Childminder in Enfield

Overall effectiveness Inadequate

The quality of education Inadequate Behaviour and attitudes Inadequate Personal development Inadequate Leadership and management Inadequate Overall effectiveness at previous inspection Not applicable

p.1

The provision is inadequate

The childminder has a poor understanding of identifying risks in her home. Children in her care are exposed to risks in the home and when they are in the garden. This compromises their safety and well-being. Children appear settled and play with a handful of toys that the childminder offers. Toys and resources are limited and not age-appropriate for children to explore and help them extend their learning. Children are energetic and raring to go when they first come in, yet their needs are unmet. This is because the childminder does not consider children's individual learning needs and interests, to motivate them to learn and make progress in their learning and development.

p.2

The provision is inadequate

The childminder demonstrates some teaching skills when she interacts with the children. For example, when they play together building a tower and read a book. The childminder involves the children and asks some questions about the animals they see. Children are willing to join in, but quickly lose interest in what is on offer. The lack of well-planned and challenging activities and resources impact negatively on children's behaviour. The childminder does not manage children's behaviour consistently, so they do not learn how to manage their feelings or behave well. The childminder does not have high expectations for children.

p.2

need to do better?

n The childminder's risk assessments are weak, and hazards are overlooked. In the living room, where the children play, a large television is fixed at a low height that children can easily reach. Furthermore, there is a child-size table directly under the television. Different size gas cylinders, an old metal lawnmower and several kitchen appliances, such as washing machines and a chest freezer, are visible and accessible to children in the garden. In addition, a large fence panel is broken and propped up in the garden. This does not prevent children from hurting themselves or unauthorised strangers from entering the childminder's home. Therefore, children's safety is significantly compromised. n The childminder does not provide enough opportunities for children to learn how to be self-assured in their independence skills. For instance, hand tissue is kept out of children's reach so they do not learn to clean their noses. Children rely on

p.2

need to do better?

the childminder to support them, as their self-help skills are not developed effectively. The childminder puts on their shoes, trousers, and washes children's hands for them. As a result, children do not build up the confidence to learn how to carry out simple tasks for themselves. Children do not make sufficient progress from their starting points and are not well prepared for the next stage of their learning. n The childminder's poor knowledge of child development, and how children learn, limits her ability to provide a broad curriculum to support children's individual

p.2

need to do better?

29 September 2021 needs. The quality of teaching is inconsistent and weak. However, she provides some activities that interest the children. For example, they paint and print shapes and listen to a story. Children post shapes, recall numbers, and build a tower with blocks and play with cars. Children are rewarded with praise and positive attention for their achievements. This said, when the activities finish children become bored and restless because they have limited toy and resource choices that hold their attention. This means that children have nothing to do but run inside and climb on the furniture. The childminder does not consistently implement effective behaviour management strategies, to teach children what is expected of them. n The childminder has attended training to support children's communication and language skills. This helps children, to some extent, to develop their communication skills, particularly the children who speak English as an additional

p.2

need to do better?

language. The childminder does talk to children during some activities but again this is inconsistent. For example, when listening to a story, children repeat and learn the names of the animals. Yet during a singing activity, the childminder does not pick up on the songs that children want to sing and there are long periods of silence where the childminder does not talk to the children at all. She does not explain what the children are going to do next and why they are doing it. n The impact of self-evaluation is not effective. The childminder has not identified her strengths and weaknesses, in order to promote good outcomes for children. Children do not make the progress they are capable of because of the weaknesses in the planning, teaching and assessment arrangements. Despite this, children do learn some skills. The childminder takes children on outings to the local parks, the library and to collect older children from school. This

p.3

need to do better?

contributes to their physical development, social skills and gaining an awareness of others. The childminder is kind and caring and children turn to her when they need support and they value her praise. Children are offered healthy, nutritious, freshly cooked meals and snacks. Parents say they are happy with the care provided and comment on the progress their children have made.

p.3

Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

The childminder fails to identify and remove hazards in her home and in the garden that could cause children harm. Children frequently run indoors and climb on furniture. Children stand on tables and can reach the television that is fixed on the wall. Even when this risk is discussed with the childminder, supervision remains poor and children continue to climb. The childminder has an adequate understanding of child protection procedures, gained through attending training. This helps her to recognise when a child may be suffering harm and she understands her role and responsibility to act on this.

p.3

Due date

improve risk assessment procedures to ensure that any potential hazards or risks are identified promptly and action is taken to remove or minimise risk to children 18/10/2021

p.4

Due date

develop knowledge and skills to ensure a consistent approach to managing behaviour and use effective strategies to help children learn about acceptable behaviour 21/10/2021

p.4

Due date

improve the use of observations and assessments to plan and provide activities that challenge, engage and motivate children in their learning 27/11/2021

p.4

Due date

improve professional development to identify gaps in knowledge, skills and practice that will help raise the quality of the curriculum that enables all children to make good progress in their learning and development 27/11/2021

p.4

Due date

ensure the curriculum is implemented effectively, with particular focus on the need for high-quality communications with children to support their good progress 21/10/2021

p.4

Due date

improve the current opportunities for children to help them to develop their independence during routine activities and mealtimes. 21/10/2021

p.4

Setting details

Unique reference number EY561462 Local authority Enfield Inspection number 10191654 Type of provision Childminder

p.5

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.5

inspection

Total number of places 2 Number of children on roll 1 Date of previous inspection Not applicable

p.5

Information about this early years setting

The childminder registered in 2019. She lives in the London Borough of Enfield. The childminder provides all day care, each weekday and works all year round.

p.5

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 this into account in their evaluation of the setting. n Parents shared their views about the quality of care and education the childminder provides for their children. n The childminder showed the inspector around the parts of her home used for childminding. She explained how she planned her curriculum. n The inspector talked to the childminder at various points during the inspection. n The inspector observed the quality of teaching during activities, and assessed the impact this has on children's learning. n The inspector observed the quality of interactions between the childminder and the children present. n The inspector looked at relevant documentation and evidence of the suitability of the childminder.

p.5

Inspection activities

29 September 2021 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

29 September 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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