Childminder in Barnet

Overall effectiveness Inadequate

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

p.1

The provision is inadequate

Children are not kept safe enough at this childminder. There are hazards within the setting which pose risks to children. For example, two-year-old children play a game with small parts designed for children over the age of four and use a broken slide. There are too many instances when children are left unsupervised by the childminder. For example, when children are in the garden, the childminder goes into the property to get a cloth. At these times, the childminder cannot see or hear the children and this places them at risk of harm.

p.2

The provision is inadequate

The quality of the curriculum is not good enough. The childminder does not plan activities with a clear purpose to meet the next steps of individual children. Children are not well prepared for the next stage of their learning, such as starting school.

p.2

The provision is inadequate

Children engage in a wide variety of activities at the setting. For example, they paint, water flowers in the garden, attend local playgroups, play with construction toys and look at books. However, the childminder does not plan how to use these activities to support children to achieve the next stages in their learning.

p.2

The provision is inadequate

Children do not display positive behaviour consistently. Too often they snatch resources or hurt their peers. This is because the childminder does not use consistent strategies to support children in managing their behaviour. There are too many occasions when the childminder physically moves children and handles them unnecessarily rather than teaching them how to manage their behaviour. This does not help children to develop the skills they need to manage their own emotions.

p.2

need to do better?

n Since the last inspection, the childminder has not taken sufficient steps to improve the quality of her practice. The childminder has taken part in some online courses and webinars to support her professional development. However, she has not yet implemented what she has learned from this in her practice. Therefore, this has not yet led to improved outcomes for children. n The childminder does not have the necessary knowledge and understanding of child development. She is unable to accurately identify the age at which children should achieve specific learning outcomes. For example, the childminder explains that two-year-old children should learn how to hold a pencil and write numbers as the next step in their learning journey. This does not demonstrate a good enough understanding of how young children learn and develop. Without this knowledge, the childminder is unable to plan a clear, effective and

p.2

need to do better?

progressive programme of learning for children in all areas of the curriculum.

p.2

need to do better?

30 March 2023 n Although the childminder has attendance registers in place, she does not keep them up to date and complete them as children arrive and leave. This means that there is no accurate record of the children that are at the childminder each day, in case of emergency. n The childminder understands the importance of children learning to share and take turns to support their personal, social and emotional development. However, she does not yet plan effective learning opportunities to support children to develop these important skills. For example, when children play games, the childminder sometimes expects them to wait too long for their turn. This leads to children becoming upset and snatching from others. The childminder does not support children to learn positive behaviour. n The childminder sometimes supports children to develop their independence. For example, she teaches children to put their coats on or supports them to tidy up

p.2

need to do better?

independently. However, at other times, she does not help children to develop their independence and self-care skills well enough. For example, the childminder stores toys and resources in a cupboard piled on top of each other. This does not help children to develop their independence as they do not have access to the resources without asking the childminder for them. n The childminder does not address misconceptions to help children to make progress in their learning. For example, when the childminder holds up two fingers and asks a child to count how many fingers she is holding up. She does not correct the child when they say there are three fingers; she simply agrees with the child. This does not help children to make progress in their learning. n The childminder does not support children to develop their communication and language skills well enough. She does not always model language accurately to

p.3

need to do better?

the children. For example, when children say 'no more dirty', the childminder repeats this back to them, rather than modelling the correct way to say this. The childminder speaks quickly and asks children too many closed questions, such as about colours. This does not allow children to process and respond to what the childminder is saying. The childminder does not support children to widen their range of vocabulary or develop conversational skills. n Parents value the verbal feedback that they receive from the childminder each day about what activities children have participated in and what they have eaten. The childminder sends regular updates and photographs to parents via a phone app. This helps parents to understand what children get up to on a daily basis while at the childminder.

p.3

Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

The childminder understands what to do if she has concerns about the well-being of a child. However, she does not have an accurate understanding of processes to follow if an allegation against the childminder or a member of her household is made. This puts children at risk of harm. The childminder does not identify all hazards through a robust ongoing risk assessment process. This puts children's safety at risk.

p.3

Due date

develop a sound and up-to-date knowledge of all aspects of safeguarding and child protection policies and procedures, including procedures to follow if an allegation is made against yourself or a member of your household 17/04/2023

p.4

Due date

implement an effective professional development system to help identify and address gaps in practice and teaching skills, to improve the quality of learning experiences for children and help move the overall quality of the provision to consistently good levels 17/04/2023

p.4

Due date

ensure that each child's care is tailored to meet their individual needs by improving your knowledge of what each child understands and needs to know next so that they can make progress in their learning journey 17/04/2023

p.4

Due date

develop appropriate behaviour management strategies so that these do not involve unnecessary physical interventions 17/04/2023

p.4

Due date

ensure that there are effective health and safety arrangements in place, with particular attention to the supervision of children 17/04/2023

p.4

Due date

ensure effective risk assessment systems are in place to identify and remove or minimise risks 17/04/2023

p.4

Due date

keep accurate attendance records 17/04/2023

p.4

Due date

put an effective curriculum in place in all areas of the Early Years Foundation Stage. 17/04/2023

p.5

should:

n consider how to further support children to develop their independence.

p.5

Setting details

Unique reference number EY374356 Local authority Barnet Inspection number 10265981 Type of provision Childminder

p.6

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childminder

p.6

inspection

Total number of places 6 Number of children on roll 9 Date of previous inspection 28 October 2022

p.6

Information about this early years setting

The childminder registered in 2008. She lives in Finchley in the London Borough of Barnet. She operates from Monday to Friday, 7am to 7pm, all year round, except bank holidays and family holidays.

p.6

Inspection activities

n The inspector discussed any continued 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 completed a learning walk together and discussed the curriculum. n Children spoke to the inspector about what they enjoy doing in the setting. n The inspector observed the interactions between the childminder and children. n The inspector spoke to parents and took their views into account. n The inspector held discussions with the childminder about her practices and procedures. n The childminder provided the inspector with a sample of key documentation on request.

p.6

Inspection activities

30 March 2023 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

30 March 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.7

Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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