Childminder in Hammersmith and Fulham

Inspection date

Previous inspection date 15/12/2014 11/02/2009

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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 lacks knowledge and understanding of the Early Years Foundation, Stage. She fails to notify Ofsted of significant events and this is a breach of requirements. Therefore, children's well-being, and their learning and development requirements are not adequately met.  The childminder lacks knowledge of how to support children's developmental progress. She is unfamiliar with the areas of learning, she does not gain starting information from parents, and her use of observations and assessments to promote children's learning is poor. In addition, she is not aware of the requirements for completing the two-year-old progress check.  Children's health and well-being is not supported, as the childminder does not have a current paediatric first-aid, qualification and has failed to notify Ofsted of a significant incident.  The childminder lacks knowledge of how to address complaints, and is unaware of the

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This provision is inadequate

space requirements for children of different ages. Consequently, she does not ensure that there is sufficient space for each child.  The childminder fails to effectively evaluate her provision, and does not identify areas where she can improve her practice and outcomes for children.

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It has the following strengths

 The children have formed positive relationships with the childminder; she is warm and affectionate and forms strong bonds with the children.

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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 of the childminder with the children. This included the play organised and offered to them.

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Inspection activities

 The inspector sampled records maintained by the childminder, policies and procedures, and how information is exchanged with parents.  The inspector looked at areas of the home used for childminding.

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Inspection activities

 The inspector explored with the childminder how she reflects on her practice, and keeps herself updated of changes in legislation.

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Information about the setting

The childminder registered in 2007. She lives with her daughter in Hammersmith, within the London Borough of Hammersmith and Fulham. Children have access to the whole of the ground floor, and two bedrooms and a bathroom on the first and second floor. There is a garden for outdoor play.

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Information about the setting

The childminder has three children in the early years age range on roll, who attend on full and part-time basis. The childminder is registered on the Early Years Register, and both the compulsory and voluntary parts of the Childcare Register. The childminder lives within walking distance of a primary school, nursery, transport links and shops.

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must:

 develop knowledge and understanding of the requirements of the Early Years Foundation Stage in order to improve educational programmes for children

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must:

 ensure a current paediatric first-aid certificate is held

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must:

 ensure children are supported in their progress towards the early learning goals in all areas of learning by making systematic observations and assessments, and using these to plan relevant and challenging experiences for each child

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must:

 ensure that the required progress check for two-year-old children accurately highlights areas in which a child is progressing well, and areas where some additional support might be needed, so that any special educational needs are identified promptly

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must:

 develop an understanding of how to respond and investigate complaints, including the requirement to notify complainants of the response and the timescale in which it needs to be responded to

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must:

 ensure that number of children present does not exceed the legal requirements for indoor space

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

 develop self-evaluation processes to monitor, evaluate and assess strengths and weaknesses of practice to help drive improvement.

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who attend

The childminder has an insufficient understanding of the learning and development requirements. Consequently, she does not know how to use observations and assessments to track children's progress in line with their age expectations. She does not use any details to plan activities in accordance to their development. In addition, she is not aware of how to carry out the required progress check for two-year-old children. However, the childminder undertakes basic observations, although these are not undertaken regularly, and not used effectively to identify children's next steps for learning to help them make progress in their learning. The childminder does not effectively identify what children know and can do on entry, therefore, she does not have a clear idea of children's starting points when they start with her. Although the childminder shares regular information with parents, it does not give them a true picture of their child's progress.

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who attend

The childminder does, however, know what the children enjoy playing with, what they are skilled at, and generally supports them when they show an interest in something. For example, the childminder supports children to learn to count and recognise colours. She uses the local under-fives play venues to extend children's opportunities to access additional play materials, use the outdoor play areas, and socialise with other children. The childminder does engage children in activities and plays alongside them, giving them her time and attention. However, activities are introduced spontaneously, changing frequently, and are not planned to support ongoing individual development.

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who attend

Children do settle quickly on arrival, and this is supported by the childminder who is caring in her approach. For example, she takes time to give children cuddles and hugs as they separate from their parents. The children are familiar of their surroundings and use all available space well, such as using the hall space to settle on the rug with play materials, brought out from the play room. The children enjoy the rhymes they hear playing on the sound system in the background. They pick up on the familiar tunes and join in spontaneously to sing-along, and also use their bodies as part of action songs. The childminder supports language development, as they all sit with her on the floor looking at a range of books, they enjoy calling out the names of pictures they see. Children who are bilingual are given recognition by the childminder. She understands when children use words in their home language as they communicate with her. This allows them to be

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who attend

comfortable in using their home language, and also be supported to learn English as well. Children enjoy exploring the construction materials, as they learn to build towers, or knock them down with joy. Children explore making marks to start to develop their pre-writing skills, for example, as they create circles on paper. Children play well alongside each other, and are supported by the childminder to learn to share resources and take turns. The children take guidance as they engage in role-play, such as making tea for the childminder and themselves, with the props available. However, all learning is incidental and not planned using their current developmental achievements.

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

The childminder does sufficiently promote children's well-being as she has an understanding of safeguarding procedures. For example, she assesses risks within her home environment. The childminder helps children develop secure attachments to her because of an appropriate settling-in process. This is reflected in children being happy and confident and positively responding to the childminder. The children welcome the praise and encouragement they receive, which fosters their self-esteem and confidence. During the settling-in period there is close consultation with parents about children's home care routines, and their likes and dislikes. This means that there is some continuity of care, which fosters children's sense of security.

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

Although children move freely around the ground floor area, the childminder does not have an awareness of the space requirements. This means she has not considered how much free space is required to meet children's individual needs. The childminder stores and organises play mainly in the play room, and they do not generally use other rooms, therefore, space is limited to them. This means that children have to use the kitchen or the hallway to spread themselves out in activities. However, children remain within the sight and hearing of the childminder. Additional areas of the home are used only for children to sleep in. Children have the use of low tables and chairs to support them when dining or participating in table-top activities, and travel cots to rest in.

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

The childminder does not have a current paediatric first-aid certificate, as her current one expired over a year ago. This breach of the safeguarding and welfare requirements, and also the associated requirements of the Childcare Register. This impacts on children's well- being and how the childminder can attend to them if they are hurt or unwell. The childminder generally promotes children's health and well-being. She recognises and responds to signs of children being tired or hungry. She promptly takes note when children indicate their nappies need changing, and when they need a drink. Parents provide food for children's main meals, however, the childminder offers fruit for children to snack on between meals. She supports the children to eat well, and talks to parents about the healthy food they should provide for the children's meals. The childminder reminds children how to move safely around the home. This develops their early awareness of

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

keeping themselves safe by assessing and managing risks. They are appropriately supported in developing their self-care and small physical skills, such as holding their own bottles, and how to use cutlery.

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provision

The childminder has a weak knowledge and understanding of the safeguarding and welfare, and the learning and development requirements of the Early Years Foundation Stage. Consequently, she fails to meet a number of legal requirements, including notifying Ofsted of a significant event, which has a significant impact on children's safety and well- being. Her poor understanding of the learning and development requirements means that children are not making the best possible progress. The childminder has not addressed all the actions and recommendations raised from her last inspection. This shows that she is not driving improvements. She now undertakes regular assessments of risks, and has devised an emergency evacuation procedure which children now participate in on a regular basis. She now has a way to record any complaints she may receive, although is not clear how to respond to complaints and the timescale this needs to be completed in.

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provision

However, she has not developed her knowledge and understanding of the current Early Years Foundation Stage, and does not effectively implement the learning and development requirements for each child. In addition, she has not addressed how to reflect on her practice to ensure she monitors the service she provides, and identify where improvements can be made, and what knowledge and understanding she herself needs to develop. This demonstrates a poor capacity for sustained and continuous improvement.

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provision

The childminder provides parents with access to her basic range of policies and procedures. However, they do not receive clear information and procedures to follow should they need to make a complaint. This is because the childminder herself is not aware of her role in how to address complaints. Records are maintained as required, in order to promote the efficient and safe management of the childminding practice. This includes attendance records, children's details, and accident and medication records. The childminder has a suitable understanding of possible signs or symptoms she must be alert to and how to report any concerns she may have for a child's welfare. This allows her to safeguard children.

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provision

The childminder has some arrangements in place for reviewing her practice. For example, she talks to parents daily to allow them to feedback to her if they have any concerns, and she uses parental questionnaires. However, these are not effective at identifying all breaches and weakness in practice. The childminder does not prioritise her own professional development or attendance at training sessions. This means she is not up-to- date with the current framework, and this significantly impacts on her knowledge and understanding of the requirements of the Early Years Foundation Stage. Consequently, she has not developed her knowledge and understanding of early years practice, in order to improve children's achievements over time. Because the childminder has a poor knowledge and understanding of the learning and development requirements, she fails to monitor the quality of the educational programmes or assessments she completes. This

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provision

prevents her from providing a broad and balanced curriculum, which is based on children's individual ability and stage of learning.

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provision

The childminder forms positive relationships with parents, in order to find out about children's individual care needs. Parents are adequately informed about the childminders provision, which enables them to make an informed choice about their children's care. There are daily friendly face-to-face exchanges with parents, video texting, and internet communication. Parental feedback at inspection was positive, praising the relationship the childminder has with the children, the local under-fives groups the children visit, bilingual children are supported well to settle, and how well the childminder keeps parent's informed of their child's day.

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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:

 ensure an appropriate first-aid qualification is held (compulsory part of the Childcare Register)  ensure an appropriate first-aid qualification is held (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. 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 EY356918 Local authority Hammersmith & Fulham Inspection number 815386 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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