Childminder EY358502

Inspection date 10 May 2019 Previous inspection date 24 September 2015

p.1

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

p.1

This provision is inadequate

n The childminder does not ensure the requirements of the early years foundation stage (EYFS) are always met. She does not make sure ratio requirements are maintained and children are always within hearing. The childminder failed to notify Ofsted of significant events which may affect the suitability of those living or working on the premises. n Risk assessments are not effective. For example, the childminder does not check the garden before children use it. This compromises children's safety. n Routines for children do not support their individual development and emotional needs. For example, the childminder puts all children to bed at the same time during the day, whether they are tired or not. Children comply with the routine but some children do not sleep and miss out on time they could spend on play and learning. n Water is not available and accessible to children at all times, as required. n The childminder does not obtain, and share, sufficient information with parents and

p.1

This provision is inadequate

other professionals to be able to meet children's individual development needs. n The childminder does not plan experiences for children that engage them in learning and challenge them sufficiently. Pre-school children say they are tired but this is because they do not have enough stimulation to keep them interested. n Assessments of what children can do, including those with identified gaps in their development, are not used to inform targeted plans so children make as much progress as possible. As a result, children are not prepared for the next stage in their development, particularly with regard to their communication and language. n Activities, resources and experiences provided for children do not teach them about the world beyond their immediate families and community.

p.1

It has the following strengths

n Parents report they are happy with the care and education provided.

p.1

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 ensure ratio requirements are maintained at all times and children are adequately supervised so that they are safe and their needs are met 07/06/2019

p.2

What the setting needs to do to improve further

improve knowledge and understanding of the EYFS, including what must be notified to Ofsted 07/06/2019

p.2

What the setting needs to do to improve further

ensure that routines for children, particularly sleeping arrangements, meet all children's individual needs 07/06/2019

p.2

What the setting needs to do to improve further

make sure that fresh drinking water is available and accessible to children at all times, as required 07/06/2019

p.2

What the setting needs to do to improve further

obtain, and share, information about children with parents and other professionals working with them, including other settings the children attend, in order to understand their needs fully 07/06/2019

p.2

What the setting needs to do to improve further

maintain an accurate record of children's daily hours of attendance 07/06/2019

p.2

What the setting needs to do to improve further

plan and provide children with a range of exciting activities and experiences that sustain their interest and challenge them sufficiently 07/06/2019

p.2

What the setting needs to do to improve further

develop skills in supporting children's social and emotional development, particularly with regard to understanding their feelings and behaving appropriately 07/06/2019

p.2

What the setting needs to do to improve further

improve understanding of how to promote equality and diversity and teach children about the world they live in, beyond their immediate families and community 07/06/2019

p.2

What the setting needs to do to improve further

use information from home, other professionals and observations of what children can do, to plan opportunities for children to develop, particularly in relation to their communication and language skills. 07/06/2019

p.2

What the setting needs to do to improve further

Inspection activities n The inspection was carried out following the risk assessment process. n The inspector spoke to children, the childminder and parents. She took account of parents' views. n The inspector observed and discussed the teaching and learning with the childminder. n The inspector looked at children's records, evidence of the childminder's training and a range of other documents, including policies and procedures. n The inspector observed activities indoors and outdoors. She walked with the provider to collect some children from school.

p.2

Effectiveness of leadership and management is inadequate

Safeguarding is ineffective. The childminder does not have enough understanding of her role and responsibilities to keep children safe. She has failed to notify Ofsted of significant events which may affect the suitability of those living or working on the premises. Also, the childminder does not keep an accurate, daily record of children's hours of attendance. In addition, she does not identify potential risks to children's safety. For example, children's cots are within reach of hazards such as animal bedding. The childminder does not ensure that children are within hearing, to help keep them safe. For example, she leaves young children in the garden, playing, while answering the front door. Nonetheless, the childminder has an up-to-date knowledge and understanding of child protection procedures. She knows what to do if there are concerns about children's welfare. Parents report that they receive information about their children's development.

p.4

Effectiveness of leadership and management is inadequate

However, the childminder does not work closely enough with parents, other settings children attend, and other professionals working with them, to be able to meet all children's individual needs.

p.4

Quality of teaching, learning and assessment is inadequate

Since the last inspection, the childminder has lost focus on the quality of teaching and learning she provides for children. She does not plan activities and experiences for children that are exciting and sustain their interest. Neither does she interact and communicate with children enough to support their learning. As a result, children play on their own and lack social interaction. While older children sit at the table, colouring in aeroplanes alongside a younger child, they do not talk to one another. Children with identified speech and language needs are not encouraged to join in with their peers. The childminder completes a progress check at age two for each child, as required. However, she has not obtained sufficient information about children with additional needs to be able to put in place a plan so they develop in line with their peers. Children enjoy regular outings to local community groups. They have learned about festivals that are special to

p.4

Quality of teaching, learning and assessment is inadequate

children attending. However, the childminder is not proactive at promoting equality and diversity. This has not improved sufficiently since the last inspection and does not help to prepare children for life in the wider world.

p.4

Personal development, behaviour and welfare are inadequate

The breaches in the safeguarding and welfare requirements compromise children's safety and welfare. The childminder does not do enough to support children's social and emotional well-being. For example, when a child is hurt by another child the childminder misses the opportunity to talk about how they feel and why they should be kind to one another. The childminder uses some positive language with children to express how she wants them to behave, such as 'just walking'. However, she is not always consistent with these messages and allows other children to run. She does not communicate why they should walk. This inconsistent practice does not support children's understanding of what is expected and why. The childminder encourages children to wash their hands after using the toilet. However, the promotion of children's health and well-being is not consistent. The childminder does not ensure that children have access to fresh drinking

p.4

Personal development, behaviour and welfare are inadequate

water at all times. Consequently, children go for long periods without a drink. This does not help children to be physically healthy and able to concentrate, ready for learning.

p.4

Outcomes for children are inadequate

The childminder is unable to meet the needs of the wide range of ages and abilities of children attending. She has not used assessments of children's progress to identify and plan for the next steps in their development. As a result, young children, including those moving on to school, are not as ready as they could be. Younger children enjoy rolling the truck to one another. However, they use limited language and communication with each other, and the childminder does not support their play effectively for them to develop as much as they could.

p.5

Setting details

Unique reference number EY358502 Local authority Kingston upon Thames Inspection number 10106771 Type of provision Childminder

p.6

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder Age range of children 1 - 9 Total number of places 6 Number of children on roll 10 Date of previous inspection 24 September 2015

p.6

Registers

The childminder registered in 2007. She lives in Kingston upon Thames, Surrey. She operates Monday to Friday, from 7.30am to 6pm, 49 weeks a year. The childminder receives funding for the provision of free early education for children aged three and four years. She holds a relevant qualification at level 3.

p.6

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.

p.6

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.

p.6

Registers

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

Registers

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.7

Registers

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: www.ofsted.gov.uk/user .

p.7

Registers

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

p.7