Setting

Inspection report for early years provision

p.1

EY260156 Unique Reference Number 25 February 2008 Inspection date Gail Groves Inspector

p.1

Childcare Type of inspection Childminding Type of care

p.1

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000

p.1

ABOUT THIS INSPECTION

The purpose of this inspection is to assure government, parents and the public of the quality of childcare and, if applicable, of nursery education. The inspection was carried out under Part XA Children Act 1989 as introduced by the Care Standards Act 2000 and, where nursery education is provided, under Schedule 26 of the School Standards and Framework Act 1998. This report details the main strengths and any areas for improvement identified during the inspection. The judgements included in the report are made in relation to the outcomes for children set out in the Children Act 2004; the National Standards for under 8s day care and childminding; and, where nursery education is provided, the Curriculum guidance for the foundation stage. The report includes information on any complaints about the childcare provision which Ofsted has received since the last inspection or registration or 1 April 2004 whichever is the later.

p.2

The key inspection judgements and what they mean

Outstanding: this aspect of the provision is of exceptionally high quality Good: this aspect of the provision is strong Satisfactory: this aspect of the provision is sound Inadequate: this aspect of the provision is not good enough

p.2

The key inspection judgements and what they mean

For more information about early years inspections, please see the booklet Are you ready for your inspection? which is available from Ofsted's website: www.ofsted.gov.uk.

p.2

THE QUALITY AND STANDARDS OF THE CARE

On the basis of the evidence collected on this inspection:

p.2

THE QUALITY AND STANDARDS OF THE CARE

The quality and standards of the care are good. The registered person meets the National Standards for under 8s day care and childminding.

p.2

WHAT SORT OF SETTING IS IT?

The childminder registered in 2003. She lives with her partner and two children aged 11 and eight- years-old in Sydenham, London. The whole of the ground floor of the childminder’s house and one bedroom and the bathroom upstairs is used for childminding. There is a fully enclosed garden for outside play.

p.2

WHAT SORT OF SETTING IS IT?

The childminder is registered to care for a maximum of four children at any one time and is currently minding three children under five all day. The childminder drives to local schools to take and collect children. She attends the local parent and toddler group, takes children to the local library and to the local park. The family has a guinea pig.

p.2

WHAT SORT OF SETTING IS IT?

The childminder is a member of the National Childminding Association.

p.2

WHAT SORT OF SETTING IS IT?

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000

p.2

Helping children to be healthy

The provision is satisfactory. Children are appropriately taken care of if they have an accident or become ill because the childminder follows some appropriate environmental health and hygiene guidelines, policies and procedures. For example, she ensures that the dining table is cleaned with antibacterial spray before children eat their lunch, she washes her hands after changing a child's nappy and she checks and replaces the contents of the first aid kit when they are due to expire. However, because the childminder does not wipe the changing mat after each nappy change and uses the same flannel to clean all the children's faces and hands after lunch, some hygiene procedures do not fully protect them from the risk of cross-infection. Children learn to carry out some simple, good health and hygiene practices such as washing their hands after taking part in messy play and covering their mouth with their hand when they cough. As a result, they are

p.3

Helping children to be healthy

developing some good hygiene routines for later life.

p.3

Helping children to be healthy

Children are well nourished and learn about healthy eating by example as well as through some discussions within their daily routine. For example, drinks are readily available at all times in the children's own cups and they can help themselves to these independently whenever they are thirsty. They enjoy a range of healthy snacks such as fruit and yoghurt and meals are nutritious and contain a range of vegetables. Children help to select which fruits to buy when they are shopping and have been strawberry picking at a farm. They make pizzas, vegetable soup and bread and talk about which foods are healthy. Children's health and dietary needs are met because the childminder works closely with parents. For example, she discusses issues such as allergies and dietary requirements or preferences before children begin to attend and plans her menus to support parents who are encouraging their children to eat more fruit and

p.3

Helping children to be healthy

Children take part in regular physical activity both indoors and outdoors. They visit the park to use the large scale equipment such as swings, climbing frames and roundabouts and play with cars, bikes and a trampoline in the garden. Inside they enjoy music and dancing sessions and roll, catch, kick and throw soft balls. As a result, they are developing large muscle skills and coordination and are learning to enjoy exercise. Active play is balanced with less energetic play so that children can rest and sleep according to their needs and do not become overtired and fractious.

p.3

Protecting children from harm or neglect and helping them stay safe

The provision is good. Children are cared for in a welcoming, secure and safe indoor and outdoor environment in which the risks to their safety are minimised. For example, toys are stored safely in low level boxes, the house and garden are secure so that children cannot leave them unsupervised and cupboards containing dangerous items are locked so that they are inaccessible. As a result, children can move around and access resources safely and independently. In addition, children use good quality, suitable and safe equipment which is well maintained and meets their differing needs. The childminder ensures that her toys and resources are clean and age-appropriate and she has a range of items such as high chairs and booster seats which enable children to play and take part in activities safely.

p.3

Protecting children from harm or neglect and helping them stay safe

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000 Children learn to keep themselves safe through discussions and practical experiences within their everyday routine. For example, the childminder reminds children not to run in case they fall and tells them that they must not put the cord of the toy telephone around their neck in case they strangle themselves. When they are out walking, she talks about road safety rules and the children take it in turns to press the button at the pedestrian crossing and learn that they must wait for the green man to light up before they can cross the road safely. Appropriate procedures such as young children wearing wrist straps and having a first aid kit in the car, ensure that children are kept safe on outings.

p.3

Protecting children from harm or neglect and helping them stay safe

Children are also safeguarded because the childminder understands her role in child protection and is able to put appropriate procedures into practice when necessary. She is careful to ensure that she regularly attends training in child protection issues so that she has a good awareness of the signs and symptoms of abuse and she clearly understands the need to keep records of any concerns she may have about children's welfare. She has all of the necessary contact details for seeking advice or reporting any such concerns without delay readily available.

p.4

Helping children achieve well and enjoy what they do

The provision is good. Children are involved in a broad range of planned activities and spontaneous events, which support all areas of their development and learning. For example, they attend the local parent and toddler groups, go to the library and visit the childminder's friends and their children to play and interact with others in order to develop their social skills. They learn about the natural world as they visit the zoo or go to the farm to feed the animals. They develop their imagination and learn to make sense of what they see adults doing in the world around them as they pretend to cook with the home corner equipment, push dolls around in buggies or dress up and pretend to be doctors. They extend their creative skills as they paint, make cards, collages and masks or play with dough, listen to music and sing songs. Developing an understanding of numbers and learning how to count accurately forms part of children's everyday play activities as they

p.4

Helping children achieve well and enjoy what they do

count how many crayons they need to draw a picture with and learn to sing counting songs and rhymes.

p.4

Helping children achieve well and enjoy what they do

Children settle and are happy in the setting because the childminder treats them as part of her family. Consequently, they readily join in with all of the play and learning opportunities provided for them and are becoming confident to make decisions, explore and investigate in order to extend their thinking and learning. For example, they explore interactive toys with interest, are eager to find out what is in the parcel that the postman has just delivered and investigate what happens when they mix different colours together when they are painting a picture.

p.4

Helping children achieve well and enjoy what they do

Children relate well to others and respond eagerly to the childminder who is always interested in what they do and say. She is careful to talk and interact with the children at all times and extends their language and vocabulary as she does so by providing a good model of speech for them to copy. In addition, young children who are using a simple signing system to extend their speech and language skills are carefully supported by the childminder who has also learned to sign in order that she can respond positively to their early attempts at communication. This rewards and reinforces their efforts and as a result, children are developing good communication and social skills and readily share their thoughts and ideas both with the childminder and others.

p.4

Helping children achieve well and enjoy what they do

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000

p.4

Helping children make a positive contribution

The provision is good. Children's emotional development is well supported because they are valued and included and feel a strong sense of belonging. As a result, they are content and happy in the childminder's care. In addition, because they have opportunities to make choices and take decisions throughout their daily routine such as deciding when they have eaten enough lunch or choosing which colours they wish to use for a drawing, they are developing confidence and self-esteem.

p.5

Helping children make a positive contribution

Children learn to respond well to age-appropriate expectations for their behaviour and clearly know the routines of the setting and what is required of them. Because they are encouraged to participate in imaginative games together and to help the childminder to tidy up their toys, they are learning to work harmoniously with others. Consequently, they behave well and show good social skills. Children are aware of their own needs and with support are beginning to learn to respect the needs of others. For example, they are encouraged to share and take turns with popular toys and learn that they have to wait for the childminder to finish helping other children to eat their yoghurt before it is their turn to receive her help.

p.5

Helping children make a positive contribution

The childminder works in close partnership with parents and carers to meet children’s individual needs and to provide them with appropriate support. For example, children who are toilet training are fully supported in using a routine which the childminder agrees with their parents to ensure continuity and avoid confusion. She is aware of the requirement for children with learning difficulties and/or disabilities to be offered appropriate help and would liaise closely with their parents in order to meet their children's particular needs. Structured settling-in procedures allow parents to develop the confidence to leave their child happily and they are aware that they can telephone the childminder at any time to check that their child has settled. This helps to develop an environment of openness and trust. However, the childminder has limited knowledge and understanding of the regulation regarding the investigation and recording

p.5

Helping children make a positive contribution

of any written complaints made by parents. Therefore, parents’ concerns may not be fully respected or acknowledged and factors that potentially impact on the children's well-being cannot be monitored.

p.5

Helping children make a positive contribution

Children enjoy a range of activities which help them to become aware of the cultural differences between people. For example, they enjoy creative activities linked to Chinese New Year and taste foods from different countries. They also benefit from access to some resources which reflect positive images of culture, gender, and disability. However, these resources are limited and as a result, the opportunities for them to extend their understanding about the similarities and differences between people are also restricted.

p.5

Organisation

The organisation is good. The childminder has regard for the well-being of all children, a clear sense of purpose and a commitment to improvement. For example, she regularly attends training to update and enhance her skills and has attended a wide range of courses covering topics such as child development, behaviour management, safeguarding children and early language and communication skills. She is at present reviewing her practice to ensure that she will meet the requirements of the new Early Years Foundation Stage. Her policies and procedures generally work in practice to promote children’s health, safety, enjoyment, achievement and ability to make a positive contribution and all of the necessary documentation for the safe and efficient management of the provision is in place. Record keeping systems are used well to meet children’s needs.

p.5

Organisation

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000 The childminder's effective use of her time and the available space contributes to positive outcomes for children because they are able to enjoy a stimulating environment in which they can play and learn effectively. For example, toys and resources are readily available in low-level boxes and storage units so that children can access them independently and safely. Because they are able to choose what they would like to play with they can extend and develop their learning in ways that are meaningful to themselves as individuals. In addition, the childminder spends all of her time interacting with and supporting children's play and learning and uses the space well to provide appropriate areas for different kinds of play as well as to meet children's individual sleeping requirements.

p.5

Improvements since the last inspection

At the last inspection the childminder agreed to improve children's safety by developing her knowledge and understanding of child protection issues and ensuring that hazards to children on the premises are minimised. She has now attended a number of training courses on safeguarding children and in particular has increased her understanding about safe professional practice and what to do in the event of allegations being made against herself or other members of the household. As a result, children's welfare and well-being are more fully protected.

p.6

Improvements since the last inspection

She has now minimised the hazards to children on the premises by ensuring that the fire blanket is mounted on the wall and can be accessed easily and quickly if required. She has made the cupboard under the stairs which contains dangerous items inaccessible to children, she has removed the adult bikes from the back garden so that they are not accessible to children when they are playing out there and she has covered the large mirror in the hallway with safety film so that children will not be showered with glass should it ever be smashed.

p.6

Complaints since the last inspection

Since the last inspection there have been no complaints made to Ofsted that required the provider or Ofsted to take any action in order to meet the National Standards.

p.6

Complaints since the last inspection

The provider is required to keep a record of complaints made by parents, which they can see on request. The complaints record may contain complaints other than those made to Ofsted.

p.6

THE QUALITY AND STANDARDS OF THE CARE

On the basis of the evidence collected on this inspection:

p.6

THE QUALITY AND STANDARDS OF THE CARE

The quality and standards of the care are good. The registered person meets the National Standards for under 8s day care and childminding.

p.6

The quality and standards of the care

To improve the quality and standards of care further the registered person should take account of the following recommendation(s): • review hygiene practices when changing nappies and cleaning young children's hands and faces in order to prevent the spread of infection

p.6

The quality and standards of the care

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000 • increase knowledge and understanding of the requirements regarding how to deal with complaints from parents made in writing or electronic form • develop the range of play materials which reflect diversity and show positive images of boys and girls and men and women from a variety of cultural backgrounds and with varying needs.

p.6

The quality and standards of the care

set out in the leaflet Complaints about Ofsted Early Years: concerns or complaints about Ofsted's role in regulating and inspecting childcare and early education (HMI ref no 2599) which is available from Ofsted's website: www.ofsted.gov.uk

p.7

The quality and standards of the care

This inspection was carried out under the provisions of Part XA of the Children Act 1989, as inserted by the Care Standards Act 2000

p.7