Childminder in Kingston upon Thames

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

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The provision is inadequate

Children are not safe in the childminder's setting. This is because she fails to identify hazards within the environment. Children have access to a toxic plant in the garden. When they touch and play with the plant, the childminder and her assistant do not act promptly to wash children's hands. In addition, there are dangerous displays of swords on the wall within children's reach in the sleeping area. This places children at the risk of harm. Children are not safe and comfortable when they sleep. The childminder places children into buggies or a new-born sized cot. This does not ensure their safety and well-being.

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The provision is inadequate

Children are not sufficiently motivated to learn. They do not receive enough support from the childminder and her assistants to help them become fully engaged in play. This is because the childminder and her assistants are not skilled enough to support children's learning, including their communication and language development. For example, they miss several opportunities to model simple language, engage with children in simple conversations and build on what children already know. As a result, all children, including those who speak English as an additional language and those with special educational needs and/or disabilities, do not make the progress they are capable of. Nevertheless, children are, generally, happy, settled and eager to explore what is available to them. They learn to negotiate with one another, and display behaviour expected for their age. They show respect for each other's differences. Most children are confident and often

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need to do better?

n The childminder does not understand the significance of the identified breaches of the requirements of the early years foundation stage and the impact these have on children's health and safety. n The childminder does not have a good enough understanding of children's individual learning needs. She does not plan activities that support children to help them make good progress. n The childminder and her assistants do not work effectively together to support children's learning. They do not share the same curriculum intent and their expectations of what children can achieve next do not match. n Children lack opportunities to engage in activities tailored to their individual learning needs. Some activities exceed their abilities. For example, the assistant teaches children phonics, rather than concentrating on the prime areas to support children's language. n Children begin to learn about how to live a healthy lifestyle. For example, they

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need to do better?

eat nutritious meals and keep physically active, including playing outdoors. n The childminder is not fully aware of what type of events must be notified to

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need to do better?

17 June 2022 Ofsted. She failed to inform Ofsted of involvement with other agencies and important changes to the service. n The childminder kept in touch with children and their families during the COVID- 19 pandemic. For example, she provided them with some essentials, which were unavailable in the shops, to help them meet children's basic needs. The childminder regularly shares information about children's care needs and activities they engage in. However, she does not encourage parents to share information about children's learning from home. This means that children lack continuity in their learning and development. n The childminder and her assistants are kind and caring. Children develop close bonds with them and seek their attention and approach them for cuddles when they are tired or hurt. This supports the children's emotional well-being. n The childminder knows how to look after children on hot days. For example, by

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need to do better?

regularly applying sun cream and ensuring they drink water to keep them hydrated. n The childminder and her assistants plan some activities, but do not engage with children successfully to support their learning. For example, when they set up a painting activity outdoors, based around the theme 'People who help us', they bring in colouring pages of the key workers, but do not refer to them. n In addition, the childminder prepares a range of resources for children to make marks with, including building blocks. However, she does not explain to children what she wants them to do with them. Children enjoy painting and make marks with paintbrushes and cars dipped in paint. They leave out building blocks as they are unsure what these are for. Nevertheless, children name some colours and learn to count. They enjoy sensory play with glitter and sand. n Some children like to explore books. However, when the childminder reads

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need to do better?

stories to children, she does not encourage children to listen attentively.

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Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

The childminder fails to take appropriate steps to ensure children are adequately safeguarded. Her ability to assess potential risks to children is poor. This means she does not provide children with an environment that supports their safety, health and well-being. She has a poor understanding of child protection. She allows her assistants to use their personal mobile phones for taking photos of minded children. Although she believes they delete photos after they send these to parents, she does not monitor this. This places children at risk. The childminder and her assistants have a sufficient understanding of how to recognise when a child may be suffering from harm. They know how to report their concerns to relevant agencies.

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Due date

review and monitor the use of mobile phones and cameras in the setting to safeguard children 06/07/2022

p.4

Due date

undertake training and regular professional development to ensure children are provided with a high-quality curriculum that helps them learn and develop new skills 06/07/2022

p.4

Due date

provide support, training and guidance for assistants and ensure it is tailored to their individual needs to improve the quality of education for children 06/07/2022

p.4

Due date

provide safe sleeping arrangements and ensure that cots, mattresses and bedding are suited to the age and needs of individual children 06/07/2022

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Due date

improve knowledge of risk assessments to identify hazards and ensure children are not exposed to risks within the environment 06/07/2022

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Due date

encourage parents to share children's learning from home to provide continuity in children's learning and development 06/07/2022

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Due date

develop knowledge of notifiable events to be reported to Ofsted. 06/07/2022

p.4

Due date

provide a purposely planned curriculum considering different ages and stages of children's development to help all children make good progress in their learning 19/08/2022

p.4

Due date

17 June 2022 improve the educational programme for communication and language to ensure children have high-quality opportunities to improve their listening, attention and speaking skills. 19/08/2022

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Setting details

Unique reference number EY405113 Local authority Kingston upon Thames Inspection number 10221987 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 12 Number of children on roll 16 Date of previous inspection 22 August 2016

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Information about this early years setting

The childminder registered in 2010. She operates from Chessington, Surrey. The childminder works with assistants. She offers her service Monday to Friday from 8am to 6pm for most of the year. The childminder is in receipt of funding for the provision of free early education for children aged three and four years.

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Inspection activities

n This was the first inspection the setting 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 childminder and the inspector completed the learning walk together. n The childminder and the inspector completed a joint observation together and evaluated the impact of teaching on children's learning. n The inspector held a meeting with the childminder. n The inspector held discussions with assistants, parents and children at appropriate times during the inspection. n The inspector reviewed relevant documents, relating to suitability, registration and training.

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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.

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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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