Childminder 136585

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

The childminder does not have a clear knowledge of the appropriate actions she must take to report safeguarding concerns to relevant agencies. This means that she does not know how to follow up any concerns in a timely manner. The childminder does not conduct effective risk assessments to identify and remove all potential hazards to children's safety. She does not ensure that sharp objects and cleaning products are stored away from children's reach to ensure that they are not accessible to children.

p.2

The provision is inadequate

The curriculum is not intentional and the quality of education is poor. The childminder wants to provide a good-quality service, however, she does not know how to set up a clear and ambitious curriculum that identifies and focuses on children's individual needs and next steps. The childminder's assessments are not effective in identifying and informing what she wants children to learn. For example, she completes the progress check when children are aged between two and three years, but does not use the information from these to inform her planning for activities. Despite this, the childminder has a positive and warm relationship with children. She offers comfort if they need reassurance. Children are confident and explore the resources freely and independently. They pretend to put the dolls to sleep and stretch slime, saying it is 'squishy'. Children manipulate play dough and choose which shapes to make it into. This supports their imaginations.

p.2

The provision is inadequate

The childminder sets expectations clearly and manages children's behaviour well. This helps children to understand boundaries and behave well. Children show good manners, say sorry when they are unkind towards others and come to agreements on who gets a turn next.

p.2

need to do better?

n The childminder shows some knowledge and understanding of safeguarding and child protection issues. For example, she knows about some of the main signs and symptoms of abuse. However, the childminder does not know the appropriate action to take to report any concerns of abuse to the relevant agencies. This does not assure children's safety. n The childminder does not ensure that the areas children use, and have access to, are safe. There are cleaning products, open rubbish bags and sharp tools in and around the play areas. Personal products, such as skin oils, are stored on low-level open shelves. Outside, the garden and the equipment are not kept in good condition. There are large plastic bags scattered on the floor and broken garden equipment. This does not ensure children's safety. n The childminder has not kept her professional development up to date and requires help to improve the quality of the education she provides. She reflects

p.2

need to do better?

5 March 2025 on this and is willing to reach for the support she needs. Despite this, the childminder is currently unable to enhance children's learning or establish suitable learning goals. This limits children's readiness for their future educational journey, including transitions to school. n Partnership with parents and carers is poor. The childminder does not inform them of their child's learning and progress. She does not offer parents suggestions to help extend their children's learning at home. Despite this, parents say they appreciate the love and care the childminder gives their children. n Additionally, the childminder has not established links with other settings that children attend, such as nurseries. This limits opportunities for different professionals to share and agree on a consistent approach to meet children's needs. As such, there is no continuity in children's care and learning. n The childminder has a poor understanding of how children learn. She does not

p.2

need to do better?

know how to implement a clear, sequenced and ambitious curriculum that identifies and targets children's individual needs and next steps in learning. n Interactions are poor and limited to what children already know and can do. They do not extend children's learning and there is a lack of intentional teaching to be able to support children to make progress. For example, the childminder's interactions focus mainly on the colours and shapes of objects, even though children already hold that knowledge. n Despite this, the childminder praises and encourages children to do things for themselves, for example peeling fruits and washing their hands independently. This supports children's self-esteem and helps them build to some self-help skills. The childminder takes children out to local playgroups and holds some conversations about special events in children's lives, such as their birthdays. This helps children to feel unique and aware of the world beyond their own.

p.3

Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

There is not an open and positive culture around safeguarding that puts children's interests first.

p.3

Due date

5 March 2025 gain an appropriate knowledge and understanding of safeguarding and child protection policies and procedures, to be able to share concerns with the relevant agencies in a timely manner, in order to keep children safe 24/03/2025

p.3

Due date

take all necessary steps to identify, minimise and eliminate all potential risks to children's health and well-being, inside the house and outside in the garden 24/03/2025

p.4

Due date

undertake continuous professional development opportunities to improve knowledge and skills and ensure a good standard of care and learning for children 24/03/2025

p.4

Due date

make sure that there is effective communication with parents and other professionals, when children attend more than one setting, in order to inform teaching and support children's continuous development 24/03/2025

p.4

Due date

plan a suitable, coherent and ambitious curriculum that meets the needs of individual children and supports their learning across all areas of learning 24/03/2025

p.4

Due date

implement good-quality education and interactions to ensure that children are well supported to engage in purposeful play and learning, so they can make the best possible progress. 24/03/2025

p.4

Setting details

Unique reference number 136585 Local authority Bromley Inspection number 10391593 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 3 Number of children on roll 9 Date of previous inspection 23 January 2020

p.5

Information about this early years setting

The childminder registered in 1996 and lives in Beckenham, in the London Borough of Bromley. She operates all year round, from 7am to 6pm, Monday to Thursday, except for bank holidays and family holidays. The childminder provides government funded childcare.

p.5

Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The childminder and the inspector discussed how the childminder organises their early years provision, including the aims and rationale for the curriculum. n Children spoke with the inspector during the inspection. n The inspector observed the interactions between the childminder and children. n The childminder and inspector discussed how the curriculum is implemented and the impact 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 request.

p.5

Inspection activities

5 March 2025 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

5 March 2025 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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