Childminder in Southwark

Inspection date 30 August 2018 Previous inspection date 23 May 2016

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This inspection: Inadequate 4

Previous inspection: Good 2 Effectiveness of leadership and management Inadequate 4 Quality of teaching, learning and assessment Inadequate 4 Personal development, behaviour and welfare Inadequate 4 Outcomes for children Inadequate 4

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The provision is inadequate

n The childminder does not have sufficient knowledge and understanding of how to effectively promote the learning and development of children. She does not allow children to make independent choices in their play or to freely explore their surroundings. This leads them to frequently show low levels of interest in activities and become frustrated. This has a significant impact on their personal, social and emotional development. n The childminder does not use appropriate strategies to promote effective behaviour. Her expectations of children do not match their age and stage of development. n The childminder does not assess children's starting points to identify any potential gaps in children's learning. This means that children are not fully supported to make the progress they are capable of in a timely manner. n The childminder does not evaluate the quality of the provision well enough to improve her practice, including identifying and addressing breaches of the requirements.

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It has the following strengths

n The childminder makes suitable use of the local community to support children's understanding of the world. For example, children frequently attend playgroups, visit museums and the local park. n The childminder forms appropriate partnerships with parents. She provides daily information to parents, such as details about children's experiences, to keep them informed about their children's day.

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What the setting needs to do to improve further

To meet the requirements of the early years foundation stage and Childcare Register the provider must: Due date improve knowledge and understanding of the learning and development requirements, to raise the quality of teaching and provide suitable opportunities for children to make independent choices in their play, to improve outcomes for children 14/09/2018

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What the setting needs to do to improve further

develop effective behaviour management strategies that are appropriately matched to children's age and stage of development, to teach children positively about expected behaviour. 14/09/2018

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What the setting needs to do to improve further

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

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What the setting needs to do to improve further

n implement an effective system to assess children's starting points and closely monitor their ongoing progress, to help plan suitable learning experiences to support children to make good progress n develop effective methods to evaluate the provision and target key weaknesses for ongoing improvement.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the childminder's interactions with children during activities and assessed the impact on children's learning. n The inspector reviewed evidence of the suitability of the childminder and other adults living within the home. n The inspector held discussions with the childminder at appropriate times during the inspection. n The inspector discussed the childminder's systems for observing and assessing children's progress. n The inspector held a discussion with the childminder about her self-evaluation process.

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Effectiveness of leadership and management is inadequate

Although the childminder evaluates her provision, she does not identify and address significant weaknesses in her teaching skills and interactions with children. The childminder lacks knowledge about how children learn, and her interactions do not challenge children's learning. She does not provide children with sufficient opportunities to engage in self-chosen play and allow them to explore their own ideas. The childminder does not recognise when to intervene to extend children's learning and enjoyment, for example, when they are exploring balls of different sizes and colours, and children lose interest and become distressed. As a result, teaching is ineffective and children lack appropriate support to enable them to make good progress. The childminder shows commitment to try to improve her provision, for instance, by attending relevant training. However, this has little impact on the quality of her teaching

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Effectiveness of leadership and management is inadequate

and children's learning experiences. Safeguarding is effective. The childminder understands how to keep children safe, including how to identify and report any concerns about children's welfare.

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Quality of teaching, learning and assessment is inadequate

Although the childminder carries out observations and plans next steps in children's learning, she does not assess what children can already do when they start. The childminder does not closely track their ongoing progress to accurately assess and plan for their learning and development. This limits the progress children make. The childminder provides a stimulating and well-equipped environment with good-quality toys. However, she does not use these effectively to support children's learning. For example, she frequently stops children from independently choosing the toys they are interested in and insists they follow her instructions and play with the resources she has chosen. This hinders children's curiosity and confidence in leading their own play and learning.

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Personal development, behaviour and welfare are inadequate

The weaknesses in the quality of teaching significantly compromise children's personal development. For example, at times, children become frustrated and upset and are not motivated to learn. The childminder does not effectively teach children how to take turns. For instance, when they ask to swap toys with her, she insists they play with the toy that they choose first. Her approach to managing their behaviour is not appropriately matched to their level of understanding. Despite this, the childminder frequently offers children praise and shows sensitivity during care routines, such as when helping them settle to sleep. The childminder works closely with parents to support children's healthy lifestyles. For example, she encourages parents to bring in nutritious meals and snacks.

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Outcomes for children are inadequate

Children's progress is hindered by the childminder's approach to teaching and they do not make the progress of which they are capable. Children are not well prepared for their next stage of learning, including school. Children do not have appropriate opportunities to develop their thinking and problem-solving skills. Nevertheless, they develop some skills, such as basic social skills.

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Setting details

Unique reference number 107377 Local authority Southwark Inspection number 10065906 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 - 1 Total number of places 6 Number of children on roll 2 Date of previous inspection 23 May 2016

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Registers

The childminder registered in 2000. She lives in the London Borough of Southwark. She provides care from 7am until 6.30pm on Monday to Friday, all year round.

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Registers

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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Registers

procedures 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 . 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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.

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Registers

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Registers

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Registers

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Registers

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