Childminder in Bromley

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 EY386066 Inspection date 15/05/2009 Inspector Sarer Marcia Tarling

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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 2008. She lives with her husband and their two daughters aged three and two years. The family live in an extended five bedroom house in a residential area of Bromley. The whole of the property is suitable to be used for minding with the exception of the second floor. Minded children mainly have access to a ground floor play room, kitchen/diner and living room. There is a toilet situated on the ground floor and a family bathroom on the first floor. Minded children also have opportunities to play in the children's bedrooms on the first floor. There is a fully enclosed garden, with a covered section which facilitates outside play all year round.

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Description of the childminding

When working alone the childminder is registered to care for a maximum of four children aged under eight years, of whom not more than one may be in the early years age group at any one time. There are currently three children on roll, one of whom is the early years age range. When working with an assistant the childminder may care for up to six children under eight years, of whom not more than three may be in the early years age group.

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Overall effectiveness of the early years provision

Overall, the quality of the provision is outstanding. The childminder’s professional and highly organised approach ensure children’s individual welfare, learning and developmental needs are extremely well met. Using her knowledge of the Early Years Foundation Stage (EYFS) the childminder plans varied and exciting learning opportunities, in and out of doors, which enrich children's overall development. The childminder is fully inclusive in her practice and has an excellent knowledge of all the children, treating them as individuals and helping them to feel nurtured. The childminder encourages children to develop to their full potential and as a result they are happy and achieve well. Capacity for continuous improvement is strong as the childminder reflects on her practice and identifies any areas for development or training. She is committed to improving outcomes for children and is exploring a variety of methods of self-evaluation to review all areas of her

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Overall effectiveness of the early years provision

service and this has a very positive impact on the learning and development of the children.

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further?

To further improve the high quality early years provision the registered person should consider:

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further?

 continue to develop the use of different methods of self assessment to help promote positive outcomes for children This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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provision

The childminder has an ambition for excellence and a clear vision for the future of her setting. The childminder's understanding of child development enables her to plan effective challenges, covering all six areas of learning, to stretch children’s learning, play and exploration. The playroom is set out each day with an excellent range of interesting and extremely good quality toys and resources which meet the needs of all the children. The childminder has particular regard for each child’s individual interests; taking cues from the children themselves as they are encouraged to explore the environment freely and can easily see what they want to play with from the storage shelves and boxes. She skilfully assesses the children's progress through her close interaction, frequent observation, discussions with parents and detailed assessment of their progress.

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provision

The childminder promotes an ethos where children are welcomed warmly and shown how they are valued as a unique individual. Each child has their own low level coat peg and storage pouch where they can keep their own belongings and craft work to go home. A varied selection of educational posters and topic books, along with displays of the children’s own craft and science work, enable the childminder to extend children’s learning. Both the indoor and outdoor environments are organised to maximise opportunities for children. There is a covered outdoor area and the childminder provides all weather clothing which enables children to access outdoor play, covering all areas of learning, the whole year round. For example, even in wet weather conditions children can play Basketball, paint and draw at the easel, explore and experiment using sand, compost and play dough and complete puzzles out of doors.

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provision

Communication with parents about their children’s development is a particular strength. Time is taken to gather information about their children which is then used to plan for their particular interests and needs. Parents are made to feel very welcome and are encouraged to be actively involved in the planning for their children’s next steps in learning. They receive detailed information about their children's care, progress and development through a variety of different means, which include daily discussion, the sharing of a contact book, photographs, samples of children's work and written observations. Parents use the childminder's comprehensive written policies and procedures as a useful reference tool, while the childminder uses them to monitor and review her practice. The well organised and clearly recorded documentation, such as consent from parents, attendance, accident and medication records, are routinely shared, promoting accountability

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provision

while maintaining appropriate confidentiality. The childminder takes the time to find out about themes and topics the children are covering at nursery or school and extends their learning in her setting. For example, by observing the weather and encouraging the children to plot their findings on a weather chart.

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provision

Children’s safety is paramount and the childminder is confident about her role and responsibilities with regard to child protection. Her safeguarding policy demonstrates a secure knowledge and understanding and shows a systematic approach which both protects children and reassures parents. All visitors to the This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 home are required to sign a visitors log and all adults living on the premises have suitability checks.

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provision

The childminder is committed to improving and continues to update her knowledge and understanding of childcare through studying EYFS documents and accessing relevant information from books and online. She has attended training and workshops since registration and identified areas of further training she wishes to pursue with the local authority and National Childminding Association. The childminder is currently exploring a variety of methods to monitor and evaluate her service and practice, including: using the Ofsted self-evaluation form, drafting questionnaires for both parents and children, evaluating activities and reflecting on how the daily routine and environment has an impact on outcomes for children.

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The quality and standards of the early years provision

Children's health and well-being are exceptionally well promoted. Effective routines ensure the setting, nursery furniture and play resources are all hygienic and scrupulously clean. Children are taught the importance of personal hygiene through daily routines and this is reinforced through the childminder’s use of books such as ‘Germs are not for sharing’. Children who require a sleep are gently cuddled and have their hair stroked until they fall asleep, making them feel secure. The childminder demonstrates a sound knowledge of food safety and healthy eating. Children clearly benefit from the delicious variety of home-made dishes, which include pumpkin soup, fish chowder, sweet and sour chicken and baked sweet potato. Children’s awareness of healthy eating is promoted through fun cooking activities, the use of an ‘Eat Well’ plate poster and the opportunity to plant, harvest and prepare food from their own vegetable patch in the garden.

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The quality and standards of the early years provision

Children routinely enjoy fresh air and benefit from exercise in the garden whilst using the see-saw, swing-ball, bounce zone/castle and they greatly enjoy playing quoits, taking part in ‘Sports Day’ activities and visiting indoor activity centres.

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The quality and standards of the early years provision

The childminder’s practical approach and thorough risk assessment clearly identify any potential hazards and show the effective steps taken to remove or minimise these in order to prevent accidents, while still allowing children the freedom to discover and learn safely for themselves. In the event of an accident or emergency the childminder has an up-to-date paediatric first aid qualification, ensuring that prompt and appropriate first aid is given. Outings are risk assessed and the childminder ensures children are transported safely and learn road safety skills while out and about. Fluorescent jackets are available to use in poor visibility and during outings where there are crowds of people. A mobile phone, emergency contact details, along with relevant information and a portable first aid kit are carried at all times. Children are involved in discussions and activities raising their awareness of stranger danger and the possible dangers when using the internet.

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The quality and standards of the early years provision

For example, by using the DVD ‘Keeping Healthy, Staying Safe’. Children learn the procedures to follow in the event of an emergency during weekly drills and as a result of these measures, children learn about keeping themselves safe in a range of situations.

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The quality and standards of the early years provision

Simple ‘House Rules’ are displayed in picture form to help remind the younger This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 children. A high emphasis is placed on politeness, manners and respect for oneself and others. Posters and books reinforce this message. Children learn to think and understand for themselves, inspired by the childminder's open ended questions. Children are engrossed in play, taking turns during games such as crazy golf and board games about re-cycling. Emotions and expressions are explored using hand puppets and children are praised for their positive behaviour.

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The quality and standards of the early years provision

The childminder helps children to recognise and value other's different needs and backgrounds. Children are routinely offered experiences and outings that are inclusive and broaden their understanding of the wider world. For example, children visit the Horniman Museum, Hever Castle and the Churchill Theatre. Children have great fun playing with the extensive range of high quality resources, including; carnival dressing-up clothes, musical instruments from around the world, books such as ‘The Skin I’m In’ and ‘All kinds of Bodies’, bi-lingual books, a ‘World Faiths’ jigsaw and boy and girl dolls of different ethnicity. Activities are specially planned or adapted to meet children’s needs. For example, introducing different types of cars to encourage curiosity and develop longer periods of concentration. The childminder recognises that young bi-lingual children need time to observe, tune into a new language and try unfamiliar things.

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The quality and standards of the early years provision

The childminder skilfully plans activities for younger children using resources such as clothes pegs, beads and tweezers to promote good hand-eye coordination and develop pre-writing skills. A love of books is developed through visits to the library and children eagerly use puppets to discover new ways to communicate their thoughts and to tell stories. Programmable toys and use of the CD and DVD player encourage an understanding of technology. Older children are supported with their homework and encouraged to use interactive educational programmes on the lap top. As a consequence, children are developing rapidly and acquiring the skills necessary for their future learning and development. 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? 1 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? 1

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Years Foundation Stage promoted?

How well are children helped to stay safe? 1 How well are children helped to be healthy? 1 How well are children helped to enjoy and achieve? 1 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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