Childminder in Hounslow

Overall effectiveness Inadequate

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

p.1

The provision is inadequate

The provision offers very few organised activities and the day is not planned well enough to consider the individual needs and interests of children. The curriculum is poor because the childminder and her assistant do not fully understand the full range of skills children need to learn, in order to progress across all the areas of learning and development. For example, the importance of rich vocabulary and language development, especially in a young, post-pandemic generation is absent.

p.2

The provision is inadequate

Children mostly play independently but have limited resources to extend their own learning. For example, the toys are kept out of reach of children in the hall behind a stairgate and the children are only given a few resources at a time to share. Children wander around without meaningful adult interaction or challenge within the provision. Often, the childminder works without her registered assistant who does not have the required training to support the childminder effectively. This puts the children at risk and fails to prepare them for their next stage in life.

p.2

The provision is inadequate

Furthermore, the childminder's space is not organised in a way that meets the requirements of caring for young children. For example, there are no appropriate arrangements in place for tired babies to sleep. These weaknesses restrict children's independence, development and welfare.

p.2

The provision is inadequate

Children appear settled and comfortable in the childminder's home. They have secure relationships with the childminder and her assistant. Children play together cooperatively most of the time and the childminder has suitable expectations of the children's behaviour. She offers the children regular praise and encouragement, and this helps boost children's confidence. The childminder knows the children well and can explain what skills they need to learn generally. However, the curriculum is not well designed and any learning is incidental.

p.2

need to do better?

n While the setting provides children with a loving environment within which to spend time, the setting falls short of the requirements outlined in the 'Statutory framework for the early years foundation stage' (EYFS). As a result, children do not progress as rapidly as they should. n The childminder has developed good communication with the parents and provides them with daily information about the children. Parents speak highly of her care and children's willingness to attend the setting. However, planning is weak. The childminder does not consider the individual needs, interests and stages of development of each child in her care. Furthermore, the childminder has no structure in place to assess children's progress regularly, other than speaking with parents.

p.2

need to do better?

21 June 2022 n Children have a suitable outdoor area to play in and the setting has a focus on giving opportunities to children to interact with each other and learn from each other. They go out to local playgrounds, play areas and meet other childminders regularly. Opportunities within the provision are limited though and when children are not able to go out, there is little in place to meet their individual needs inside. For example, children do not have access to resources to engage in child-led activities, as these are placed outside the main playroom and there is little routine to the day which limits their learning. n The childminder is quick to settle and comfort children. This helps children to develop emotional security and settle in. However, the childminder's assistant does not have appropriate knowledge of the EYFS. Deployment is ineffective as the childminder is often trying to manage up to five young children without the

p.2

need to do better?

assistant. This hinders meaningful, consistent teaching and effects children's learning and safety, as the provision does not meet their individual needs. n Leadership and management is weak. For example, the childminder lacks knowledge of current safeguarding issues and has not considered it important to make sure her assistant understands safeguarding signs and symptoms and how to report protocols. The assistant relies entirely on the childminder for direction and information which puts children at risk, especially when the assistant is left unsupervised with children. n Children do not follow adequate handwashing routines before meals. Additionally, they eat their snacks while playing or sitting in front of the television and miss out on engaging mealtimes and important rest times, due to a lack of appropriate arrangements. This impacts on children's welfare and attitudes to learning. n While the childminder is aware of the statutory checks required for children at

p.3

need to do better?

various stages, the two year progress checks are not organised and children's attendance information is not securely recorded. This can cause unnecessary delays in identifying concerns with children's progress and also with safeguarding. The childminder does not have an up-to-date knowledge of new frameworks within which early years providers need to operate and this impacts on the quality of her provision.

p.3

Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

There are gaps in safeguarding knowledge and training. The childminder has recently attended safeguarding training and understands the signs that would indicate a child is being abused. She is not however, able to explain the signs which would indicate that a child is being exposed to radical and extreme ideas, or to acts of terrorism. While the childminder knows what process to follow in the event of a safeguarding concern, she has failed to ensure her assistant knows these protocols and this puts children at risk.

p.3

Due date

develop knowledge and understanding of how to safeguard children robustly, especially the 'Prevent' duty framework 21/09/2022

p.4

Due date

ensure that assistants are competent to carry out their role, including understanding the EYFS and having a secure understanding of safeguarding policies and procedures; the assistant also needs a full paediatric first-aid qualification for when he is left alone with children 21/09/2022

p.4

Due date

plan challenging experiences for children, based on their individual needs and interests across all areas of learning and evaluate the impact of teaching on any progress children make 21/09/2022

p.4

Due date

organise the provision more effectively, in order to meet the needs of young children, especially with regard to sleeping arrangements 31/07/2022

p.4

Due date

have, and follow, a written child protection policy to safeguard children from abuse or neglect 31/07/2022

p.4

Due date

train any assistants on child safeguarding policy and procedures. 31/07/2022

p.4

Setting details

Unique reference number EY374249 Local authority Hounslow Inspection number 10120351 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 6 Number of children on roll 6 Date of previous inspection 14 October 2015

p.5

Information about this early years setting

The childminder registered in 2008. She lives in Brentford in the London Borough of Hounslow. The childminder works flexible hours to meet the needs of the parents. The childminder lives with her husband who is her registered assistant.

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 childminder. n The inspector spoke with the childminder about the leadership and management of her provision. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector observed the interactions between the childminder, her assistant and children. n The inspector carried out a joint observation of a puzzle activity with the childminder. n Parents shared their views of the setting with the inspector. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the provision.

p.5

Inspection activities

21 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

21 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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