Paramanathan, Chrishani

Paramanathan, Chrishani

Unique reference number (URN): EY240694 Address: 36 Aspern Grove, London, NW3 2AU Type: Childminder Registered with Ofsted: 05/03/2003 Registers: EYR, CCR, VCR Registered person: Paramanathan, Chrishani

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Safeguarding standards not met

Leaders have not ensured that there is an open and positive culture around safeguarding that adequately protects children from harm.

p.2

Safeguarding standards not met

The childminder fails to ensure the safeguarding and welfare requirements are always met to assure children's safety and welfare. The childminder is unclear of when, where and to whom she refers safeguarding concerns. The childminder does not create an open or positive safeguarding culture. She does not ensure that her safeguarding knowledge is thorough and up to date. As a result, she lacks confidence in how to identify and reduce risks, which compromises the effectiveness of safeguarding practice for children. The childminder demonstrates insufficient understanding of the importance of notification of any incident that effects the safety of children. Consequently, the childminder compromises children's safety. The childminder's limited safeguarding knowledge has previously been raised with her, and she has not taken effective action to address the weaknesses that remain in place. The childminder does not obtain essential information about assistants

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Safeguarding standards not met

before they are appointed, this does not ensure safer recruitment.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

p.2

Achievement Urgent improvement

Children do not make the progress they should through the curriculum, particularly in communication and language. Children, who the childminder has identified as lacking confidence and having limited language, are not given the support they need to develop these skills. As a result, they are not helped to build confidence, extend their vocabulary, or use words to communicate their needs and form attachments with their peers. This leaves them struggling to be understood and unable to participate fully in the daily routine and learning.

p.2

Achievement Urgent improvement

Children who may face barriers to their learning do not achieve as they should. The childminder leaves children who struggle to take part on their own, rather than offering targeted support to help them improve. As a result, children who need additional help are not given the opportunities or support necessary to make achievable progress.

p.2

Behaviour, attitudes and establishing routines Urgent improvement

The childminder completes all practical tasks for children. She does not support children to independently choose activities to play with. The childminder typically does not allow children the space and time to achieve for themselves and make decisions. This does not support children to build confidence, make choices, understand consequences and begin to use their own initiative in preparation for their next stage of learning.

p.3

Behaviour, attitudes and establishing routines Urgent improvement

The childminder does not offer children explanation or attempt to distract them when they present challenging behaviour. For example, the childminder does not intervene when children run around the main play area because there is nothing to do. Children are not offered an alternative activity or distracted with something that interests them. This does not support children to regulate their own behaviour and understand what good behaviour is.

p.3

Behaviour, attitudes and establishing routines Urgent improvement

The childminder does not engage with children at their level, either verbally or physically. She remains typically standing for most interactions rather than joining children in meaningful, developmentally appropriate communication that meets each child's individual needs. This does not support children to form secure attachments or support their personal, social, or emotional development.

p.3

Children's welfare and wellbeing Urgent improvement

The childminder gives insufficient consideration to children's individual needs. She gathers essential information from parents regarding children's health needs and records this appropriately. However, she does not ensure that she remains consistently vigilant in preventing children from accessing what has a negative impact on their health. In addition, the childminder does not report to parents all incidents or accidents that impact on children's wellbeing and health. Consequently, parents are not fully informed so they are able to always take effective action to support their child.

p.3

Children's welfare and wellbeing Urgent improvement

Children's emotional and physical wellbeing is not consistently promoted, as they are not given regular opportunities to independently complete simple tasks. This limits their ability to build confidence, develop self-help skills and learn how to make safe, and informed choices.

p.3

Children's welfare and wellbeing Urgent improvement

The childminder does not create a consistently warm or nurturing environment that supports children's emotional wellbeing and sense of security. As a result, children do not fully settle, feel valued or emotionally supported. Very young children, who require additional support and nurturing, are not provided with age-appropriate activities that provide this. This limits their ability to engage, develop essential skills and feel included.

p.3

Curriculum and teaching Urgent improvement

The childminder does not focus sufficiently on what children can already do or what they need to learn next. As a result, she is unable to create a highly effective curriculum that builds on children's interests and extends their thinking. She spends insufficient time observing and interacting with children to understand their learning needs or to identify how she can adapt the curriculum to best support each child and remove any barriers to learning. The childminder ineffectively builds children's vocabulary and communication within other areas of learning. For example, the childminder stands behind children seated at low tables, she begins to count on her fingers, in front of children's faces. The childminder cannot see whether children are looking at her fingers or connecting them to the numbers she is counting aloud. The childminder does not teach effectively so that she is able to make accurate and constructive decisions regarding her curriculum to include what children need

p.3

Curriculum and teaching Urgent improvement

to learn. The childminder demonstrates a lack of sensitivity to how children learn and the importance of meaningful interaction. This does not support children's personal, social, and emotional development.

p.4

Curriculum and teaching Urgent improvement

The childminder mostly gives instructions to children. She does not encourage children to speak or offer opportunities for modelling words and sentences and asking open-ended questions. Children's language and communication skills are not supported. This does not assist children to progress to their next stages of learning.

p.4

Inclusion Urgent improvement

The childminder lacks the required knowledge to identify and support children, particularly those who may face barriers to their learning and wellbeing. The childminder is unclear what to do with any concerns and how to seek advice from the relevant professionals regarding a child's learning and development. This means that the childminder is unable to seek support with the necessary urgency required to reduce any further delays for children.

p.4

Inclusion Urgent improvement

The childminder does not have high enough expectations for children, including those who may face barriers to their learning. The childminder groups children together without sufficient consideration of how she can adapt activities or resources to ensure all children of different abilities and ages can take part and contribute. The childminder gathers limited Information from parents and through her assessments of the children. This does not support the childminder to produce an interesting and inspiring curriculum for the children that attend.

p.4

Inclusion Urgent improvement

The childminder demonstrates a lack of understanding of the purpose of the early years pupil premium. She is unable to use the resource, where appropriate, to support disadvantaged children. This places children at further disadvantage and does not prioritise children's individual needs.

p.4

Leadership and governance Urgent improvement

The concerns identified during the inspection have previously been raised with the childminder. However, she has not taken effective action to address the required improvements, and significant weaknesses remain. As a result, children are not receiving consistently good-quality care that ensures their safety or supports their learning and development.

p.4

Leadership and governance Urgent improvement

The childminder does not effectively review and evaluate what needs to be provided for each child and how to include this in day-to-day routines and within her curriculum. The childminder has not addressed identified weaknesses as a priority with the urgency required. In addition, the childminder has not provided an effective induction training to help her assistants understand their roles and responsibilities, this impacts on their knowledge and understanding of children's needs. The childminder does not value the importance of supporting assistants to undertake appropriate and meaningful training opportunities, so that they can support her to offer quality learning and development experiences for children that continually improves.

p.4

Leadership and governance Urgent improvement

The childminder demonstrates a limited understanding of the early years foundation stage and her responsibilities for meeting statutory requirements and children's needs. The childminder does not provide a positive role model for the childminding assistants or ensure that they have the knowledge to fulfil their roles and responsibilities. As a result, children do not receive consistently safe, informed and effective support, and their individual needs are not reliably met.

p.5

Compulsory Childcare Register requirements

This setting has not met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has not met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

What it's like to be a child at this setting

Children's attendance is recorded, however, the childminder does not have a secure understanding of the safeguarding implications of children's absence. This lack of awareness does not support the effective protection of children.

p.6

What it's like to be a child at this setting

Weaknesses in safeguarding and welfare requirements mean that children's safety and wellbeing are not assured. Children play silently and show little interest in the limited activities and play resources available to them. The childminder is unclear of what children know. She is, therefore, unable to support further learning that is meaningful to each child. This includes children who may experience barriers to their learning.

p.6

What it's like to be a child at this setting

Children have insufficient opportunities to develop independence and confidence. The childminder tells children to sit on the carpet, while a bowl of water is passed to each child. This does not support and encourage self-care skills. At snack time, the childminder gives children pieces of mandarin without choice, involvement or alternatives. Children sit passively and silently. This does not support children's communication, age-appropriate knowledge and self-care skills.

p.6

What it's like to be a child at this setting

The childminder does not encourage strong attachments to children. As children play, the childminder stands above them. In addition, standing behind them providing limited eye contact or awareness of children's responses or emotional needs. The childminder generally stands silently watching the children. There is extremely limited meaningful communication between children and the childminder.

p.6

What it's like to be a child at this setting

Children's individuality is not valued. The childminder groups children together despite their different levels of understanding and ability. The childminder shows limited interest in finding out about each child to inform her curriculum. The childminder leaves children without purposeful play or inspiring interaction.

p.6

Next steps

The provider is not meeting the requirements of the Early years foundation stage and Childcare Register and Ofsted intends to take enforcement action.

p.6

Next steps

We will issue a Welfare Requirements Notice requiring the provider to have taken the following actions by the assigned date:

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Action Completion Date

ensure an effective safeguarding policy and procedure in line with the requirements of the relevant Local 06/05/2026

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Action Completion Date

Safeguarding Partners (LSP), including 'Prevent' duty guidance is in place and understood by all staff

p.7

Action Completion Date

implement effective and consistent behaviour management strategies to ensure that children understand what is expected of them and to manage their own feelings and behaviours appropriately 06/05/2026

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Action Completion Date

liaise effectively with other professionals to support those children who may face barriers to their learning and well being 06/05/2026

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Action Completion Date

ensure appropriate supervision arrangements are in place to support, coach and train staff to help them improve their knowledge and understanding and skills 06/05/2026

p.7

Action Completion Date

ensure that information obtained from parents and/or carers is effectively used so that children's individual needs are safely met with particular regard to any special dietary requirements, preferences, food allergies and intolerances that the child has, and any special health requirements 06/05/2026

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Action Completion Date

ensure robust and safe recruitment procedures are followed to ensure the suitability of any adult working with children 06/05/2026

p.7

Action Completion Date

ensure that parents and/or carers are always informed of any accident or injury sustained by the child on the same day as, or as soon as reasonably practicable after 06/05/2026

p.7

Action Completion Date

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following actions by the assigned date:

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Action Completion Date

improve knowledge and expertise in how to support children's communication and language development 29/05/2026

p.7

Action Completion Date

ensure that the different rates at which children learn are thoroughly considered and used to adjust the curriculum to fully support children's development and learning 29/05/2026

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Address:

Registered person: Paramanathan, Chrishani

p.8

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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Action Completion Date

provide children with opportunities to support their independence to ensure they develop the self-care skills needed in readiness for further learning 06/05/2026

p.8

About this inspection

The inspector spoke with the childminder and 2 childminder assistants.

p.8

About this inspection

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.8

About this inspection

We carried out this inspection as a result of a risk assessment, following information we received about the childminder. The childminder will be able to give parents further information about this.

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.9

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.9

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.9

Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

p.9

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.9

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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