Childminder in Bromley

Inspection report for early years provision

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Unique reference number EY339470 Inspection date 28/09/2010 Inspector Linda Nicholls

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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 assesses 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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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

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 has been a registered childminder since 2006. Registration is for the Early Years Register and both the compulsory and the voluntary part of the Childcare Register. The childminder is registered to care for a maximum of five children under eight years, of whom, three may be in the early years age range and one may be under one year. The childminder is currently caring for seven children, of whom four are in the early years age group.

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Description of the childminding

The childminder lives with her husband and three children aged six, eight and nine years in Beckenham in the London Borough of Bromley. The ground floor rooms are used for childminding purposes and there is a secure garden for outside play.

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The overall effectiveness of the early years provision

Overall the quality of the provision is outstanding.

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The overall effectiveness of the early years provision

The childminder expertly assesses her growing knowledge of each child?s needs and applies this to ensure children?s welfare and learning is securely promoted. Children are safe, secure and demonstrate their quiet enjoyment of learning in a welcoming home. The partnerships with parents and others, such as a local pre- school, a children's centre and a school, ensure the needs of all children are met. Children progress rapidly taking into account their age, ability and starting points. Regular reflection and a thorough system of self-evaluation identifies individual priorities and those for the continuous development of the service the childminder provides.

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further?

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

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further?

 planning resources to introduce a sensory garden for children to explore and experiment in an enabling environment.

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the early years provision

The childminder has a thorough and professional understanding of safeguarding children procedures and is clear about her role and responsibilities. The childminder has attended the higher level of training reflecting current Local Safeguarding Children Board procedures. Clear and accurate records are maintained and children are supervised directly at all times. The childminder effectively ensures all appropriate checks are completed for adults living in her home. Routine risk assessments, both internally to the home and externally, for This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 routine and occasional outings, are undertaken and there is a wide range of safety procedures to ensure that the premises are safe and hygienic. The childminder makes excellent use of a variety of resources in the home, including an attractive photographic catalogue of stored resources from which children can make

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the early years provision

independent play choices. The indoor space is very well organized with open, labelled storage boxes in the living room and educative displays in the dining area. The garden provides space for outside play and the planting and harvesting of vegetables. Children access fresh air, physical exercise and benefit from daily outdoor experiences. Visual checks throughout the day ensure children play safely. Children learn, in a calm and considered way, to be responsible for their personal safety with the practise of monthly fire exit procedures. There are plenty of good quality factual and fictional books, small world people, role play items, construction and craft media and interactive technology available for children to experiment and extend their learning. The childminder regularly attends toddler groups so that children learn social skills and make positive relationships as they meet others in the local community.

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the early years provision

The childminder is highly committed to social and educational inclusion, working effectively with parents to gain information about children's starting points and personal requirements. Innovative procedures are in place to help all children and their families settle quickly, including visits to the child's home prior to starting a placement. Personal files describe and reflect individual progress and regular discussions with parents keep them well informed. Evaluative and effective monitoring procedures are linked to the early learning goals. Meticulous planning supports children's individual learning and well-being and highlights areas the childminder wishes to develop. The childminder works well with outside agencies, where appropriate, to assess and support children with special educational needs and/or disabilities. The childminder recognises different cultures and celebrations with a range of resources, which includes a 'letter' book that holds amongst others,

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the early years provision

a letter written in Jamaican patois. She provides and plans for activities, such as harvest festival celebrations and music making, which reflect the seasons and a variety of cultures. The childminder understands the importance of working with other settings of the Early Years Foundation Stage (EYFS) that children attend; for example, at transition times when children start school so that continuity of care can be maintained.

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the early years provision

The childminder reflects critically upon her practice and considers ideas for the continuous improvement of her service. All required policies and procedures are attractively presented for parents to view at any time. She invites parents to comment on the service she provides and encourages children to offer ideas and suggestions, which she then incorporates into her planning. She has identified priorities for improvement to her provision, such as establishing a sensory area in the secure garden, using plants and wind chimes, to attract children to explore the natural environment. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Children are very content, happily settled and quietly engaged in their play. They develop excellent relationships with the childminder who provides highly effective emotional and practical support. Children receive constant and appropriate praise for their achievements and attempts, so they show established confidence, positive behaviour and mature levels of self-control. They are able to explore a variety of cultures and customs as the childminder introduces plenty of resources and activities, including music and different foods to entice them. Children celebrate annual events such as birthdays and those that reflect the wider community, such as harvest festival. She ensures they learn about their local community with visits to local parks, toddler clubs or shops. Children confidentially express their feelings and share these with the childminder, they giggle and smile with her because they feel safe. The childminder provides an excellent role model so children learn to

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and outcomes for children

contribute and to respect themselves and others when they attend social groups and events.

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and outcomes for children

Children rapidly learn to communicate because the childminder spends her time supporting them as they practice and expand their language skills. She listens closely to the sounds they make, simply describes what they are doing, then discusses events or asks simple questions to challenge them and make them think. They learn to listen with care as she invites them to share their thoughts or explain what they want to do next. Children clearly pronounce apple, dog and the names of colours. They learn about number and position as they lift the flap on a book to find a blanket, or count one, two, three as they line up the dolls beds or look at pages of a book. They successfully identify the small world figures and adjust the position of the baby figure until it fits in the chair. Children learn how to stay safe as the childminder discusses the house rules, which are displayed in pictorial and written form. The childminder explains safety issues, such as road safety, while

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and outcomes for children

they walk to and from school and the fire evacuation procedure is practised monthly. They learn about healthy lifestyles, including good hygiene procedures such as keeping their hands and faces clean. Fresh drinking water is accessible should they need it and the childminder works closely with parents to supply healthy and nutritious light meals such as chicken, rice and peas or sausages, vegetable sticks and sour crème dip. Toddlers enjoy being cuddled and the childminder works with parents to ensure individual sleep routines allow them to rest when they need. Children learn how plants grow, as they have helped grow vegetables in the garden this year. They extend their developing physical skills at children's centres and local play parks. They are proud of their achievements. They smile as they shake a music shaker and move their head in time with the song.

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and outcomes for children

Children make significant gains in their learning because the childminder provides a calm and welcoming environment . The organisation of the educational programme reflects a range of experiences that meet the needs of all children. Children are absorbed and interested in what they do because the childminder provides equipment and activities that reflect their interests; for example, one child is very interested in people and buildings so the childminder provides small world resources to reinforce learning. Assessment is made through constant and astute This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 observations of children's play. The childminder has an experienced and thorough knowledge of the learning and development requirements and of how young children learn and progress. Records clearly identify the areas of learning so that parents are informed of their children's achievements linked to the early years

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and outcomes for children

goals. Children are encouraged to be creative using a range of materials and media, to develop their sensory skills and to express their ideas. The childminder ensures they have plenty of time to explore their own play. She is confident to allow them to follow their own interests and to take a full and active lead in their own learning; for example, they choose to sit close to the childminder while she reads a book they have chosen. Children show a very good awareness of themselves in relation to their place in their community; they know the names of other children they meet at the childminder's home. 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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Early Years Foundation Stage

The effectiveness of leadership and management in embedding ambition and driving improvement The effectiveness with which the setting deploys resources 1 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 1 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 1 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 1

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Stage

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

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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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