Childminder in Lambeth

Inspection date

Previous inspection date 09/09/2013 10/10/2012

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early years provision

This inspection: 4 Previous inspection: 4 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 a poor understanding of the safeguarding and welfare requirements resulting in several breaches of requirements including; keeping an accurate record of children's attendance and an understanding of the requirement to have a policy regarding the use of mobile phones and cameras in her setting.  The childminder has compromised children's health because hygiene practices are poor and she has failed to maintain a valid first aid certificate as required.  The childminder has a limited understanding of the learning and development requirements including the progress check for two-year-olds and does not involve parents in their children's progress.  The childminder has a poor understanding of appropriate behaviour management strategies, which means children are not learning right from wrong.  The childminder is unable to effectively reflect on her practice and improve the provision for children as the monitoring of the provision is weak and self-evaluation is

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This provision is inadequate

not in place.  Children's are not able to easily choose the toys they wish to play with and make choices in their own learning meaning their independence is inhibited.  The childminder has failed to identify the risks that toys left scattered on the floor are to children.

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It has the following strengths

 Children have formed a secure attachment to the childminder.

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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 the interaction between the childminder and the minded children.

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Inspection activities

 The inspector spoke to the childminder and the children during appropriate times through the inspection.

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Inspection activities

 The inspector reviewed documentation including the attendance register, the children's learning journal and registration forms.

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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 is currently one child on roll who is in the early years range.

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must:

 obtain and maintain a current paediatric first aid certificate

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must:

 assess any risks to children's safety and take action to remove those risks; in particular with regards to toys left scattered across the floor that pose a trip hazard

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must:

 devise and implement an effective system of self-evaluation in order to identify areas that require development to foster a culture of continuous improvement

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who attend

The childminder has a poor understanding of the required educational programmes in the Early Years Foundation Stage. She does not know how well children are developing or if they are making any progress. This is because she does not monitor children's learning and is therefore unable to identify the next stages in their learning. She does not plan individually for children or integrate the seven areas of learning into activities and daily routines through a balance of adult-led and child-chosen activities. Therefore, opportunities are not used effectively to plan activities that will assist children to make appropriate progress in their learning and prepare them for school. The childminder is not aware of how to undertake the legally required progress check for children at age two years and of her responsibility to share this with parents.

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who attend

Children benefit from visits to the local toddler groups where much of their play takes place. They gain awareness of their local community, developing social skills and confidence as they meet and play with other children. Much of children's play in the home environment is child-initiated. Children play with what is available on the floor, but learn very little as the childminder's involvement in their play and learning is limited. They enjoy engaging in role play and use their imagination as they make tea for the adults. They enjoy playing with the play dough, use small tools, such as cutters and rolling pins as they manipulate the dough and develop their small muscles. However, children are not asked questions that help them to think, questions posed by the childminder are closed ended, for example. 'what colour is this?' and 'what is this number?'.

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who attend

Parents are not actively encouraged to become involved in their child's learning and development. Parents have insufficient opportunities to share and exchange information relating to starting points in their children's learning and development at the beginning of the placement. As a result, the childminder does not have access to the necessary information needed to enable her to support children's learning. The lack of observational assessment also means that the childminder does not have the knowledge to keep parents informed about their children's progress. Therefore, she does not enable parents to provide continuity in children's learning when they are at home.

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

Children's behaviour is sometimes poor because at times they are left to their own devices and are not supported by the childminder to manage their own behaviour. Children have difficulty in sharing and do not follow instructions given by the childminder such as to help to tidy up. The childminder gives children no clear explanations as why their behaviour is unacceptable and as a result children have no behaviour boundaries. In addition to this, they are not learning how to keep themselves and others safe. Children have formed a relationship with the childminder. They happily go to her when they require comfort. This emotional security helps them to feel happy and safe. They are taken to the local children's centre where they are learning to socialise with other children and which helps in some ways to prepare for future moves to other settings.

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

Children are offered healthy snacks such as fresh fruits and are sometimes encouraged by the childminder to wash their hands before they eat and after using the toilet. Children have access to their drinks of water throughout the day, which contributes to their growth and development. Children sleep in an upstairs bedroom, but do not have their own individual bedding. For example, they sleep on the childminder's children's bedding. This does not promote good hygiene practices for the children. A range of resources is available, but these are not used well to achieve goals in children's learning and development and are not easily accessible to the children. For example, toys are stored in a corner of the room and children have to stand on toys and reach up to get to what they want, which also compromises their safety. Although some learning takes place, this is not necessarily attributable to the setting.

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provision

The childminder has insufficient knowledge and understanding of how to meet both the safeguarding and welfare, and the learning and development requirements. This has resulted in weak practice and some legal requirements on both the Early Years Register and the compulsory and voluntary parts of the Childcare Register not being met. She does not demonstrate an understanding of the need to have a policy in place regarding the use of mobile phones and cameras in her setting. This means that children's safety is compromised. The childminder has failed to update her knowledge and skills in other areas, including maintaining a valid first aid certificate as required. Although children's attendance is being recorded daily, the childminder does not keep an accurate account of the hours that the children attend. This is a legal requirement of the Early Years Foundation Stage. The childminder is familiar with some of the possible indicator signs for

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provision

abuse and neglect, and is aware of her responsibility to contact the relevant agencies should she have concerns about a child. The childminder conducts visual checks on her premises and also when she takes children out to identify some hazards to children.. However, she has failed to identify that the toys strewn around the floor are a hazard to children. As a result, children slip on them and stand on them to reach other toys.

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provision

The childminder does not evaluate her setting and so is unaware of any strengths and weaknesses. Although she has attended a number of training courses since her last inspection, these have had very little impact on the service she delivers. As a result she has failed to improve outcomes for children, which still remain as inadequate. Systems to monitor the educational programmes are not in place because these are not understood. Children's progress is not tracked to help identify any gaps in the educational programmes or their development. The weaknesses in the quality of teaching mean children lack enthusiasm for learning and are not gaining the necessary skills and attitudes for the next stage of their learning. This is because the childminder does not always engage and motive them. The childminder generally has positive relationships with parents, but she does not provide them with information about their children's progress, as required. The

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provision

childminder does not currently care for children who attend other early year's provision.

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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 and ensure that all necessary measures are taken to minimise any identified risks (compulsory part of the Childcare Register)  ensure an appropriate first aid certificate is held (compulsory part of the Childcare Register)  keep an accurate record of the hours of children's attendance (compulsory part of the Childcare Register)  ensure that children's behaviour is managed in a suitable manner (compulsory part of the Childcare Register)  undertake a risk assessment and ensure that all necessary measures are taken to minimise any identified risks (voluntary part of the Childcare Register)  ensure an appropriate first aid certificate is held (voluntary part of the Childcare Register)  keep an accurate record of the hours of children's attendance (voluntary part of the Childcare Register)  ensure that children's behaviour is managed in a suitable manner (voluntary part of

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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 EY439350 Local authority Lambeth Inspection number 890017 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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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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