Childminder in Lewisham

Inspection report for early years provision

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Unique reference number EY396176 Inspection date 28/06/2010 Inspector Alison Romanczuk

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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 0300 123 1231, 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.

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

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T: 0300 123 1231 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

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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

Children only attend this setting before and/or after the school day and/or during the school holidays. The judgements in this report reflect the quality of early years provision offered to children during those periods.

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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.

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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

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Description of the childminding

The childminder registered in 2010 and lives in a three bedroomed house with an enclosed garden close to Brockley in south east London. She lives with her husband and two children. The whole of her home is used for childminding except the main bedroom. 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 three children under eight years old, of whom three may be in the early years age group; of these, one may be aged under one year.

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The overall effectiveness of the early years provision

Overall the quality of the provision is good.

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The overall effectiveness of the early years provision

Children are cared for in a safe, well organised and stimulating environment where required policies and procedures clearly underpin the childminder's good service. She is well resourced and provides a good range of activities that meet children's learning and development requirements. Effective relationships established with children's parents together with regular communication regarding their individual needs support inclusion and the childminder's equal opportunities policy. She has made a good start to putting systems in place to ensure further improvements to documents and planning activities for the children attending. The childminder is reflective of her practice, having only recently commenced childminding.

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further?

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

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further?

 promote children's self-initiated learning by enabling them to realise and build on their interests in a given area  develop further the risk assessment, so that it consistently covers all areas of the premises to which children have access.

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the early years provision

Children are safeguarded when with the childminder because she implements secure policies and procedures to ensure they are protected from harm. A sensible approach to risk assessments means children are protected from hazards although the record of risk assessment does not consistently cover all areas of the childminder’s home to which children have access. The childminder knows who to contact if she has concerns about a child and has secure and confidential recording methods in place. Fire prevention equipment is in place and training attended has enabled the childminder to implement the welfare requirements securely. She has an up-to-date first aid certificate to further ensure children's wellbeing when in her care. Children are well nourished and medication administration procedures are fully implemented. Children are clearly supported in consultation with their parents This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

regarding any special needs or other languages spoken. The childminder is resourceful, and toys and equipment span the range of learning areas and are stimulating for the children attending. Books, puzzles and small world people positively reflect a range of different lifestyles and are used to spark conversations with the children about difference and diversity. This supports the childminder's equal opportunities policy.

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the early years provision

Children's learning in all areas is clearly supported through strong communication between the childminder and the children she cares for and they respond eagerly to her questioning. However, opportunities are not always fully taken to enable children to choose from the equipment available, and this prevents the childminder from fully supporting children through their interests in a particular area. Information regarding the children's progress is gained through observing the children throughout their play and is suitably shared with the children's parents in order to support their next steps in learning. This partnership with parents and with others involved in the children's lives, including those at local childminder groups and teachers at the children’s schools, enables the childminder to support and encourage children's progress in a consistent way, for example, in early literacy and mathematics. The childminder demonstrates pride and enthusiasm in

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the early years provision

her work and she has begun to evaluate her practice, having only recently started childminding. She has a clear idea of her strengths and weaknesses and is eager to seek further support and training in order to implement improvements to the service she provides.

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and outcomes for children

Children achieve good outcomes when with the childminder. They feel safe as they discuss the benefits of wearing a sun hat and cream in hot weather and clearly understand that there are dangers which they must avoid. They are able to adopt healthy lifestyles and enjoy healthy and well balanced meals, learning about how vegetables grow and helping to get the water from the cooler in the fridge, for example. Their behaviour is good as a result of the childminder's skills and experience in this area and the children demonstrate they feel secure with her firm boundaries and careful guidance. They settle well in her home and all children are valued and engage in a good range of activities, which support all areas of their learning. Children are fully involved in a range of well thought-out practical activities, for example, junk modelling, cooking and making play dough, and often reflect on what they have been doing in the past through regular discussions with

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and outcomes for children

The children become fully engaged, for the most part, in what they are doing and are enthusiastic about activities on offer. They enjoy naming and sorting their favourite small world trucks in the garden, successfully complete inset puzzles and creatively construct and build using the materials around them. Particularly good attention is given to children's growing skills in problem solving and literacy and as a result the children can locate their name from the fridge magnets and can count objects in everyday and relevant activities. Less time is given to the children's self- initiated learning, and this prevents them from fully realising and building on their This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 interests in a given area. Despite this, the children communicate with increasing confidence and are able to make known their needs, likes and dislikes. They independently select and look through their favourite books, for example, and are

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and outcomes for children

able to talk about what they see and interact with consideration to the world around them.

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and outcomes for children

The children benefit from having free access into the childminder's garden where they experience rough and tumble activities and enjoy their cosy times in the pop- up tent with their favourite things. They are able to participate in many outings to local parks and groups and particularly enjoy their time at the local gardening club, bringing back their knowledge to the childminder’s garden where they plant and nurture their tomato plants, for example. These times also give the children valuable opportunities to interact and socialise with other children of their age. 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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children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

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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

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Stage

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

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Stage

The extent to which children achieve and enjoy their learning 2 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 2

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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

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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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