in the London Borough of Lambeth. The childminder's home is situated close to shops and good transport links. The ground floor is used for childminding, with access to upstairs for the bathroom and the master bedroom where children can sleep. There is an enclosed garden for outdoor play. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. There are currently two children on roll, both of whom are in the early years range.

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must:

 acquire appropriate skills and knowledge, with particular regard to the learning and development requirements of the Statutory Framework for the Early Years Foundation Stage to enable suitable activities to be planned to support children's progress in all areas of learning  use the observations and assessment of what children are learning to inform planninghelp to understand children's needs, set learning priorities and to plan appropriate activities  foster a culture of continuous improvement through self-evaluation and monitoring of the quality of the provision  provide parents with information about the type of activities and experiences provided for children and how parents can share and extend their children's learning at home. Encourage parents to share what they know about what their children can do.  provide children with meals and snacks that are healthy, balanced and nutritious to support their health and to help them to learn about healthy lifestyles

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To further improve the quality of the early years provision the provider should:

 provide positive images that challenge children's thinking and help them to embrace differences in gender, ethnicity, language, religion, culture, special educational needs and disabilities

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To further improve the quality of the early years provision the provider should:

 make resources and books easily accessible to ensure everybody can make choices and make sure resources are relevant to children's interests

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To further improve the quality of the early years provision the provider should:

 ensure children have uninterrupted time to play and explore and that there is a balance of adult-led and child-initiate play

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To further improve the quality of the early years provision the provider should:

 develop further partnerships with other providers to promote a shared approach to children's learning

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who attend

The childminder has a poor understanding of the learning and development requirements. As a result the educational programme does not adequately cover the seven areas of learning and children do not have access to an interesting and challenging environment. Activities and resources provided do not adequately meet the individual needs of those children attending that are in the early years range. As a result, children show little enthusiasm for learning. For example, they start to throw bricks rather than play with them. The childminder is not aware of the developmental needs of children and activities presented to them are often far too challenging and are not matched to their learning needs. For example, the childminder asks a toddler to write their name. Although some learning takes place, this is not necessarily attributable to the childminding environment. This means that children do not consistently acquire the necessary skills for the next

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who attend

Observations and assessments are basic and do not accurately link to the different areas of learning and the childminder has not identified children's next steps in their learning. The childminder does not use recommended guidance to assess whether or not children are below or above the expectations of the level of development for their age. As a result she cannot accurately assess children's stage of development or identify what they need to do next to make progress. She does not inform parents of the learning and development requirements or of any progress children might be making. As a result parents are not involved in their children's learning.

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who attend

Many of the activities provided are largely initiated by the childminder. For example, the childminder selects toys randomly without much thought as to whether or not it will be age-appropriate for the children. The childminder's expectations of children are unrealistic and activities far too challenging for the age of the children. For example, very young children are given a piece of paper and pen and told to 'write your name' and are expected to count in sequence. Young children enjoy filling up and emptying the container of bricks and enjoy moving to the music playing in the background. They confidently and steadily move their whole body to the sounds they hear and laugh uncontrollably as the notice they are being watched. The childminder joins in children's play, encouraging them to count the bricks as they place them back into the container. Children count randomly and imitate the childminder. They show some level of concentration and interest in what

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who attend

they are doing as they try to fit the lids onto the teapots and pretend to pour the tea. However, the childminder does not capitalise on this by sensitively supporting their learning. Instead, she tries to engage them in other play that she has selected by almost insisting they wear the dressing up clothes and press the buttons on the programmable toys. This means that the childminder has not noticed what arouses children's curiosity and does not help to motivate their interests further.

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The contribution of the early years provision to the well-being of children

The childminder is friendly and welcoming and ensures that children feel settled and secure. Children have some level of independence as they can choose the toys they want to play with. However, the toys are piled into a corner of the room and children cannot see the full range of toys that is available. As a result they select whatever they can put their hands to. They have few opportunities to select books because these are stored on the windowsill which means they would have to climb over the toys to reach them. Children's general health is adequately promoted because the childminder follows good nappy changing and handwashing routines. Very young children are encouraged to wash their hand before eating their snacks. Fresh drinking water is readily available and children are becoming aware of their needs as they help themselves to the water.

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The contribution of the early years provision to the well-being of children

The childminder and some of the parents jointly provide meals and snacks for children. However, these are not always healthy choices as there is an over-reliance on frozen meals such as chicken nuggets, pizza and chips and snacks consisting of jam sandwiches and cake. This means that children are not learning about what contributes to a healthy lifestyle. Children's behaviour is not consistently managed by the childminder. For example, when children throw bricks across the room, the childminder does not explain why they should not do this but instead removes the container in which the bricks are stored and puts it away. This means that very young children not learning about behaviour boundaries or how to keep themselves and others safe. Few resources are available that reflect positive images of diversity. This means that children are not given the opportunity to learn about, value and respect the cultures of people who are different

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provision

The childminder's knowledge of the learning and development requirements is not secure. She has a poor understanding of child development and is unaware of how to use guidance documents to help children progress towards the early learning goals. As a result, she does not challenge children sufficiently. This means that children do not consistently acquire the necessary skills to move to the next steps in their learning. Her limited knowledge of the Statutory Framework for the Early Years Foundation Stage hinders her ability to reflect on her practice. This means that she is unable to identify her strengths and prioritise areas for development to improve the quality of the provision for all children.

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provision

The childminder is aware of safeguarding procedures and has recently attended safeguarding training. She is able to identify signs and symptoms that may indicate a child may be at risk. This means she is able to protect children from harm and take the necessary steps if she has concerns about a child's welfare. Risk assessments are conducted of the premises and when children go on outings. This helps to ensure that safety equipment is in place and in good working order and promotes the continued safety of children within the home.

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provision

Parents have access to the childminder's range of policies and procedures which means they are adequately informed of the management of the setting. However, because the childminder does not have sufficient knowledge of the learning and development requirements she does not provide parents with details about their child's progress towards the early learning goals. In addition, parents do not contribute towards their child's education by sharing their views about what their children can do or on their progress whilst with the childminder. A contact book provides parents with information about what children have done as part of the daily routine. However, they are not informed in advance of the activities that their children will take part in and so are unable to contribute to their learning. Parents recently completed a questionnaire, which asked for their views about the setting. Parent's comments suggest that they are happy with the

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provision

service provided by the childminder. The childminder has a basic partnership with other provisions that the children attend. She shares information such as what the child has been doing but does not exchange information about their learning. This means that there is limited continuity in children's education.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are

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actions)

The requirements for the voluntary part of the Childcare Register are

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To meet the requirements of the Childcare Register the provider must:

 make available to parents information about the activities the children will undertake (Providing information to parents) (compulsory part of the Childcare Register)  make available to parents information about the activities the children will undertake (Providing information to parents) (voluntary part of the Childcare Register).

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Satisfactory Satisfactory provision is performing less well than expectations in one or more of the key areas. It requires improvement in order to be good. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be inspected again within 12 months of the date of this inspection.

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Grade Judgement Description

Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not Met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

This inspection was carried out by Ofsted 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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Setting details

Unique reference number EY439350 Local authority Lambeth Inspection number 803366 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 2

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Name of provider

Date of previous inspection Not applicable

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Telephone number

set out in the guidance ‘raising concerns and making complaints about Ofsted', which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises that are usually their own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. 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 Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, 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,

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Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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