Childminder in Southwark

Website: www.ofsted.gov.uk This document may be reproduced in whole or in part for non-commercial educational purposes, provided that the information quoted is reproduced without adaptation and the source and date of publication are stated. Inspection report for early years provision

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Unique reference number EY320644 Inspection date 14/05/2009 Inspector Jill Nugent

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Type of setting Childminder This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Introduction

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of the registered early years provision. ‘Early years provision’ refers to provision regulated by Ofsted for children from birth to 31 August following their fifth birthday (the early years age group). The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and welfare, known as the Early Years Foundation Stage.

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Introduction

The provider must provide a copy of this report to all parents with children at the setting where reasonably practicable. The provider must provide a copy of the report to any other person who asks for one, but may charge a fee for this service (The Childcare (Inspection) Regulations 2008 regulations 9 and 10).

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Introduction

The setting also makes provision for children older than the early years age group which is registered on the voluntary and/or compulsory part(s) of the Childcare Register. This report does not include an evaluation of that provision, but a comment about compliance with the requirements of the Childcare Register is included in Annex B. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Description of the childminding

The childminder registered in 2006. She lives with her partner and one of her children, aged nine years, in a house in Peckham. Access to the house is at ground level directly from the front yard. Children use a playroom on the first floor which is accessed via two internal flights of stairs. The whole of the house is used for childminding and there is a secure garden for outdoor play.

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Description of the childminding

The childminder is registered on the Early Years register and the compulsory and voluntary parts of the Childcare Register. She is registered to care for a maximum of three children under eight years when working on her own and, when working with an assistant, five children under eight years. She may care for one child under eight overnight.

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Description of the childminding

Currently the childminder is minding four children, all of whom are in the early years age group. She is a member of the National Childminding Association.

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Overall effectiveness of the early years provision

Overall the quality of the provision is inadequate. The childminder's documentation is generally well organised and she informs parents about her policies and procedures. However, the childminder's systems do not enable her to meet children's individual needs effectively. There is insufficient focus on children's well- being, or on the provision of appropriate learning experiences, to enable all children to feel fully included and to enjoy and achieve. She does not yet evaluate her practice effectively in order to maintain continuous improvement.

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Overall effectiveness of the early years provision

Overall, the early years provision requires significant improvement. The registered person is given a Notice to Improve that sets out actions to be carried out.

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further?

To comply with the requirements of the EYFS the registered person must take the following action by the specified date:

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further?

 plan and organise systems to ensure that every child receives an enjoyable and challenging learning and development experience that is tailored to meet their individual needs (Organisation) 26/06/2009  meet the needs of each of the children cared for and respond sensitively to their feelings (Organisation) 26/06/2009  provide a balance of adult-led and freely-chosen activities delivered through indoor and outdoor play (Organisation) 26/06/2009  ensure all children are supported in their progress towards the early learning goals in all areas of learning (Early learning goals) 26/06/2009 This inspection was carried out under sections 49 and 50 of the Childcare Act 2006  promote the good health of children by taking steps to prevent the spread of infection and appropriate action when children are ill (Promoting good health). 05/06/2009 To improve the early years provision the registered person should:

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further?

 develop the use of self-evaluation in order to identify strengths and priorities for development that will improve the quality of provision for all children  ensure that there is time for children to concentrate on activities and experiences and to develop their own interests  ensure children develop healthy habits with regard to eating.

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provision

The childminder has all the required documentation in place and organises her paperwork so that it is readily available. However, her systems are ineffective in ensuring that the individual needs of all children are met. She works to rigid routines and her inflexible approach impacts on the quality of care on offer to children. She does not deploy her assistant to good effect by encouraging him to interact with children and enhance their play. Children have a limited range of accessible resources from which to choose and few adult-led activities to extend their learning. They are not allowed to stay with activities they enjoy, rather they are moved on to toileting, meals or rest according to a strict daily routine. Children are at times unhappy and often amuse themselves or search out an alternative toy if others are cleared away unexpectedly. Therefore, they do not feel valued as individuals.

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provision

The childminder has sound procedures in place relating to the safeguarding of children. She carries out annual risk assessments of the premises and checks visually each day to ensure that the environment is safe. Children are well supervised as they move around the house and garden. However, children's well- being is not prioritised through the implementation of appropriate policies regarding welfare. For example, the childminder does not always adhere to her sickness policy with regard to the exclusion of children who are ill. As a result the risk of cross-infection is not minimised effectively and the comfort and health of other children is compromised. The childminder liaises closely with parents to enable her to take into account their wishes for their children's care. Parents provide written information about their children's practical needs, such as dietary considerations. They talk with the childminder by phone during the day, and when

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provision

collecting their children, so that the childminder can keep them up-to-date with events and also involve them in their children's learning.

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provision

The childminder is beginning to reflect on her practice through a system of self- evaluation. She is aware of her strengths but has not yet identified areas of her practice that need development in order to improve the outcomes for all children. She regularly seeks advice from a network coordinator to ensure that she is maintaining the quality of her provision and has taken on board the new requirements of the Early Years Foundation Stage (EYFS). Since her last inspection This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 she has introduced more opportunities for children to learn about cultural diversity. Parents are invited to come in and share their different cultural backgrounds with children so that they increase their awareness of diversity and learn to respect others. She has attended training with regard to the implementation of the EYFS and has updated her First Aid qualification. However, the childminder's self-

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provision

evaluation is not sufficiently reflective to enable her to maintain continuous improvement across all aspects of her provision.

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The quality and standards of the early years provision

The childminder has introduced a system of observational assessment in order to meet children's individual needs through identifying their next steps of learning. However, she does not always follow up the interests of the children, or meet their developmental needs appropriately. As a result children do not have good opportunities to learn through play within a child-centred environment. There are some opportunities for interesting play activities, for example, children like to explore play dough and bubbly water in the garden. The childminder joins in for a while, encouraging children to learn through talking, counting and singing. However, children are upset when told they have to leave the activity and wash thier hands for snack time. This means that they do not benefit fully from time spent in purposeful play and exploration.

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The quality and standards of the early years provision

Children have few choices of play activities in the upstairs playroom and, consequently, settle to playing with a small selection of toys on the floor mat. They show interest when invited to join in a table-top activity, such as colouring pictures, but generally play on their own or alongside others in the group. The childminder does not enthuse children by encouraging them to take part in a wide range of stimulating play activities, either adult-led or freely chosen. A lack of adult interaction results in minimal conversation between adults and children, or between children themselves, during the day. Consequently children are not well supported in making progress towards the early learning goals. They do not easily develop close friendships or meaningful relationships with other individuals.

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The quality and standards of the early years provision

Children have opportunities to learn about the local environment on trips to local parks and are encouraged to be aware of their personal safety as they walk around the local area, for instance, taking care to cross roads safely. They are keen to play with bats and balls indoors and enjoy outdoor play in the garden. They develop physical skills, such as control and coordination, as they use trikes and a slide. The childminder organises some creative activities, for example, making caterpillars, and often sings with children, teaching them nursery rhymes to encourage them to develop their use of language. On visits to a local drop-in playgroup children enjoy a wider range of activities which help to support their learning in different areas.

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The quality and standards of the early years provision

The childminder provides a safe setting for children, making use of a safety gate to ensure children are secure in the playroom. There is child-friendly furniture and equipment in place, for example, a cot for overnight stays, a high chair and low tables with chairs. Children take advantage of a large mat for floor play where they can sit comfortably. However, the childminder is not always sensitive to the emotional needs of young children and, as a result, children do not always show a This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 sense of belonging within the setting. Parents supply children's meals which are generally healthy but the childminder does not ensure that treats, such as a packet of biscuits, are kept out of reach of children. Therefore children do not learn to recognise the importance of healthy eating and show little interest in the main meal if having eaten too many sweet foods beforehand.

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The quality and standards of the early years provision

This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex A: record of inspection judgements

The key inspection judgements and what they mean

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Annex A: record of inspection judgements

Grade 1 is Outstanding: this aspect of the provision is of exceptionally high quality Grade 2 is Good: this aspect of the provision is strong Grade 3 is Satisfactory: this aspect of the provision is sound Grade 4 is Inadequate: this aspect of the provision is not good enough

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of children in the Early Years Foundation Stage?

How well does the provision promote inclusive practice? 4 The capacity of the provision to maintain continuous improvement.

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Foundation Stage led and managed?

How effective is the setting’s self-evaluation, including the steps taken to promote improvement? How well does the setting work in partnership with parents and others? How well are children safeguarded? 3

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Years Foundation Stage promoted?

How well are children helped to stay safe? 3 How well are children helped to be healthy? 4 How well are children helped to enjoy and achieve? 4 How well are children helped to make a positive contribution? How well are children helped develop skills that will contribute to their future economic well-being?

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Years Foundation Stage promoted?

procedures set out in the guidance available from Ofsted’s website: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Met

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Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Met

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