Childminder 143656

Inspection date 22 October 2018 Previous inspection date 15 December 2015

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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 has a poor understanding of the learning and development requirements of the early years foundation stage. She lacks knowledge of the areas of learning, and does not assess children's development in sufficient detail or complete the progress check for children aged between two and three years to monitor their progress. n The childminder's teaching practice is weak and does not support children's learning needs well. She often has unrealistic expectations of what children can achieve and does not follow their interests when they try to make choices in their play. n The childminder does not link planned activities or routines well with children's individual next steps in learning, to help them make the progress of which they are capable while in her care. n The childminder does not form ongoing two-way links with parents and any other professionals who work with the children, to enable consistency in children's

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The provision is inadequate

experiences. n The childminder does not use self-evaluation well to recognise breaches of requirements and subsequently, outcomes for children have declined. Since the last inspection, the childminder has failed to address the previous recommendations and now provides too few opportunities for children to become independent.

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It has the following strengths

n The childminder promptly tends to children's routine care needs, such as feeding them when they are hungry or soothing them to sleep if they appear tired. Children are settled at the childminder's home.

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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 of the learning and development requirements, including the need to complete the progress check for children aged between two and three years, to support children to make good progress across all areas of learning 03/12/2018

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What the setting needs to do to improve further

improve assessment arrangements to identify children's current stage of learning across all areas and their progress over time in good detail 31/12/2018

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What the setting needs to do to improve further

improve teaching skills to develop an understanding of how to provide effective support and learning experiences for each child's learning needs and take account of their interests 31/12/2018

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What the setting needs to do to improve further

improve the planning of activities and the organisation of routines, to focus more on children's individual next steps in learning 31/12/2018

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What the setting needs to do to improve further

develop partnerships with parents and other professionals to enable a consistent approach to supporting children's learning and progress 31/12/2018

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What the setting needs to do to improve further

provide more opportunities for children to develop independence from a young age, to build their confidence and skills to take responsibility for their own care needs. 03/12/2018

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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 improve evaluation of the setting to recognise breaches in requirements, and take prompt and effective action to target them, including recommendations made by Ofsted at previous inspections.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the children at the childminder's home. n The inspector viewed the safety and security of the premises. n The inspector took account of the views of children through observations and interactions during the inspection. n The inspector spoke with the childminder at convenient times throughout the inspection. n The inspector sampled a range of documents, including registers of the children's attendance and the childminder's training certificates.

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Effectiveness of leadership and management is inadequate

Self-evaluation is ineffective. The childminder has not identified significant weaknesses in her knowledge of the learning and development requirements of the early years foundation stage. As a result, children do not make as much progress as possible in her care. The childminder's limited understanding of these requirements mean she is not able to work in close partnership with parents and other professionals, to exchange detailed information about children's progress and next steps in learning. Safeguarding is effective. The childminder is able to recognise if a child is at risk of harm and knows the procedures to follow to report any safeguarding concerns. She risk assesses her home appropriately and uses recent guidance to provide safe play areas for children. For example, following training, the childminder has obtained up-to-date information about safe ways to use plug sockets.

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Quality of teaching, learning and assessment is inadequate

Due to weaknesses in her understanding of the learning and development requirements, the childminder does not assess children's development in sufficient detail across all areas, to monitor their progress. Furthermore, she does not carry out the progress check for children aged between two and three years, as required. The childminder's weak teaching practice and daily routines do not match the children's learning needs well enough. For example, although children enjoy outings every morning to parks and playgroups, the childminder does not ensure these experiences offer the right level of challenge to build on their individual next steps in learning. The childminder's expectations of children are often too high and consequently, activities do not capture and sustain children's interest and attention. For instance, the childminder tries to read a counting book to babies and when they lose interest and crawl away, she lifts them back

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Quality of teaching, learning and assessment is inadequate

and continues to read to them. On occasion, the childminder provides appropriate activities, such as using a puppet to communicate playfully with babies. The babies giggle, and cuddle and kiss the puppet, enjoying this more engaging activity.

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Personal development, behaviour and welfare are inadequate

The childminder has failed to recognise the need to allow children to try to manage to do things for themselves, to promote their physical, personal and emotional development. For example, she does not let babies try to feed themselves and holds their hands down to prevent them from turning the pages of the books she reads to them. At the previous inspection, a recommendation was raised to allow more opportunities for children to take responsibility for their care needs but the childminder has failed to address this. The childminder does not allow children to follow their interests and often steps in to interrupt and lead their play. For instance, when babies experiment with the sounds they make when they bang items inside a plastic saucepan, the childminder takes most of these toys away and tries to encourage the child to build a tower with blocks instead. Children feel comfortable with the friendly childminder, and willingly go to her for

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Personal development, behaviour and welfare are inadequate

reassurance when they feel tired or upset.

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Outcomes for children are inadequate

Gaps in the childminder's knowledge of the learning and development requirements, and weaknesses in planning, assessment and her teaching skills means that children do not receive age-appropriate, challenging activities and interaction. Children do not make the progress of which they are capable, to prepare them as well as possible for the next stage in their learning. Although children enjoy the daily outings, the lack of planning means the childminder does not use them well as learning opportunities, linked to what the children need to learn next. The childminder reads books that are too advanced for younger children and expects babies to sit and listen, which fails to capture their attention or interests. She does not recognise this and tries to bring them back to hear the rest of the book when they crawl away, which does not support children to become active, engaged and motivated learners. Children like to explore. However, many of the

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Outcomes for children are inadequate

resources set out for them are not appropriate for babies, limiting the younger children's ability to develop new interests and engage in experiences that helps them make good progress across all areas.

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Setting details

Unique reference number 143656 Local authority Hammersmith & Fulham Inspection number 10071606 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 - 7 Total number of places 6 Number of children on roll 5 Date of previous inspection 15 December 2015

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Registers

The childminder registered in 1993 and lives in the White City area, in the London Borough of Hammersmith and Fulham. The childminder offers care each weekday throughout the year.

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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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