Childminder in Barnet

Inspection date

Previous inspection date 27/03/2014 13/02/2012

p.1

early years provision

This inspection: 4 Previous inspection: 2 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

p.1

This provision is inadequate

 The childminder cares for too many children in the early years age group at any one time. He allows his co-childminder to leave additional children in his care. This means he breaches ratio requirements and cannot assure that children's individual needs are met.  The childminder does not conduct a thorough risk assessment of the outdoor play area to ensure that equipment is safe for use by all children. He also fails to ensure that children are supervised adequately at all times.  The childminder does not take into consideration the individual needs of the babies. This has a negative impact on the quality of care provided and also their learning and development.  The childminder does not effectively communicate with parents in regard to the care arrangements for children.

p.1

It has the following strengths

 Children form affectionate bonds with the childminder and show they feel at ease in his care.  The childminder provides children with interactive and engaging resources that help children to make progress in their learning.

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

 The inspector observed the childminder preparing meals, organising activities, and supporting children's play indoors and outdoors.  The inspector held discussions with the childminder.

p.2

Inspection activities

 The inspector viewed a sample of documentation including evidence of suitability checks and qualifications, policies and procedures.  The inspector took account of the views of parents.  The inspector talked to some of the older children.

p.2

Information about the setting

The childminder registered in 2007. He lives with his partner, who is also a registered childminder in semi-detached premises, in the Whetstone area within the London Borough of Barnet. The whole of the ground floor of the house is used for childminding and there is a fully enclosed garden available for outside. There are currently 11 children in the early years age range on roll. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. The childminder supports children who speak English as an additional language.

p.3

must:

 ensure that ratio requirements are met at all times, so that a maximum of six children under the age of eight are cared for at any one time; of these six children a maximum of three may be young children, and there should only be one child under one year

p.3

must:

 make sure that identified hazards in the outside play area are made safe or inaccessible to children

p.3

must:

 ensure that children are adequately supervised and decide how to best deploy co- workers to ensure children's needs are met, remembering that children must be usually within sight and hearing of the childminder and always within sight or hearing

p.3

must:

 improve skills to enable the tailoring of the care and learning of babies, so that they receive appropriate support within the group of older children

p.3

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

 improve communications with parents further to ensure that care arrangements are fully discussed and ensure personal care arrangements for children are fully met

p.3

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

 use open-ended questioning to encourage children's language and thinking

p.3

who attend

The childminder's home is bright, warm and welcoming. Educational posters and pictures of children in their play and learning are prominently displayed to create interest and to help children to feel part of the setting. The childminder and his co-worker organise their home and play resources well in order to encourage children's independence. The childminder provides a range of activities and experiences that cover all the areas of learning and development. Older children are making steady progress. However, because the childminder does not have sufficient knowledge about the care and learning for babies, he does not support babies' learning sufficiently. He observes children's learning by taking photographs using a tablet computer and these observations help him to plan for children's further learning experiences. These photographs are shared with families through regular discussions that offer families an update on their child's progress. The

p.4

who attend

required progress checks completed for children at age two years are used effectively to inform parents about children's development. The childminder and co-worker speak three languages between them and use this to successfully to support children who are learning English as an additional language, fostering children's language development well.

p.4

who attend

Children are curious and active learners and the childminder observes their activities and plans accordingly to their needs. He helps them achieve their goals. Planning is tailored effectively to meet the needs of older children and the childminder is flexible in his approach to children's learning and builds on their current interests. The childminder builds upon their interests through actively engaging in their play and learning. For example, he helps a child find a super-hero costume that he knows is a favourite to show his friend. The child excitedly asks his friend 'do you want to be a pirate too?' This encourages children to share experiences with others and supports children to choose activities they want. The older children enjoy their time with the childminder.They are engaged, happy and interested. The babies are also happy in the childminder's care, however, the quality of their experiences is not as good as those for older children. There

p.4

who attend

are times when babies are left in highchairs or on the floor with no resources to occupy them because the childminder's time is taken up with the activities of older children.

p.4

who attend

The children demonstrate a sense of security and confidence as they approach the childminder if they need help or would like to tell him something. For example, a child asks if they can show him something they made. The child quickly retrieves a cardboard structure from their bag and proudly tells the childminder, 'it's a telescope and it sees the dark'. The childminder acknowledges the child's explanation and adds 'you can see the stars with it'. This helps the child to make sense of their learning.

p.4

who attend

Children confidently make independent choices of toys, activities and resources they are interested in. Children have fun playing and show delight as they run and jump and enclose themselves excitedly in a piece of scrunchy material. This supports their learning as they begin to describe the texture of things and engage in imaginative role-play.

p.4

who attend

The childminder talks to the children to develop their communication skills. He acknowledges children's contributions and engages in chatter with them throughout their play. However, during play outdoors, the childminder does not take advantage of asking children questions to help extend their ideas and deepen their understanding. The childminder fosters children's early writing skills by encouraging them to write their name in a 'Mother's Day' card. Some children write their names and others make a good attempt to form letters. Pre-printed greetings in children's home language are stuck into the cards. This fosters use of their home language and supports their understanding of different cultures.

p.4

who attend

Children regularly play outdoors in the garden where they can develop their physical skills. However, some of the resources are damaged and in need of repair or replacement and as a consequence could cause harm or injure children during their child-led play and exploration.

p.5

who attend

The childminder's co-worker always collects children from other provisions. The childminder makes sure he finds out about any information his co-worker receives about children's learning and any current themes the other settings are focusing on. This information sharing enables the childminder to ensure continuity of care and learning for children. This childminding arrangement means that the childminder regularly looks after the children of his co-childminder in addition to those that he minds. During this time, he is unable to give the children sufficient support in their learning and development and this affects their progress. This is particularly evident for babies.

p.5

who attend

The childminder keeps parents informed of children's progress through daily discussions and, as a result, sound relationships are formed with parents.

p.5

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

The childminder provides a caring environment and, as a result, children are happy and settled. However, the childminder is left alone with more than six children under the age of five, at times each day, while the co-worker leaves to collect or drop off other children. This is a breach of the safeguarding and welfare requirements and, as a result, adversely affects the care of babies and children. For example, during the inspection the childminder took a group of children outdoors, leaving two babies sleeping indoors. He had no baby monitor in use and relied on occasionally running to the window to check on them. The babies were not within his sight or hearing at all times, as required. When children awoke crying, the childminder did not respond promptly because he did not hear them and this caused unnecessary distress for the babies.

p.5

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

Children have space to rest and sleep when they need it and adequate changing facilities are provided for babies and children. Children demonstrate good personal hygiene skills as they wash their hands in readiness for meal times and after using the toilet. Children behave well during meals and need no reminders to remain seated. This promotes children's safety and has helps them develop their social skills. The childminder informs the parents about what healthy foods children have eaten at meal times each day. Children's independence is promoted at meal-times because children feed themselves using the appropriate eating tools provided. They help clear away dirty dishes and tidy away eating tables. Children also understand the 'no shoes' rule. Consequently, they remove their shoes before entering the play rooms, placing them on a shoe rack to help ensure the rooms stay clean.

p.5

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

The childminder generally organises the outdoor environment fairly well. He provides a welcoming environment with a range of experiences that support children's physical and social development. However, the extensive outdoor play area is currently not safe for children to use as there is broken furniture awaiting removal and damaged resources awaiting repair.

p.6

provision

The inspection took place following concerns about the care arrangements and numbers of children looked after by the childminder and the co-worker. The inspection found that the ratio requirements are not met because the childminder frequently cares for too many children alone. This compromises children's welfare and safety because insufficient consideration is given to how this has an impact on the quality of children's care and learning.

p.6

provision

The childminder shares information with parents regarding children's healthy eating routines and offers a choice of foods at meal times. The childminder and the co-worker offer a 'home visit' for all new parents that enables required registration documentation to be completed. However, these documents are not consistently reviewed to identify any concerns that parents note and, as a result, important issues are not always discussed to foster ongoing two-way communications successfully. The childminder responds to concerns that parents raise directly to him. For example, he has revised the food menu so that it now includes more detail about the type of foods offered. He is happy to change the routine to accommodate the children's needs. For example, a parent expressed concerns about their child's eating and the childminder now closely monitors mealtimes, making them earlier if necessary, and he provides additional food to supplement the

p.6

provision

The childminder has a generally sound understanding of most of the Early Years Foundation Stage requirements. The childminder offers a welcoming environment which enables children to play in relative safety. The childminder is aware of the safeguarding procedures and knows how to report any concerns he may have about a child to the local authority. The childminder has undergone the required background suitability checks. All records and documentation are made readily available and show how the childminder continues his professional development. Policies and procedures, such as accidents and administration of medicines, provide parents with details about the individual care their child receives when they are hurt or unwell.

p.6

provision

There is a selection of activities, experiences and opportunities that help children to make some progress towards their learning goals. The childminder demonstrates a sound understanding of how children develop. However, he is less confident in devising and providing activities for babies.

p.6

provision

The childminder is working in partnership with his co-worker to develop his self- evaluation. He understands the importance of evaluating what is going well and where he can make improvements. Since the last inspection, he has made improvements to the meals provided, ensuring they are fresh, healthy and nutritious. Parents are invited regularly to discuss their child's progress and share ideas to fully involve them in their child's learning and development. The childminder has completed a paediatric first-aid course to update his first-aid knowledge, and this helps to safeguard and promote children's welfare. He also plans to continue to attend training development courses during evenings and weekends, so that it does not unduly impact upon the opening hours of the setting.

p.7

The Childcare Register

The requirements for the compulsory part of the Childcare Register are

p.7

actions)

The requirements for the voluntary part of the Childcare Register are

p.7

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

 ensure that all necessary measures are taken to minimise any identified risks (compulsory part of the Childcare Register).  ensure that all necessary measures are taken to minimise any identified risks (voluntary part of the Childcare Register).

p.7

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

p.8

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.

p.8

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.

p.9

Setting details

Unique reference number EY349146 Local authority Barnet Inspection number 945090 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 9 Number of children on roll 15

p.9

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.

p.9

Type of provision

For the purposes of this inspection the following definitions apply:

p.9

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.

p.9

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.

p.9

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.

p.10

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,

p.10

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’.

p.11

Type of provision

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

p.11