Childminder EY334072

Inspection date

Previous inspection date 23 February 2016 15 March 2012

p.1

This inspection: Inadequate 4

Effectiveness of the leadership and management Inadequate 4

p.1

This inspection: Inadequate 4

Quality of teaching, learning and assessment Inadequate 4

p.1

This inspection: Inadequate 4

Personal development, behaviour and welfare Inadequate 4

p.1

This provision is inadequate

 The quality of teaching is inadequate. The childminder does not provide children with sufficient challenges that are suitable to their individual needs to help them to make good progress across all areas of learning.  The childminder does not work together with parents to help them support their child’s learning at home.  Children’s safety is compromised. The childminder does not successfully identify hazards within her home or take steps to minimise the risks to children.  The childminder has left children in the care of an adult who is not a registered assistant, which further compromises their safety.  The childminder's knowledge of how to protect children from possible harm is poor. She is not aware of the possible indicators of abuse or neglect or what action to take if she is concerned about a child’s welfare.  The childminder does not maintain an accurate record of children’s attendance.

p.1

It has the following strengths

 Children have access to some toys and resources and they build secure relationships with the childminder who is kind and caring towards them.  Children have access to fresh drinking water and the childminder provides wholesome meals, which promotes their good health.

p.1

What the setting needs to do to improve further

To meet the requirements of the Early Years Foundation Stage and the Childcare Register the provider must:

p.2

Due Date

 improve knowledge of how to identify signs and symptoms of possible abuse and neglect and know what to do if there are concerns about the welfare of a child 25/03/2016

p.2

Due Date

 identify aspects of the environment that need to be checked regularly and take steps to remove and minimise any risks to children 25/03/2016

p.2

Due Date

 improve the quality of teaching so that all children benefit from activities that engage and challenge them and help them to move forward in their learning 25/03/2016

p.2

Due Date

 keep an accurate record of the names of the children being cared for on the premises including their hours of attendance 25/03/2016

p.2

Due Date

 exchange information with parents about their child's learning to support children's learning at home. 25/03/2016

p.2

Inspection activities

 The inspector held discussions with the childminder at appropriate times during the inspection.  The inspector observed the childminder's interaction with the children throughout the inspection.  The inspector looked at a range of policy documents and planning records.  The inspector discussed the childminder's self-evaluation.  The inspector observed an activity and discussed the childminder’s view of the quality of teaching.

p.2

Effectiveness of the leadership and management is inadequate

Safeguarding is ineffective. Although the childminder has attended child protection training provided by the local authority, she is not fully aware of the possible signs and symptoms of abuse or neglect. She does not understand her role in safeguarding children or what to do if a child told her they were being harmed. The childminder has left children in the care of an adult who is not a registered assistant, which compromises children’s safety. She has failed to tell Ofsted that she had employed an assistant. The childminder’s self-evaluation is inaccurate and her lack of knowledge of how children learn means that she has not yet identified how to improve outcomes for children. Parents provide the necessary details about their children’s welfare and the childminder is beginning to ask for details about what their children can do. However, the childminder does not work effectively with parents to ensure they can extend their child’s learning at home.

p.3

Quality of teaching, learning and assessment is inadequate

Although the childminder has attended training to help her understand how to support children’s learning, she does not use the information from the training to plan suitable challenges for them. Activities are not planned with a purpose and they do not take account of what children need to learn, which hinders their progress. Although children show an interest in counting, the childminder does not support their mathematical development. This is because the childminder frequently interrupts the children by asking them to repeat the numbers she names. This interruption discourages children from counting in sequence and they quickly lose interest. Activities lack challenge and purpose. For example, children are introduced to shapes and colours with little direction or meaning. As a result, children are overwhelmed by the different names the childminder calls out and they find it difficult to engage in the activity, which further hinders their

p.3

Quality of teaching, learning and assessment is inadequate

progress. The childminder knows the individual personalities of the children in her care but she has not evaluated what children already know and can do in order to identify what they need to learn next. She is aware that some children need support to develop their skills for speaking. However, activities are not planned to help children make progress in their communication and language skills. Consequently, children are not reaching the expected levels in their development.

p.3

Personal development, behaviour and welfare are inadequate

Children do not learn to keep themselves safe. The childminder does not identify risks within her home. For example, some of the toys accessible to children are stored in plastic bags and the childminder fails to recognise the risk of suffocation this poses to children. Children have easy access to glassware and alcohol, which further compromises their safety. Children are praised when they listen to the childminder and they behave generally well. However, there is little expectation of children to learn to do things for themselves and gain independence skills. The childminder fetches tissues eagerly and wipes children’s noses and she tidies the toys away once children have finished using them. This means that children do not acquire the skills they need to do things for themselves and support them in their next stage of leaning. Children benefit from weekly trips to the local groups, which enable them to socialise with others. They visit places of interest, such as local

p.3

Personal development, behaviour and welfare are inadequate

temples, to learn about their wider community.

p.4

Outcomes for children are inadequate

Children do not make the required progress and they are not supported effectively to gain the skills they need for the next stage in their learning. The childminder does not use the information about the children’s needs effectively, such as in communication to help them to learn to speak clearly. Children have access to interesting books but they are not encouraged to look through them or learn the value of listening to stories to develop their communication skills.

p.4

Setting details

Unique reference number EY334072 Local authority Brent Inspection number 1040451 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 3 - 3 Total number of places 0 Number of children on roll 1

p.5

Name of provider

Date of previous inspection 15 March 2012

p.5

Telephone number

The childminder was registered in 2005. She lives in the Harlesden area within the London Borough of Brent.

p.5

Telephone number

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.5

Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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, safeguarding and child protection.

p.5

Telephone number

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 reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.6

Telephone number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

p.6

Telephone number

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

p.6