Childminder in Barnet

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

p.1

The provision is inadequate

The quality of the curriculum is not good enough. The childminder does not plan activities with a clear purpose to meet the next steps of individual children. Too often, she does things for the children rather than supporting them to learn how to do things themselves. For example, when children are baking biscuits, the childminder is too quick to roll the dough for the children rather than giving the children time and support to practise this. Children do not have the opportunity to overcome difficulties they may face to learn new skills.

p.2

The provision is inadequate

The childminder does not have high expectations for what the children can achieve. For example, children sit on plastic boxes to eat meals or do table top activities. This does not allow the children to learn how to sit on a chair while at the setting. Children are not well prepared for the next stage of their learning, such as starting school.

p.2

The provision is inadequate

Children do not display positive behaviour consistently. Too often they snatch resources or hurt their peers. This is because the childminder does not use consistent strategies to support children in managing their behaviour. She does not offer enough praise to children when they are displaying positive behaviours. For example, children tidy up toys well, but the childminder does not praise them for this. There are too many occasions when the childminder physically moves children and handles them unnecessarily rather than teaching them how to manage their behaviour. This puts children at risk of unintentional injury or harm by the childminder.

p.2

need to do better?

n Since the last inspection, the childminder has not taken sufficient steps to improve the quality of her practice. The childminder is able to identify what she finds challenging. However, she does not access training or support to address these weaknesses. She is not familiar with the changes in the early years foundation stage document, which came into effect in September 2021. This means that the childminder is unable to make sure that her practice reflects the current requirements. n The childminder does not support children's communication and language effectively. She does not model language well enough. The childminder does not get down to children's level and talk to them when they are eating or doing activities. She does not clearly introduce unfamiliar words to the children in a way that helps them to extend their range of vocabulary. This has an impact on the progress that these children make in their language development.

p.2

need to do better?

n The childminder does not carefully consider the needs of the children when planning activities. For example, when planning a cooking activity, she does not

p.2

need to do better?

24 May 2022 provide a spoon each for the children but only provides two spoons for the children to share. This means that children are unable to all access activities together and leads to children feeling upset and left out. n The childminder does not plan for children to develop their independence. For example, the childminder stores tissues out of reach of children. When children need to blow their nose, the childminder wipes their nose for them. This has an impact on the progress that children make in their personal development while at the setting. n The childminder does not carefully plan and prepare resources and activities. This means that there are too many instances when children are left unsupervised by the childminder. For example, when children are in the garden, the childminder goes into the kitchen to get bubble mixture. At these times, the childminder cannot see or hear the children and this places them at risk of harm.

p.2

need to do better?

n The childminder does not accurately identify risks. For example, too many toys are left on the floor, which children subsequently trip over. This means that there are hazards within the setting, which pose risks to children. n The childminder does not manage accidents and injuries safely. When children have accidents while at the setting, the childminder does not always check if they are injured and need any first aid applied. She does not always record the accident in order to inform parents. This means that parents can not check that children are alright after the accident. n The childminder works hard to be flexible around the hours she offers to support the needs of families who use her setting.

p.3

Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

The childminder has attended safeguarding training recently. She understands what to do if she has concerns about the well-being of a child. However, the childminder does not have sufficient understanding of what to do if an allegation is made against her. The childminder does not ensure that good hygiene procedures are followed. For example, she does not clean the table before children eat their lunch. This puts children at risk of cross-contamination and compromises their safety and welfare.

p.3

Due date

24 May 2022 take steps to address the way that you supervise children to ensure children's needs are met and that they are kept safe 07/06/2022

p.3

Due date

ensure that your safeguarding policy reflects the correct procedures and that you fully understand these procedures 07/06/2022

p.4

Due date

improve the accident /incident procedures to ensure any accident or incident is recorded and that parents are informed on the same day or as soon as reasonably practical after any accident or incident 07/06/2022

p.4

Due date

put systems in place to manage children's behaviour in an appropriate way 07/06/2022

p.4

Due date

promote the good health of children and ensure that you follow good hygiene processes 07/06/2022

p.4

Due date

ensure effective risk assessment systems are in place to identify and remove or minimise risks. 07/06/2022

p.4

Due date

consider how to support children to develop their self care skills and independence 07/06/2022

p.4

Due date

provide more opportunities to enhance children's communication and language skills. 07/06/2022

p.4

Setting details

Unique reference number EY401223 Local authority Barnet Inspection number 10197886 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 18 Number of children on roll 14 Date of previous inspection 20 May 2021

p.5

Information about this early years setting

The childminder registered in 2008. She operates from Monday to Friday, all year round. Sessions are from 8am to 6pm. The childminder holds a valid childcare qualification at level 3.

p.5

Inspection activities

n The inspector discussed any continued impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The childminder and the inspector completed a learning walk together and discussed the curriculum. n The inspector carried out a joint observation of an activity with the childminder. n Children spoke to the inspector about what they enjoy doing within the setting. n The inspector observed the interactions between the childminder and children. n The inspector held discussions with the childminder about practices and procedures.

p.5

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.

p.5

Inspection activities

24 May 2022 24 May 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

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