Childminder in Havering

Overall effectiveness Inadequate

The quality of education Good Behaviour and attitudes Good Personal development Inadequate Leadership and management Inadequate Overall effectiveness at previous inspection Not applicable

p.1

The provision is inadequate

The childminder has not complied with the requirements in relation to keeping paediatric first-aid training up to date and knowing what to do to protect children. Therefore, children's safety and well-being is not assured.

p.2

The provision is inadequate

Despite the weaknesses in the provision, children are happy and the quality of education is good. Children play alongside the childminder and chat to her. They are happy in the childminder's home. They play with a selection of suitable toys and activities. Children make choices about what to play with. They are learning to express their likes and dislikes. Children are developing independence skills. For example, they tidy up and wash their hands for snack. Children have a familiar routine that helps them feel secure. They behave well.

p.2

The provision is inadequate

The childminder has a strong curriculum which supports children's language skills well. Children chat happily to the childminder as they learn new words. For example, children point to animals on the wall and learn their names. They listen to the childminder's questions and respond. Babies babble at the childminder and tell her when they need to use the toilet. Children are confident and enjoy communicating with others. Therefore, children develop valuable communication and language skills which support them as they develop confidence and skills across all areas of learning.

p.2

need to do better?

n The childminder has not met her responsibilities to ensure that her knowledge and skills are kept up to date. For example, her failure to maintain her paediatric first-aid training and her knowledge of safeguarding procedures. These breaches of safeguarding and welfare requirements impact on children's safety, well-being and personal development. n The childminder provides some opportunities for children to spend time outside. For example, children feed the birds and go to the local library. Children develop their physical skills and learn to navigate space as they climb up and down the slide. n The childminder teaches the children new language. For example, she asks children questions such as, 'Shall we build a house?'. Children listen and respond repeating the new vocabulary. The childminder helps children to understand new language. For example, she sings songs and uses words in the children's home

p.2

need to do better?

languages as well as English. The childminder is helping children to express themselves. n The childminder assesses what children know and can do. She finds out about children's previous experiences. The childminder identifies when children have gaps in their learning. She uses this knowledge to plan a range of opportunities

p.2

need to do better?

1 February 2023 for children to develop their knowledge and skills. Children are well prepared for the next stage of their education. n The childminder demonstrates an understanding of children's emotional development. She reminds them to use gentle hands. Children are learning to share and take turns. They can play cooperatively with the childminder. Children are learning to manage their own behaviour. n Parents are happy with the care children receive. They report that children are settled. Parents state that children are learning to follow instructions. They say that verbal feedback from the childminder helps them to extend their children's learning at home. n Despite weaknesses, children are happy and settled. The childminder has warm relationships with the children. She is attentive and responsive to children. The childminder interacts and plays with the children. She smiles and encourages them in their play. Children are interested in activities and want to play.

p.2

need to do better?

n The childminder creates a curriculum that is flexible and allows children to make choices. The childminder plans activities that cover different skills that young children need to learn. Children are interested in learning. They choose what they want to play with.

p.3

Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

The childminder understands the signs that a child may be at risk of abuse or harm. However, she does not know who to report her concerns to. The childminder has not taken steps to ensure her knowledge is up to date. She is not able to respond appropriately to concerns about children. This has a significant effect on children's safety and well-being. The childminder does not hold a valid paediatric first-aid certificate. She has not attended training to refresh her knowledge and skills. The childminder demonstrates that she conducts risk assessments of her home. She takes steps to make sure the environment is safe for children.

p.3

Due date

improve knowledge of safeguarding to fully understand how to report concerns about children to the appropriate authorities 15/03/2023

p.3

Due date

obtain and maintain a paediatric first-aid certificate so that knowledge and skills are kept up to date. 15/03/2023

p.3

should:

n further extend daily outdoor activities to enhance the curriculum for physical development even further.

p.4

Setting details

Unique reference number 2580813 Local authority Havering Inspection number 10251000 Type of provision Childminder

p.5

Registers

Early Years Register, Compulsory Childcare Register Day care type Childminder

p.5

inspection

Total number of places 6 Number of children on roll 3 Date of previous inspection Not applicable

p.5

Information about this early years setting

The childminder registered in 2020. She lives in Harold Hill in the London Borough of Havering. The childminder operates, Monday to Friday, from 7am to 6pm, all year round. The childminder provides early funded education to two-, three- and four-year-old children.

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 provider. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for their early years foundation stage curriculum. n The childminder spoke to the inspector about children's learning and development with a particular focus on communication and language. n Children communicated with the inspector during the inspection. n The inspector observed the interactions the childminder and children. n The inspector carried out a joint observation of a communication and language activity with childminder. n Parents shared their views of the setting with the inspector. n The childminder provided the inspector with a sample of key documentation on

p.6

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.6

Inspection activities

1 February 2023 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.

p.6

Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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