Childminder in Southwark

Inspection date

Previous inspection date 23/09/2014 06/04/2009

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early years provision

This inspection: 4 Previous inspection: 3 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 insufficient knowledge and understanding of the Early Years Foundation Stage in order to meet children's welfare, learning and development needs.  The childminder does not complete a progress check for two-year-old children or share a summary of this with parents to support children's learning and development.  The childminder does not support children at meal times to develop good hygiene and healthy eating practices to support their well-being.  The childminder fails to maintain accurate records of accidents children sustain or medication she administers and does not always prevent the spread of infection to safeguard children's welfare.  The childminder does not manage children's behaviour well by providing them with clear messages about behaviour expectations to support their well-being.  The childminder's systems for self-evaluation and monitoring her professional development are weak. She has not kept her knowledge up to date and this has an

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It has the following strengths

 The childminder has developed warm and caring relationships with the children. They are confident and enjoy cuddles and affection, which helps them feel secure.

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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 looked around the home and sampled the childminder's documentation, including the safeguarding policy.

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Inspection activities

 The inspector observed practice between the childminder and children and discussed their learning and development.

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Inspection activities

 The inspector looked at the range of toys and equipment available and discussed how children make progress with the childminder.

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Inspection activities

 The inspector discussed the childminder's evaluation methods and how she intends to secure improvement.  The inspector sought the views of parents through written communication.

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Information about the setting

The childminder registered in 1994. She lives with her husband in Nunhead, in the London Borough of Southwark. She is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. There are currently three children on roll, of whom two are in the early years age group. Minded children have access to the ground floor of the home for play, sleep and meal times. The bathroom is on the first floor. Children have access to an enclosed rear garden.

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must:

 develop a secure knowledge and understanding of the Early Years Foundation Stage in order to meet the learning and development and safeguarding and welfare requirements

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must:

 develop the planning and assessment methods to provide a secure foundation for learning opportunities which are plannedaround the needs and interests of individual children, and are assessed and reviewed regularly

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must:

 implement systems to carry out the required progress check for two-year-old children

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must:

 implement effective systems to support children at lunch times so they develop good hygiene habits and a positive approach towards healthy eating

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must:

 ensure all parents give their written permission for each medicine to be administered, record details of the medicine given to a child and inform parents of this on the same day or as soon as possible, and take all necessary steps to reduce risks of infection when children are ill

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must:

 keep a written record of all accidents or injuries and the treatment given to a child, and inform parents of this on the same day or as soon as possible

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must:

 provide children with clear explanations when managing their behaviour to help them learn about boundaries and expectations.

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

 develop effective methods of self-evaluation in order to identify priorities for improvement to raise the quality of the provision for children.

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who attend

The childminder has insufficient understanding of the areas of learning that make up the educational programmes and her planning and assessment methods are weak. The childminder is not aware of the requirement to complete a progress check for two-year olds and share a summary of this with parents. These weaknesses have a significant impact on children's learning and hinder their progress and readiness for school. In addition the childminder may not notice gaps in children's learning and seek appropriate support to help them catch up. The childminder lacks understanding of how to challenge and extend children's learning from their initial capabilities when they join her care. She is not able to identify where children are at in their stage of development or how to support them in making progress. Therefore children's play is at a basic level, lacking variety and challenge for each child.

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who attend

The childminder has very basic knowledge and understanding of how children learn and develop. She understands that children learn through play and she makes sure that they have access to a wide range of toys. Children enjoy listening to stories and looking at books. The childminder helps children in developing their awareness of different concepts such as number, shape, colour and letters while sharing books together. However, the childminder places heavy emphasis on this and this is not always suited to children's age and stage of development or their particular interests at this time. Consequently, children lose interest and fail to learn sufficiently through purposeful play. Nonetheless, children enjoy make-believe play using the tent and dolls, play people, toy kitchen unit and the cars and garage. This helps them express their creativity and imagination. The childminder engages with children during play, talking with them about what they are doing. This

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who attend

helps her to support their communication and their understanding and use of language to increase their vocabulary.

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

The childminder does not promote children's well-being because they do not wash their hands before eating, in order to develop good hygiene practices. In addition the childminder cares for children when they are unwell, contradicting her own policy and putting herself and other children at risk of infection.

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

The childminder supervises children well at all times. The home is safe and secure and rules are in place which children follow to help them keep safe. For example, they know they are not allowed to go into the kitchen area and they respond to the childminder's requests not to do so. The children are generally well behaved. They are supported in developing skills for the future as they help to tidy away toys. In addition, children use manners, saying 'Please' and 'Thank you', demonstrating they develop respectful attitudes towards others. However, the childminder does not consistently support children in developing their understanding of safety and behaviour. This is because she does not use clear explanations to support children in understanding what is required and why they must not do something. For example, when a child threw a toy during the inspection, the childminder simply said 'No, pick them up'. This does not help children learn about the

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

Children feel secure and have made strong attachments to the childminder, supporting their emotional well-being. Children clearly enjoy the company of the childminder. They enjoy cuddles and kisses, they smile and giggle and generally show high levels of confidence with her. Children benefit as the childminder prepares healthy meals and snacks. Regular drinks are also available throughout the day. However, the childminder does not support children in developing good eating habits, for example by sitting them at the table or in a highchair to eat. Instead, the childminder sat a child in their pushchair during the inspection while she fed them. She alternated between giving the child in the buggy sweet and savoury food at the same time, which does not teach children healthy eating practices.

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provision

The childminder has insufficient knowledge of the safeguarding and welfare requirements and of the learning and development requirements. There are several breaches of requirements of both the Early Years Foundation Stage and the Childcare Register and the childminder has not addressed previous recommendations to improve practice and outcomes for children. The childminder fails to maintain documentation accurately to underpin her childminding practice to help her to safeguard children's welfare. For example, the childminder does not record all accidents, as required. In addition, parents do not give written consent for specific medication to be administered to their child. Furthermore, the childminder does not keep detailed records of when she administers medication to children. As a result, this has a significant impact on children's welfare.

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provision

The childminder has a poor knowledge and understanding of the educational programmes and how to observe, assess and plan in order to support children in making good progress, in readiness for their eventual move to school. This results in children playing with a general range of toys that do not offer them good levels of challenge or reflect their current learning needs and interests.

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provision

The childminder has developed suitable partnerships with parents. She talks to them at the start to find out a little more about their child and to help her to care for each child in line with their preferences. The childminder shares some written policies and procedures with parents. This means that parents are aware of most of the childminder's responsibilities in caring for children. Parents provide positive feedback about the childminder. They feel the childminder is caring and children are happy in her care. The childminder understands the importance of partnership working. Should children not be making sufficient progress, the childminder demonstrates suitable understanding of working with other professionals. This is likely to promote continuity and consistency of care.

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provision

The childminder has a sound knowledge of child protection safeguarding issues. She is aware of the possible signs and symptoms that may indicate that a child is at risk. The childminder is aware of the correct referral procedures in the event of any concerns to help to keep children safe. She also has good reference materials to refer to. This helps her to protect vulnerable children. The childminder has kept her first-aid training up to date to enable her to treat any accidents the children have, to support some aspects of their welfare. The childminder's systems for continuing professional development and self-evaluation are not robust and make little impact on her practice or outcomes for children. The childminder has not kept her knowledge up to date and as a result, she has insufficient understanding of current legislation or how to meet children's needs effectively.

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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 records of accidents which occur on the premises where childcare is provided (compulsory part of the Childcare Register)  keep a record of any medicine administered to any child who is cared for on the premises, including the date and circumstances and who administered it and a record of the parent's consent (compulsory part of the Childcare Register)  keep a record of any medicine administered to any child who is cared for on the premises, including the date and circumstances and who administered it and a record of the parent's consent (voluntary part of the Childcare Register)  ensure that children's behaviour is managed in a suitable manner (compulsory part of the Childcare Register).  keep records of accidents which occur on the premises where childcare is provided (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 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. We re-inspect nurseries and pre-schools judged as requires improvement within 12 months of the date of 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

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Grade Judgement Description

is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. Met There were no children present at the time of the inspection. The inspection judgement is that the provider continues to meet the requirements for registration. Not met There were no children present at the time of the inspection. 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 107259 Local authority Southwark Inspection number 896548 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 3

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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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