Childminder EY498411

Overall effectiveness Inadequate

The quality of education Inadequate Behaviour and attitudes Inadequate Personal development Inadequate Leadership and management Inadequate Overall effectiveness at previous inspection Requires improvement

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The provision is inadequate

Children are not provided with a suitably planned curriculum and activities that are stimulating and extend their learning. Play is too challenging for the children because the childminder lacks knowledge of child development and how to support learning outcomes. Children lack interest and engagement in both adult-led and free-play activities. They spend periods of time not doing anything. The childminder has a significantly poor knowledge and skills to assess children's development and their next steps for learning. Therefore, children do not make realistic achievements based on their actual stage of development. This hinders children making good progress. The childminder lacks knowledge of working with children with special educational needs and/or disabilities (SEND). This means children's individual progress and achievements are lacking significantly and they are not receiving the support they deserve. There are limited opportunities for children to

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The provision is inadequate

develop in their self-help and independence skills through routine tasks. For example, there are missed opportunities to encourage children to use the stairs themselves when they are capable to do so, or to be encouraged to feed themselves. Children's learning is hindered as the teaching is forced most times because the childminder is unaware of how to engage children in activities. The change in activities is too frequent. This means there are limited opportunities for children to focus, or be given time to explore at their own pace and find their own learning style. The childminder is kind and caring in her approach, such as when she engages in play with the children or when addressing their personal care.

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need to do better?

n The childminder has a poor understanding of how best to support children to develop their communication and language skills. She uses basic language in her communication, such as identifying names of shaped bricks and naming toy animals. She does use rhymes and shares books with children but this does not help children understand the meaning of the spoken word, especially with children who have limited language or have SEND. Although she has attended training to learn basic signing, the range she has learned is limited and not used with children to aid their early communication. n Children make minimal progress in their achievements, especially children with identified needs. This is because the childminder fails to pitch activities to the stage of development of the children, and her teaching is poor. For example, she grasps the hands of children to select the shapes to post into the correct slots in

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need to do better?

a shape sorter, as they do not have the skills, as yet, to do this. Furthermore, the childminder holds children's hands over a spoon as she feeds them and does not allow them to practise feeding themselves. n The childminder sets out her resources to be attractive to children. However, she fails to identify if the children have the skills to use these resources. For

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need to do better?

28 June 2021 example, children are unable to use the range of construction materials set out, as they do not understand how to attach the pieces together. This means they are poorly prepared to acquire the skills needed to move on to school. n Although the childminder uses guidance to inform her about child development, she fails to observe children's learning accurately and is unaware of their actual stage of development. This means the information she uses to inform her forward planning or to share with parents is not accurate or reflective of the child's actual progress. n The childminder fails to establish a strong and effective partnership with parents and with professionals at other settings children may also attend or have contact with on a regular basis. This means there is significant inconsistency in the care and learning children receive. n The childminder does not support children's health and well-being. She fails to

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need to do better?

promote a diet that is healthy, nutritious and balanced. She fails to ensure children are nourished throughout their time while they are in her care. For example, children are not offered drinking water in between meals to ensure they are kept hydrated. The childminder fails to engage with parents to advise on what healthy and nutritional foods should be encouraged and included in meals they provide for their children. n Since registration, the childminder has failed to demonstrate an improvement in her knowledge and understanding of the requirements for the early years foundation stage. She demonstrates a limited capacity to improve outcomes for children's learning and development, and their welfare. n Children receive basic praise from the childminder. For example, she shows recognition if they have listened to her read a story to them.

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Safeguarding

The arrangements for safeguarding are not effective.

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Safeguarding

The childminder fails to demonstrate that safeguarding is a top priority. She fails to identify signs and symptoms that would cause her concern that a child may be at risk. Furthermore, she fails to recognise the roles of the appropriate agencies to report her concerns to. Her awareness to managing and addressing good health is poor. For example, she fails to be vigilant to providing a safe environment for children and visitors with the current COVID-19 (coronavirus) pandemic. The children are cared for in a safe environment and receive adequate levels of supervision from the childminder.

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Due date

develop a sound understanding of safeguarding policy and procedures, and have an up-to-date knowledge of all aspects of child protection, including procedures for reporting safeguarding concerns to the appropriate agencies 09/07/2021

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Due date

develop robust knowledge and understanding of teaching practices so that play becomes meaningful and children learn across all areas of learning, in particular with a strong focus for those with special educational needs and/or disabilities 09/07/2021

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Due date

undertake appropriate training and professional development to ensure children's development is monitored and assessed as required, is accurate to reflect their actual development, planned according to individual progress, and identifies any gaps promptly 09/07/2021

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Due date

build and maintain strong partnerships with parents, other settings children attend and with other professionals involved, and work together to complement the care and learning provided for children, in particular for those with special educational needs and/or disabilities 09/07/2021

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Due date

develop a sound understanding of healthy eating and nutritional needs for children, and engage with parents and professionals to ensure children are provided with healthy, nutritious meals and snacks 09/07/2021

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Due date

adhere to and implement relevant measures in relation to local government guidance in regard to promoting good health, particularly in relation to COVID- 19. 09/07/2021

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Setting details

Unique reference number EY498411 Local authority London Borough of Waltham Forest Inspection number 10099187 Type of provision Childminder

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Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

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inspection

Total number of places 6 Number of children on roll 6 Date of previous inspection 12 February 2019

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Information about this early years setting

The childminder registered in 2016. She lives in Walthamstow, in the London Borough of Waltham Forest. She operates on Monday to Friday, throughout most of the year.

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Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with the childminder and has taken that into account in their evaluation of the setting. n The childminder and the inspector completed a learning walk together. n The inspector and the childminder carried out a shared observation. n The inspector collated the views of parents. n The inspector spoke to children at appropriate times during the inspection.

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Inspection activities

We carried out this inspection 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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Inspection activities

28 June 2021 28 June 2021 regulates and inspects to 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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