Childminder in Lambeth

Overall effectiveness Inadequate

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Inadequate Leadership and management Inadequate Overall effectiveness at previous inspection Not Met (with actions)

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The provision is inadequate

Children's learning and development experiences are variable. The childminder does not have sufficient enough knowledge of babies' development. This means that she is unable to recognise when babies are making good progress or if they are behind in their development. In contrast, the childminder has a good knowledge of how to support the learning and development of the older children she cares for. She uses a range of questions to understand their thinking and discover what they are going to do next. The quality of education children receive is inconsistent.

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The provision is inadequate

Despite this, children settle well and form secure relationships with the childminder. Children who are new to the setting seek comfort from her as their parents leave at the start of the session. At times, when they become upset, the childminder is able to quickly comfort them.

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The provision is inadequate

There are inconsistencies in how the childminder supports children's behaviour. For example, older children are asked not to run through the house in their socks as they may slip. Yet, when they repeat this behaviour it is unchallenged. This provides children with unclear expectations of their behaviour.

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need to do better?

n The childminder has not met the safeguarding and welfare action set at her last inspection. She does not currently have a valid paediatric first-aid certificate. This means that her knowledge of how to respond to children who have an accident or illness is not up to date. This significantly compromises children's welfare. n The curriculum children receive is not focused enough to support all children's learning and development. The childminder does not recognise opportunities to effectively involve herself in play with babies. For instance, when babies babble and bang resources together, the childminder tells them 'you have got shapes there, you're having fun'. She does not extend this further to build on their communication and hand-eye-coordination skills. n Older children benefit more from the childminder's activities and teaching. They are asked questions, such as 'How are you going to put that back together?' and

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need to do better?

'What might happen next?', to extend and challenge their thinking. Consequently, the older children have more opportunity to learn new words and develop their speaking and listening skills. n The childminder has not kept her knowledge and understanding of early years practice up to date. She is not familiar with the development stages of young children. This means that she is ill equipped to plan purposeful play opportunities for babies. As a result, babies are often left for extended periods of

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need to do better?

14 September 2021 time with little interaction from the childminder. n All children demonstrate an eagerness to play and learn. While babies do not receive enough interaction and involvement from the childminder, they are content to explore the resources in front of them. They lean forward to reach and grasp toys from the mat they are sitting on. n Older children engage with resources available, show positive attitudes towards learning and are confident to show what they can do with support from the childminder. For example, children complete alphabet puzzles and sing the alphabet song while doing so. These children are also supported to learn about colours and shapes and how to recognise some facial expressions. n The childminder knows that there are changes to the 'Statutory framework for the early years foundation stage'. However, she is not aware of the content of these changes or how they impact on her practice. This means that she does not

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need to do better?

have a clear understanding of the requirements for registration.

p.3

Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

The childminder has some understanding of scenarios that may provide cause for concern, that children may be at risk of abuse or neglect. She is able to identify some scenarios where she may need to make a referral for additional support or intervention. However, the childminder is not able to confidently discuss wider safeguarding scenarios related to the 'Prevent' duty and risks to children in the local area. This means that she may not recognise when children or individuals associated with them are at risk of being drawn into extremist or dangerous situations.

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Due date

obtain and maintain an appropriate paediatric first-aid qualification 06/10/2021

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Due date

implement systems for professional development to improve knowledge and understanding of safeguarding procedures, particularly in relation to wider, contextual safeguarding matters, such as the 'Prevent' duty and risks to children in the local community 06/10/2021

p.3

Due date

14 September 2021 improve knowledge and understanding of working with babies and young children, this relates specifically to understanding their learning and development needs and how to meet these 06/10/2021

p.3

Due date

ensure the curriculum is effectively designed to support the communication and language, physical and personal, social and emotional needs of all children, in particular, the youngest children. 06/10/2021

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Setting details

Unique reference number EY233330 Local authority Lambeth Inspection number 10120071 Type of provision Childminder

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Registers

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

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inspection

Total number of places 6 Number of children on roll 1 Date of previous inspection 16 March 2015

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Information about this early years setting

The childminder registered in April 2003. She lives in Brixton in the London Borough of Lambeth. The childminder cares for children Monday to Friday, all year round.

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Inspection activities

n This was the first routine inspection the setting received since the COVID-19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in the evaluation of the provider. n The childminder spoke to the inspector about developments since their last inspection. n The inspector observed the childminder and her interactions with the children during activities. n The childminder shared relevant documents with the inspector that supported the inspection. n The inspector spoke to the childminder about her role and responsibility in relation to safeguarding children.

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Inspection activities

14 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

14 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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