Childminder in Greenwich

Inspection date

Previous inspection date 06/08/2013 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 has too little understanding of the learning and development requirements of the Early Years Foundation Stage, resulting in poor monitoring of the educational programmes and of children's progress.  The childminder does not assess children's learning; therefore she is not effectively planning for children's next steps in learning in order for children to make the best possible progress, taking into account their starting points and capabilities.  Resources do not adequately cover all the required areas of learning and this lack of a sufficiently stimulating environment hampers children's progress.  The childminder is not vigilant enough to ensure that the environment is safe for children and she does not practice the evacuation procedures with them. This compromises children's safety.  Weak self-evaluation systems mean the childminder does not have an accurate appraisal of her setting to identify and address key weaknesses in order to secure

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It has the following strengths

 Children form secure attachments as a result of the care and affection the childminder shows them, which helps to support their emotional well-being.

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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

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged 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 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  scheduled 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

 The inspector observed activities in the main play areas.

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Inspection activities

 The inspector spoke with the childminder at appropriate times throughout the observations.  The inspector looked at a selection of policies and records.  The inspector and childminder conducted a tour of the premises.

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Information about the setting

The childminder registered in 2013 on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She lives with her husband in the Royal Borough of Greenwich, close to shops, schools, parks and public transport links. The whole of the ground floor of the childminder's home is used for childminding and there is a garden for outside play. The childminder currently has one child on roll in the early years age group. The childminder takes children to the local parks and walks or drives to the local nursery schools to collect children.

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must:

 improve understanding of the learning and development requirements in order to offer children a suitable range of resources, experiences and appropriate challenges in all required areas; liaise effectively with parents and other providers in order to understand children's current skills and abilities; and use this information to build on what children already know

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must:

 make systematic observations and assessments of each child's progress across all seven areas of learning in relation to their age and stage of development and use this information to plan the next steps in learning for each child

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must:

 ensure that the first aid box is sufficiently stocked with appropriate content for use with children

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must:

 improve the procedures for assessing any risks to children's safety; with particular regard to the storage of dangerous substances

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must:

 ensure that any vehicles in which children are being transported and the driver of those vehicles are adequately insured

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must:

 foster a culture of continuous improvement through effective use of reflective practice and self-evaluation, which includes input from parents and children, to identify the setting's strengths and key weaknesses, in order to prioritise areas for development that will continuously improve the quality of provision for all children.

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

 help children to manage their own safety, for example, by practising the fire evacuation procedure.

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who attend

Children do not have sufficient challenge and are not supported to make the best possible progress in all areas of learning and development. Opportunities and outcomes for children are limited because the childminder is not doing enough to build partnerships with parents to develop knowledge and understanding of each child's learning needs. There is insufficient attention to identifying children's starting points and the childminder carries out no observations or assessments on the children. Therefore, she does not have a clear picture of each child's developmental level to enable her to identify their next steps in learning.

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who attend

The educational programmes do not adequately cover all the areas of learning. There is a lack of resources in the learning environment to enable children to become familiar with the world around them. The childminder does not provide simple technology equipment or resources that reflect diversity to broaden children's understanding of the society in which we live. Children do not have access to everyday household objects to engage their natural curiosity and imaginary experiences. The childminder does not provide an environment rich in print. The few borrowed library books are stored on an adult-height shelf. This means that children are unable to look at and enjoy books independently. The childminder's lack of understanding of these requirements means she does not provide sufficient challenge for all children across each area of learning. Therefore, she is unable to plan activities to enable children to move forward in all aspects of their learning and

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who attend

Although the children are only with the childminder for a short time, much of this is spent painting or drawing. Children create simple representations of people, explore what happens when they mix the different colour paints and describe the changes that occur. Children confidently talk about their observations and experiences knowledgably, giving meaning to the marks they make as they draw, paint and write. For example, children confidently show how green and pink paint turns into orange and demonstrate to visitors that they can write their name. However, the childminder lacks an understanding of how to shape and direct discussions. She does not encourage conversations or support children's growing ability to use talk to clarify thinking, ideas and experiences. In addition to this, the childminder does not use unplanned opportunities to talk to children about the letters that represent the sounds in their name.

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

The childminder has failed to identify and manage risks to children's health and safety sufficiently. Consequently, children's well-being is compromised. There are cleaning fluids stored in low-level base units in the kitchen and in the shower room/toilet, which are easily accessible to the children. Also, the childminder has failed to obtain appropriate motor insurance for business use when transporting children in a car. In addition, the first aid box is not sufficiently stocked with the appropriate contents to enable the childminder to give appropriate treatment in the event of an accident. These failings place children's health and safety at risk. Furthermore, children are not learning how to keep themselves safe. This is because the childminder does not practise the emergency evacuation procedures with the children. Therefore, children do not learn and understand how to leave the house quickly and safely in the event of an emergency.

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

Children have a gradual settling in period into the childminder's home, including support from other settings that children spend most of their day. As a result, children settle well and quickly gain a sense of belonging. Children have warm and secure attachments with the childminder. She is attentive to children's care needs and praises them appropriately for their efforts, promoting their self-esteem. Children behave well. This in turn helps children develop skills they need for the next stage of learning and for school.

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

Fresh air and exercise is part of the daily routine. Trips to the local parks or adventure playground, where there is large climbing equipment, give children plenty of opportunity to practise and develop their physical skills. This also helps children learn that exercise keeps them healthy. The childminder shows regard to maintaining suitable hygiene standards, encouraging children to take care of their own personal care. This helps to reduce the risk of cross infection. Children confidently explain when and why they need to wash their hands, such as after using the toilet and before eating. Parents currently provide meals for their children. The childminder complements this by offering a variety of fresh fruits and water. This helps children to learn the importance of adopting healthy eating habits.

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provision

The childminder has not familiarised herself with the Statutory Framework for the Early Years Foundation Stage. She has a weak understanding of the safeguarding and welfare requirements. As a result, the arrangements for keeping children safe are insufficient. The childminder is not always vigilant about all potential risks that compromise children's safety. For example, she does not ensure that vehicles in which children are being transported, and the driver of the vehicle, are adequately insured. In addition, she does not take all reasonable steps to store dangerous substances out of children's reach. Furthermore, the lack of appropriate first aid equipment means that she cannot act in the child's best interest if there is an accident. Nonetheless, the childminder demonstrates an appropriate understanding of child protection matters and knows the appropriate steps to take if she has any concerns about a child in her care.

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provision

The childminder is not secure in her understanding of the learning and development requirements. As a result, there is poor monitoring of the educational programmes and children's progress. Failure to undertake regular assessments means the childminder is unable to demonstrate how children are consistently improving over a sustained period or plan for children's next steps in learning.

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provision

The childminder has built suitable links with other early years provision where the minded children attend. She exchanges information about children's general well-being with the nursery school teacher in order to promote consistency of care for the children. The nursery school teacher provides information about activities to help the childminder maintain continuity of learning and development while children are in her care. The childminder gives daily feedback to parents about their children's day and passes on information about nursery school activities so that parents can support their children's learning and development at home. However, there are no systems in place to help parent's share what they know about their children or to keep them informed about their children's achievements and progress. Parents spoken to at the time of the inspection comment positively about the setting, saying that their children enjoy attending and they praise the support they receive.

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provision

However, the childminder does not have an appropriate system to evaluate her provision or seek the views of parents. As a result, she fails to identify significant weaknesses in her practice. This limits her ability to monitor the quality of the provision, prioritise and target areas in need of most improvement.

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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:

 undertake a risk assessment of the premises and equipment; at least once in each calendar year, and immediately, where the need for an assessment arises. Ensure that all necessary measures are taken to minimise any identified risks (compulsory part of the Childcare Register).  undertake a risk assessment of the premises and equipment; at least once in each calendar year, and immediately, where the need for an assessment arises. Ensure that all necessary measures are taken to minimise any identified risks (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 action. 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 EY454032 Local authority Greenwich Inspection number 902243 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 1

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Name of provider

Date of previous inspection not applicable

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Telephone number

set out in the guidance ‘Complaints procedure: 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, which are usually the childminder’s 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

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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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