Childminder in Bexley

Inspection date

Previous inspection date 04/11/2013 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 an inadequate understanding of the safeguarding and welfare requirements because she has a poor knowledge of child protection issues and procedures to follow to protect children's welfare.  The childminder does not demonstrate a suitable knowledge of the learning and development requirements and as a result she is not promoting or monitoring children's development in all areas of learning effectively.  Children's safety and welfare is not effectively promoted because risk assessments are not effectively implemented. The childminder does not keep an accurate record of children's attendance to further promote their safety at all times.  Self-evaluation is not robust in identifying key areas for improvement.

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It has the following strengths

 Children are settled and display a sense of belonging. They have formed appropriate attachments with the childminder.  The childminder takes care to find out about children's individual routines in order to be able to meet their basic care needs.

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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 sampled documentation, such as evidence of suitability checks, attendance records and policies and procedures.

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Inspection activities

 The inspector spoke to the childminder about the progress of children and how she uses her observations to develop next steps for individual development.

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Inspection activities

 The inspector spoke to the childminder during the course of the inspection to ascertain her understanding of the welfare and learning requirements

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Inspection activities

 The inspector discussed the childminder's self-evaluation systems to ascertain how she is evaluating her provision to enhance outcomes for children.  The inspector observed the childminder interacting with the children.

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Information about the setting

The childminder registered in 2005. She lives in Thamesmead, in the London Borough of Bexley with her husband, three adult daughters and school aged son and daughter. The home setting is a three storey town house although the childminder only uses the first floor for childminding purposes. There is a fully enclosed garden for outside play.

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Information about the setting

The childminder is registered by Ofsted on the Early Years Register and on both the compulsory and voluntary parts of the Childcare Register. She is currently caring for one child in the early years age group on a part time basis.

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must:

 ensure that there is a policy and procedures in place for safeguarding children which includes; who the childminder would contact, the action the childminder would take if an allegation was made against herself or a member of her household and the safe use of mobile phones and cameras

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must:

 maintain an accurate attendance register that is a true reflection of the hours children attend

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must:

 improve the systems for self-evaluation and monitoring strengths and weaknesses within the provision, and use targeted plans to bring about required improvements

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must:

 develop a secure understanding of the learning and development requirements and provide activities that reflect all areas of learning, particularly the primes areas

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must:

 ensure that the risk assessment is effective and that identified risks are minimised for example, with specific regard to the accessibility of trailing wires

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must:

 make systematic observations of children's learning and assess their 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 for each child.

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who attend

The childminder demonstrates a limited understanding of the learning and development requirements of the Statutory Framework for the Early Years Foundation Stage. She demonstrates an inadequate understanding of the different areas of learning and how to promote these. The childminder does not routinely complete observations in order to extend children's individual interests and progress in line with their initial starting points. As a result, she is unable to gauge how children are progressing and how she can promote their development further through the provision of age appropriate activities. The childminder does not plan a suitable range of purposeful activities, which are age appropriate and support all areas of learning effectively. For example, currently children do not have opportunities to participate in activities outside the home or to use the childminders garden area. This limits opportunities to develop some of the prime areas of

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who attend

children's learning such as their personal, social and emotional skills and their physical development. Children do not have the opportunity to socialise with other children, and develop key skills such as sharing and turn taking. As a result, their preparation for moving onto nursery and school is limited. The lack of activities outside of the home setting impacts on the children's understanding of the world around them such as the changes in weather, nature and the work of people in the local community.

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who attend

Children are learning some skills in communication and language. For example, the childminder introduces some vocabulary during play activities such as the name of objects children are playing with. However, her lack of understanding of how language develops impacts on the activities she provides to children. For example, babbling is not encouraged and when the childminder introduces some new words she does not actively point to the objects they correspond to. As a result, it is not evident as to whether babies and young children are making these connections. There are no opportunities for children to look at books or to listen to stories to extend their language skills further. The childminder is developing children's mathematical skills by using some mathematical language during play activities. For example, she counts children's fingers saying the numbers 1,2,3 aloud. Children have opportunities to develop their sense of shape, space and measure as they

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who attend

put different sized pots inside or on top of each other.

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who attend

The childminder is not supporting children to become inquisitive, independent learners and as a result, they are not being prepared for the next stage in their learning. She misses opportunities to extend children's learning during play activities. For example, a child starts to kick a toy around and shows excitement at being able to move the object using their feet. However, rather than encouraging this interest, the childminder tells the child to stop kicking the toy, unaware that the child is fascinated with their own ball skills and of the learning experiences the activity might provide. With a little support to show or role model what to do with a more appropriate toy children may have gained a lot from this activity. As a result, children are not always encouraged to develop their interests further or make sufficient progress in some aspects of their development.

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who attend

When a child starts at the setting the childminder discusses their individual needs with parents and obtains some very basic information on their development such as what words they currently use. The childminder lacks an understanding on the need to have adequate information on starting points and interests before children start with her to support their learning n her setting. The childminder provides verbal feedback to parents about their child's day. This information mainly involves care routines rather than their child's progress and development. This limits continuity for promoting children's development between the setting and home.

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who attend

Children are settled in the childminders care. They are happy to explore the childminder's setting and seek reassurance as and when required, for example, when they are tired or wake from their sleep. The childminders home is warm and comfortable with a satisfactory range of age appropriate resources. These are stored at low level enabling children to make independent choices about their play. On a number of occasions children select an activity but are not supported to play with this or engaged by the childminder to extend their interest.

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

Children are settled in the childminders home. The childminder talks to parents about their child's individual routines and care needs and ensures that she meets these. For example, she demonstrates an understanding of when children are tired and need a rest. The childminder discusses each child's individual requirements with parents including medical needs, allergies and dietary needs. Information is recorded on individual child record forms. Settling in procedures support children to form strong emotional attachments with the childminder. These sessions are tailored to each child's individual needs and character in full consultation with their parents. Children demonstrate that they are happy and settled in the childminders care, and show a clear sense of belonging. When waking from sleep they seek reassurance and cuddles from her.

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

The childminder has information in place to ensure that she meets individual dietary requirements appropriately. Although parents mainly provide food for their children the childminder supplements this with a variety of fresh fruit options. Children are provided with regular drinks throughout the day. However, currently children's independence at meal times is not encouraged. For example, the childminder feeds children and gives them no opportunities to attempt to feed themselves. As a result, they are not fully encouraged to develop self-care skills.

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

The childminder supports children to develop a positive self-esteem by praising their efforts and achievements. However, opportunities to build positive relationships with other children and learn key skills such as sharing and turn taking are not provided currently. As a result, children do not have opportunities to mix with other children their age or enjoy activities in different social environments.

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

Currently children have extremely limited opportunities for physical development. They do not use the childminder's garden and do not undertake any activities in the local area. This limits their access to fresh air and exercise where they can release energy and also has an impact on the physical and social skills they can enjoy.

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

The childminder has completed an appropriate paediatric first aid course and is able to provide appropriate first aid treatment in an emergency. An accident book is in operation and all accidents sustained by children in her care are fully recorded and discussed with parents.

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provision

The childminder does not meet all the requirements of the Statutory Framework for the Early Years Foundation Stage. There are some breaches in safeguarding and welfare requirements that have an impact on children's welfare and safety. Although the childminder has risk assessments in place these are not effective in fully identifying and minimising hazards to children. For example, trailing wires behind the desk and television are accessible to children, which could potentially be extremely dangerous. This risk has been identified on the written risk assessment as a risk that has been mimimised yet it is still a hazard to children. The childminder fails to keep accurate records of children's attendance. These are breaches of legal requirements and have an impact on children's safety.

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provision

The childminder demonstrates an inadequate understanding of the learning and development requirements. The childminder does not monitor children's progress effectively. Although so far she has not had to complete the progress check for children between the ages of two and three years she shows a total lack of understanding of her role in completing this check. Her limited understanding of the need to use observation and assessment to identify any gaps in learning means that children's progress is not supported sufficiently. For example, her inability to track progress results in a lack of understanding to plan suitably for children's individual learning. As a result, there is currently ineffective monitoring of children's ongoing progress and development through assessment. Activities do not reflect the seven areas of learning or the individual needs and interests of the children sufficiently. The childminder's limited interaction during play

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provision

activities minimises children's enjoyment and learning opportunities. This impacts on children's enjoyment and progress and means that they are not encouraged to develop to their full potential.

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provision

The childminder demonstrates a limited understanding of her responsibilities in relation to meeting the safeguarding and welfare requirements of the Statutory Framework for the Early Years Foundation stage. Although she has a safeguarding policy in operation the childminder demonstrates limited understanding of the procedures that she would follow if she had a child protection concern about a child in her care. She is unaware of who she should contact to report any concerns even though she has attended recent training. The childminder is also unclear of how she can minimise the risk of harm to children from having a mobile phone and camera policy in place. These are breaches of legal requirements and compromise children's safety. Although the childminder has attended a number of courses to enhance her knowledge and understanding she does not recognise the weaknesses in her practice in order to drive

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provision

improvement. From discussions, the childminder is keen to address the weaknesses identified during the inspection. Although a self-evaluation is in place it is ineffective in monitoring and reviewing her practice and therefore has little impact on outcomes for children. Currently parents' views are not included in the self evaluation process. As a result, the childminder does not demonstrate an effective capacity for improvement that will benefit the children.

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provision

The childminder demonstrates an understanding of the need to work in partnership with other settings to promote consistency of care.

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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:

 keep a daily record of the names of children looked after on the premises and their hours of attendance (compulsory part of the Childcare Register)  ensure that all necessary measures are taken to minimise any identified risks (compulsory part of the Childcare register)  keep a daily record of the names of children looked after on the premises and their hours of attendance (voluntary part of the Childcare Register)  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 Requires improvement The provision is not giving children a good standard of early years education and/or there are minor breaches of the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected within twelve months of the date of this inspection. 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

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Grade Judgement Description

the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. 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 EY313905 Local authority Bexley Inspection number 911616 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 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

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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