Childminder in Bexley

Overall effectiveness Inadequate

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

p.1

The provision is inadequate

Children's welfare and their emotional and physical well-being are not effectively promoted. This is due to the childminder's lack of knowledge of child protection procedures and the action to take if concerns arise. The childminder has not kept her knowledge up to date and does not know who to report concerns to.

p.2

The provision is inadequate

The childminder has not kept her knowledge of child development up to date. Children do not benefit from a balance of adult-led and child-initiated activities and play to support their ongoing development. She does not use the support networks available to her effectively, to support her continuous development of professional knowledge and practice.

p.2

The provision is inadequate

Children's confidence is not fully supported during their free play. The childminder does not positively engage and interact with children to reassure them in their play, or encourage exploration and experimentation. Children's speech and language is not effectively promoted. For example, the childminder does not challenge children's thinking or introduce new vocabulary as she uses only simple statements and questions that require very simple one-word answers.

p.2

The provision is inadequate

Children's continuous development is not fully considered by the childminder. She does not actively liaise with other people who are involved in children's ongoing learning.

p.2

need to do better?

n The childminder does not actively support children's learning through purposeful play. Children play on their own with very limited engagement and interaction from the childminder. This does increase and become more effective during adult-led activities. However, she does not recognise how each child learns best and how this information can support children's ongoing learning. The childminder does not work in partnership with other settings that children attend to support a consistent approach to their learning. n Children learn some self-help skills throughout their day. She encourages children to put on their own shoes and to put their coats on. Children decide what to play with from a pre-selected range of resources. However, children have very limited opportunities and encouragement to learn about the importance of healthy lifestyles. For example, she does not talk to children about the health implications of eating chocolate snacks. She does not actively

p.2

need to do better?

promote parents' understanding of providing a balanced, nutritious packed lunch for children. n Children start to develop attachments with the childminder over time. However, the childminder does not actively reassure children during their free play to help

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need to do better?

28 November 2022 support their emotional well-being. Therefore, this has an impact on children's confidence to express themselves freely and to develop a positive attitude to learn. The childminder asks relevant questions about children's routines and experiences but does not use these to full effect to help children settle more quickly. n Children experience different group activities within the local community. The childminder takes them to visit the library and community groups, to help enrich their lives through additional experiences. n Parents make positive comments about the care and learning children receive when with the childminder. The childminder shares daily information verbally and through photos sent regularly to parents throughout the day. n The childminder chats to children on occasions when they are leading their own play. However, she mainly uses commentary and closed questions that only

p.2

need to do better?

encourage simple answers such as 'yes' and 'no'. She does not use effective language or questions to fully support children's development of their vocabulary, or for children to think critically about their existing knowledge. n The childminder uses local networks for support and to gain information about practices, but she has not used this information effectively to keep her knowledge up to date. For example, she does not have robust knowledge of safeguarding procedures. She has not used the latest information and guidance to keep her practice up to date, to help children to develop to their full potential. n Children learn about sharing and negotiating in their play. When the childminder does engage with children, they look at books together. Children learn to take turns to turn the pages, talk about the pictures and experience stories together. The childminder encourages children to play alongside and with others at group

p.3

need to do better?

activities, as well as through library experiences. n Children react positively to new experiences when joining in activities led by the childminder. During this type of play, children are eager to explore with new materials. For example, they peel the stickers to make a Christmas card and count the snowflakes on the Christmas lantern that the childminder has provided for them.

p.3

Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

The childminder does not have a robust knowledge of the procedures to follow if she has a concern about a child in her care. She has a secure knowledge of the types and signs of abuse but does not have a confident knowledge of what to do with this information and who to report this to. She does not have secure knowledge of what to do if an allegation is made about herself or a member of her household. She has no knowledge of her responsibility to protect children from radicalisation or terrorism. Nevertheless, children play in a safe and secure environment, where they can freely explore the play space available to them. Older children learn to assess dangers and hazards themselves through discussion and routine activities, such as walking to and from school.

p.3

Due date

improve knowledge and understanding of the safeguarding procedures to follow if an allegation is made about a member of her household or if there is a concern about a child's welfare 19/12/2022

p.4

Due date

improve knowledge and understanding of how to protect children from radicalisation and terrorism 19/12/2022

p.4

Due date

develop a secure knowledge of how to positively engage in and promote each child's learning and development through a balanced programme of adult- led and child-initiated purposeful play 19/12/2022

p.4

Due date

improve arrangements for supporting children to develop an understanding of healthy lifestyles, particularly in relation to healthy and nutritious food and drink 19/12/2022

p.4

Due date

improve the engagement and interaction with children to fully promote their confidence and emotional well-being. 19/12/2022

p.4

should:

n enhance the partnership with other settings that children attend, to help promote their continuity of learning n extend children's vocabulary and confidence to express themselves verbally.

p.4

Setting details

Unique reference number 115571 Local authority Bexley Inspection number 10234085 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 9 Date of previous inspection 24 February 2017

p.5

Information about this early years setting

The childminder registered in 2000. She lives in Sidcup, Kent. The childminder cares for children on Monday to Friday, from 7.30am to 5.30pm, all year round. The childminder holds a relevant early years qualification at level 3. The childminder provides funded places for three-year-old children.

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 provider and has taken that into account in their evaluation of the provider. n The childminder showed the inspector the premises and discussed how they ensure they are safe and suitable. n The inspector asked the childminder about their intentions for children's learning. n The inspector spoke to children, to find out about their time at the setting. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The childminder and inspector discussed how the curriculum had been implemented and the impact that this had on children's learning. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on

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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.

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Inspection activities

28 November 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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