Childminder in Kent

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

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The provision is inadequate

Children do not make the progress that they are capable of to acquire the skills they need for their future. The childminder's curriculum lacks depth and is weak. She is unclear about what she wants children to learn and why. Children do not engage in meaningful learning. The childminder sets unrealistic expectations for children's learning. Activities on offer do not meet children's needs and stages of development. For example, she wants younger children who are learning to talk to be able to identify letters of the alphabet and numbers, and recall these from memory.

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The provision is inadequate

Most often, children tend to occupy themselves rather than actively learning. Younger children are not always clear about what is expected of them. On some occasions, children's behaviour causes disruptions to their own and other children's learning.

p.2

The provision is inadequate

Despite these weaknesses, children appear happy and feel content in the childminder's care. They have settled well and form secure attachments with the childminder. Younger children move around the play area with ease, exploring their surroundings and choosing their toys. They begin to form positive friendships with the older children. Overall, older children use their imagination well. For instance, they use building blocks to make different models, such as a house.

p.2

need to do better?

n The childminder fails to meet all requirements under the Statutory framework for the early years foundation stage. She cannot identify and take reasonable steps to reduce all identified risks to children, particularly when outside of the home. In addition, she does not obtain information about children's medical needs and personal details from parents as required. This means the childminder may not be able to respond effectively should a child suffer a medical emergency in her care. This compromises children's safety. n The childminder is not consistent in her approach to managing children's behaviour. She does not explain to the children what behaviour is acceptable and what is not. For example, when children snatch toys or refuse to share, the childminder just asks them to stop without offering proper explanation. This means children are likely to repeat the same unwanted behaviour. n The childminder lacks a clear understanding of how children learn through play.

p.2

need to do better?

She places too much emphasis on adult-led teaching and does not provide activities to match children's interests. In addition, she does not interact effectively with children to support their communication and language development. For instance, she does not respond to babies' babbling to encourage their early speech.

p.2

need to do better?

31 January 2022 n Children are not always able to follow their interests and engage in purposeful learning. For instance, when children show an interest in role playing with dolls and a guitar, the childminder overlooks this and introduces letters and numbers, which children have shown no interest in. n Despite weaknesses in the childminder's teaching, she is caring and warm to the children. She has formed secure bonds with the children and gives appropriate cuddles to reassure them. This helps children to settle in quickly and become familiar with the routines. This does not help children to remain focused and engaged in purposeful learning. n The childminder keeps parents informed about children's care routines to help provide consistency. She asks for feedback from the parents to help her identify areas to improve. However, her current system for self-evaluation is ineffective to precisely identify weaker areas of the provision and make improvements.

p.2

need to do better?

n The childminder follows good hygiene practices to help reduce the risk of infection in the setting. For instance, she encourages children to wash hands regularly and explain why they need to do so. In addition, she provides healthy snacks and daily opportunities for outdoor play, such as regular walks and visits to the local library. This successfully supports children's physical well-being.

p.3

Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

The childminder does not implement robust safeguarding procedures to keep children safe. She fails to risk assess outings and her play areas effectively to keep children safe. For example, she has not considered how she can walk the children safely to nursery without them coming to harm. In addition, she leaves too many toys on the floor which can cause a child to trip and fall. Moreover, the childminder does not ensure that children's medical needs are met while in her care. This means that children's safety cannot be assured. Despite these weaknesses in safeguarding arrangements, the childminder has a sound understanding of child protection. She can identify when a child is at risk of abuse and neglect and knows the procedures to follow to safeguard their welfare.

p.3

Due date

identify risk to children's safety, particularly when outside of the home, take steps to reduce all identified risks to keep children safe 23/02/2022

p.3

Due date

31 January 2022 obtain and keep required information about a child, including any medical needs and personal details as required to support their welfare 23/02/2022

p.3

Due date

use a consistent approach to manage children's behaviour in order for them to understand behaviour expectations, and to help minimise disruption to their play 23/02/2022

p.4

Due date

have a clear and realistic intent of what children need to learn, and plan age- appropriate activities to help them make good progress in their learning and development, particularly across the prime areas of learning 29/07/2022

p.4

Due date

develop an understanding of the way children learn and maintain positive interactions at all times to support children's communication and language development, and to keep them meaningfully engaged. 29/07/2022

p.4

should:

n use self-evaluation effectively to identify areas to improve.

p.4

Setting details

Unique reference number 2634241 Local authority Bexley Inspection number 10219628 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 5 Number of children on roll 4 Date of previous inspection Not applicable

p.5

Information about this early years setting

The childminder registered in 2021. She lives in Erith within the London Borough of Bexley. The childminder provides care Monday to Friday, most times of the year.

p.5

Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 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 inspection was carried out due to Ofsted's risk assessment into concerns received. n Interactions between the childminder and children were observed by the inspector, who subsequently considered the impact these have on children's learning. n The inspector looked at a range of documentation, such as evidence of the childminder's and household members' suitability, her training certificates and children's attendance records. n A learning walk was conducted by the inspector and the childminder, and discussions were held about children's learning. n The inspector spoke with the childminder at appropriate times and engaged with children in their chosen play.

p.5

Inspection activities

31 January 2022 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

31 January 2022 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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