Childminder in Southwark

Overall effectiveness Inadequate

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

p.1

The provision is inadequate

Children are settled and share an emotional bond with the childminder. She is kind and offers reassurance when children are upset. However, due to weaknesses in the childminder's understanding of safeguarding matters and breaches in the statutory requirements, children's safety is not guaranteed.

p.2

The provision is inadequate

Children have free access to resources and enjoy moving freely between indoors and outdoors. However, their attention and engagement is not maintained for very long. The learning experiences are neither interesting nor challenging enough for their ages. As such, they become bored and disengaged.

p.2

The provision is inadequate

Children learn some good manners. The childminder says and encourages them to say please and thank you when she gives them something. However, expectations are not clear and children do not learn how to show respect for the environment they are in. For example, children throw toys and books on the floor and are not appropriately spoken to about it when that happens.

p.2

The provision is inadequate

The childminder does not have the knowledge required to plan a challenging curriculum to ensure children benefit from meaningful learning across the curriculum. She does not adequately identify children's next steps and activities do not support children's needs. She has poor levels of engagement with the children and conversations do not fully support the development of children's language skills.

p.2

need to do better?

n The childminder has not kept herself up to date with changes in the early years foundation stage and has a poor knowledge of children's development. The curriculum is not ambitious and there are no clear intentions for children's learning from the activities. As such, children do not make sufficient progress in their learning. n Children with special educational needs and/or disabilities are not well supported. The childminder does not have a secure knowledge of who to contact to get support. She does not identify signs for concern and neither does she plan a curriculum and strategies that meet their needs effectively. n The childminder does not have effective ongoing assessment systems in place that inform her of children's progress and help identify next steps. Activities do not build on children's previous learning or promote future learning. For example, children working on their attention span move quickly from activity to

p.2

need to do better?

activity without much intervention from the childminder. This does not help them make progress. n Children enjoy themselves when the childminder plays with them. She reads

p.2

need to do better?

17 June 2022 stories and uses some language in context, such as 'tea' and 'juice', when children pretend to serve drinks. However, the quality of interactions and conversations are poor. For example, the childminder asks children questions but does not elaborate or expand further when they do not respond. This means children are not encouraged to be curious and want to know more. This affects their attitudes towards their own learning and does not extend their language skills effectively. n The childminder does not support children's independence skills well. Children have very limited opportunities to do things for themselves. For instance, she washes their hands and puts their shoes on for them. As such, children do not learn the skills that will help them in the future. n On occasion, the childminder takes children to local playgroups, so they can meet other children. However, she does not provide sufficient opportunities for

p.2

need to do better?

children to exercise and develop their muscles. This does not promote children's physical health. n The childminder does not effectively teach children about safely taking risks. For example, when children climb on chairs they are not given an explanation about why that could be dangerous. This does not support children's understanding of how to take risks in a safe way. n The childminder has not established a close partnership with other agencies or settings that the children attend or get support from. This limits her opportunities to share and understand what others are doing to meet children's needs, and does not provide continuity in children's learning and care. n Parents and carers are happy with the childminder. She works with them on matters such as potty training. However, the childminder does not get or share enough relevant information with parents and carers about their child's development and next steps in learning. This means children do not benefit from

p.3

Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

The childminder has some knowledge of safeguarding and child protection issues. She identifies some signs and symptoms of abuse, including female genital mutilation. The childminder is aware of the 'Prevent' duty and how to report any concerns. She knows what she must do if she is concerned about a child or an allegation is made against herself or a household member. She completes daily checks to ensure the premises are safe. However, the childminder has insufficient knowledge of what must be notified to Ofsted.

p.3

Due date

improve knowledge and understanding of what must be notified to Ofsted 01/07/2022

p.4

Due date

improve knowledge and implementation of behaviour management strategies that support children's well-being and understanding of boundaries 15/07/2022

p.4

Due date

undertake training that enhances the quality of teaching and addresses weaknesses in the provision 15/07/2022

p.4

Due date

improve partnership with parents/carers to ensure they are kept informed of and involved in their children's learning 15/07/2022

p.4

Due date

ensure effective partnerships with other agencies to guarantee that children's learning and welfare is promoted at all times 01/07/2022

p.4

Due date

implement a curriculum that is ambitious and challenging that promotes opportunities for all children to make good progress in the seven areas of learning 15/07/2022

p.4

Due date

implement a system where children's development is accurately assessed and this information is used to provide good quality learning experiences 15/07/2022

p.4

Due date

improve quality of interactions with children to fully promote their engagement and help them make good progress, particularly in their communication and language skills 01/07/2022

p.4

Due date

provide opportunities for children to develop their independence skills. 01/07/2022

p.4

Setting details

Unique reference number EY153001 Local authority Southwark Inspection number 10231719 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 4 Number of children on roll 4 Date of previous inspection 28 September 2016

p.5

Information about this early years setting

The childminder registered in 2001 and lives in the London Borough of Southwark. She operates her service from 9am to 5pm, Monday to Friday, all year round. She holds an appropriate early years qualification.

p.5

Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the setting. n The inspector spoke with parents/carers to gather their views on the provider. n The childminder and inspector held discussions about the curriculum. n The inspector observed the childminder implementing an activity and jointly evaluated it. n The inspector observed the interactions between the childminder and the children, and spoke with her at appropriate times. n The childminder met with the inspector to discuss the leadership and management of the setting. n The inspector reviewed documents relevant to the inspection process.

p.5

Inspection activities

17 June 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.

p.5

Inspection activities

17 June 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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