Childminder in Southwark

Inspection report for early years provision

p.1

Unique reference number EY390369 Inspection date 02/10/2009 Inspector Beverly Hallett

p.1

Type of setting Childminder 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 Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It rates council children’s services, and inspects services for looked after children, safeguarding and child protection. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 08456 404040, or email enquiries@ofsted.gov.uk . You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way.

p.1

Royal Exchange Buildings St Ann's Square Manchester M2 7LA

p.2

T: 08456 404040 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.2

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.

p.3

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).

p.3

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.

p.3

Introduction

Please see our website for more information about each childcare provider. We publish inspection reports, conditions of registration and details of complaints we receive where we or the provider take action to meet the requirements of registration. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.3

Description of the childminding

The childminder was registered in 2009. She is registered by Ofsted on the Early Years Register and the voluntary and compulsory parts of the Childcare Register. She lives with her husband and one child aged three years in the London Borough of Southwark. The ground and first floor of the house is used for childminding. There is a fully enclosed garden for outside play.

p.4

Description of the childminding

The childminder is registered to care for a maximum of two children under eight years at any one time, of whom no more than two may be in the early years age range. She is currently minding two children in this age group, both of whom attend on a part-time basis. She also offers care to children aged over five years to 11 years.

p.4

The overall effectiveness of the early years provision

Overall the quality of the provision is good.

p.4

The overall effectiveness of the early years provision

The childminder meets the unique needs of each child in her care and effectively promotes their welfare and learning. The setting is safe and secure and children can play and explore within safe boundaries. The partnerships with parents are strong and help to ensure that children's individual learning and development needs are met and that they progress well. The childminder's attitude towards maintaining ongoing improvement is good. She gathers information from a variety of sources to evaluate her practice and as a result she is clear about what she does well and what needs to be developed in order to promote effective outcomes for every child.

p.4

further?

To further improve the early years provision the registered person should:

p.4

further?

 ensure confidentiality is maintained when recording children's development and sharing progress with parents

p.4

the early years provision

Children's safety and welfare is well promoted within the childminder's practice. Essential policies, procedures and documentation are in place and this, combined with a good knowledge on safeguarding issues ensures children are supported in feeling safe. The use of clear risk assessment and an effective emergency plan help to ensure that any risks to children's safety are quickly identified and minimised. The childminder is committed to updating her knowledge and understanding wherever possible to develop her practice. For instance, as part of This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 her plans to improve her practice she has identified some training needs and has already begin to take action to meet those needs.

p.4

the early years provision

Resources are well used to maximise children's learning potential. The childminder ensures a good range of experiences are freely available, both indoors and out, and for much of the day children can move freely between inside and outside play. As a result, they spend much time in a very well planned, interesting garden, where they dig, explore and develop an awareness for the natural world.

p.5

the early years provision

The childminder offers an inclusive and welcoming service where all children are valued and treated as individuals. Her policy relating to equal opportunities is clear, values the differences between children and challenges discriminatory practice. Positive images are contained within the resources available and the childminder ensures that adult planned activities introduce children to the wider world and the different festivals, cultures and religions within it. As a result, children are learning to respect the differences between people in society.

p.5

the early years provision

The childminder has good systems for evaluating her practice. She uses the views of parents and other professionals to contribute to her assessment of the setting, and acts promptly to develop areas which she identifies as weak. She is also aware of her strengths and capitalises on these, using them to enhance the children's experiences. For example, one strength is her artistic and creative skills, which inspire her to plan very interesting and varied activities for the children.

p.5

the early years provision

The childminder works with parents to enhance children's learning and development, sharing their development and progress with them on a regular basis, and suggesting activities which they can continue at home. However, this information is currently recorded in one book which all parents have access to. As a result, confidentiality is not maintained. Parents are provided with a good range of information about the childminding setting and feel their children are happy, safe, and settled in the childminder's care. This close partnership helps to support a strong sense of emotional security in the children, giving them the confidence to try all of the activities offered by the children, thereby encouraging development in all areas.

p.5

and outcomes for children

Children are relaxed and confident in the setting, exploring both indoors and the garden with ease. The childminder uses excellent interaction skills to support the children as they explore, and this ensures they benefit fully from playing with the toys and resources available. The childminder is very warm and welcoming, playing with the children, and using much language to extend their learning at every opportunity. For example, when measuring the height of some sunflowers they have grown, the childminder asks questions which encourage the children to make comparisons and to estimate who's sunflower will be the tallest. In this way, children are becoming familiar with different mathematical concepts from a very early age. They are also beginning to be aware that print has meaning and to recognise their names as the childminder writes on their art work and encourages This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.5

and outcomes for children

them to know the phonetic sound of the first letter. The childminder's creative approach to her childcare means that children are also being encouraged to be creative, to problem solve and to use their imaginations. For example, a set of plastic pipes in the garden encourage the children to pour water, sand or toys down them and in doing so they make connections and find out how things work. Children enjoy sharing books and stories with the childminder, and they are developing their spoken language as they point to the pictures and name what they see.

p.6

and outcomes for children

The childminder's house is very child friendly and is decorated with the aim of stimulating children's interest and conversation. For example, walls are covered in maps of the world, collages of different species of trees, plants, fish and animals. Toys and resources are stored where children can access them easily and the children are confident in making choices because of this. This all means that children are developing the behaviours and habits of good learners. Children behave very well at the setting and this is because the childminder ensures their individual learning needs are met. She uses her knowledge of child development to support effective behaviour management strategies, such as ensuring there are sufficient and suitable toys and resources for children to play with at all times. The childminder uses much encouragement and praise in her interactions with the children and this offers them a positive role model around behaviour.

p.6

and outcomes for children

Regular observations are carried out on the children and recorded to share with parents, and to support the childminder in planning for their further development. The childminder matches her observations to the expectations of the early learning goals, and this helps her to know what the next steps are and how she will support children in working towards them. A good range of experiences are planned across each week and month, with some familiar and favourite activities offering comfort and security and others being planned to offer children new experiences and learning opportunities. Regular outings and visits into the local community, for example to art galleries and community events, widen children's view of the world and helps children become aware of the similarities and differences between people in society.

p.6

and outcomes for children

The childminder encourages children to eat healthily. Foods are prepared from fresh ingredients and based on healthy eating guidelines. Children are given choices and parents are asked to support the healthy eating ethos by not providing children with crisps and sweets whilst they are at the setting. Children learn about effective hygiene routines as they wash their hands after playing in the garden and before eating meals.

p.6

and outcomes for children

The childminder has planned the environment to offer children appropriate risk taking opportunities, but she also ensures that children are well supervised and kept safe at all times. She helps children to feel safe and explains to them how to keep themselves safe, for example, telling one child 'only food and fingers in your mouth not toys' and when digging in the garden, 'you need to keep the spades in the soil not near each other'. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.6

Annex A: record of inspection judgements

The key inspection judgements and what they mean

p.7

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

p.7

children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

p.7

and managed?

The effectiveness of leadership and management in embedding ambition and driving improvement The effectiveness with which the setting deploys resources 2 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 2 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 2 The effectiveness of the setting’s engagement with parents and carers

p.7

Stage

The quality of the provision in the Early Years Foundation Stage 2

p.7

Stage

The extent to which children achieve and enjoy their learning 1 The extent to which children feel safe 2 The extent to which children adopt healthy lifestyles 2 The extent to which children make a positive contribution 2 The extent to which children develop skills for the future 1

p.7

Stage

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

p.7

Annex B: the Childcare Register

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

p.8

Annex B: the Childcare Register

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

p.8