Childminder in BexleyOfsted inspection, 24 Nov 2010

Inspection report for early years provision

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Unique reference number EY408282 Inspection date 24/11/2010 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 was registered in 2010. Registration is for the Early Years Register and both the voluntary part and the compulsory part of the Childcare Register. She is is registered to care for a maximum of six children at any one time of whom three may be in the early years age group. Registration does not include overnight care.

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Description of the childminding

The childminder lives with her husband and two adult children who act as her assistants. The family live in Bexleyheath in the London Borough of Bexley. Childminding is provided from a separate purpose built cabin in the enclosed garden. Children are directly supervised when using the bathroom in the home. The childminder drives to collect children from local schools. There are shops, parks, and a library within walking distance.

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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

A growing knowledge of each child's unique needs promotes their welfare and learning development successfully. Children are safe, secure and learn about their local area and the world around them. Children progress well, given their age, ability and staring points. Regular self-evaluation ensures development priorities are identified and acted upon, resulting in provision that is continuously improving.

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further?

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

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further?

 establish a system to identify the six areas of learning in personal learning journals so that these clearly record children's progress towards the early learning goals

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the early years provision

Safeguarding procedures are given high priority. Procedures are thorough and informative. The childminder is clear about her role and responsibilities. Visitors are monitored and children supervised directly at all times. The childminder ensures all appropriate checks are completed for adults living in her home. She is aware that she cannot work with more than two assistants at any one time and that an assistant who will be left unsupervised must have appropriate paediatric first aid training. CM states she follows a consistent implementation of her policies, procedure and practice to ensure children's health, safety and well-being are met. She states she ensures her assistants know her procedures giving them copies of This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 the policies. Routine risk assessments are in place together with a good understanding of safety procedures. Daily visual checks ensure that the premises

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the early years provision

are safe and hygienic. The childminder makes good use of a variety of resources from within the play cabin, and those such as the local children's centre, play park, library, The indoor play space is well organised with free standing resources easily accessible and stored on open shelves or in transparent boxes with picture and word labels so that children can see what is inside. Routine outings and walks in the locality are risk assessed to ensure children access fresh air, physical exercise and gain from natural outdoor experiences. Children play safely and learn to be responsible for their personal safety. They practice the written and displayed fire emergency procedure every three months. There are plenty of books, small world and role play items, construction toys, keyboards and number pads available for children to extend their play and build on their knowledge and understanding of the world. The childminder shows a good commitment to social and educational

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the early years provision

inclusion working effectively with parents to gain information about children's starting points, such as what words they know, what foods they like. Parents appreciate her caring and sensitive concern. Children benefit from procedures to help all children and their families settle quickly. The parent's information pack is informative and clear, including all required policies and procedures and examples of records that are required to be kept, including permission slips for outings, for administering medication, to take photos and to take video clips via a mobile phone. A parent's board provides information from the local Sure Start Centre. The childminder recognises different cultures and celebrations with resources and activities that reflect the families she works with and those of the wider community. Children celebrated with fire works in November for bonfire night. The childminder states she approaches other provision that children attend to ensure

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the early years provision

continuity in learning and to move children forward. The childminder has focused aspirations for quality through ongoing improvement. She reflects upon her practice and considers ideas for further development of her service, such as attending the children's centre once a week. Since registration she has developed more than the required policies and procedures .The childminder states she is developing contacts with the local authority support workers and demonstrates a professional understanding of her role to support children with special needs and/or learning difficulties. Priorities are identified for the improvement of her provision, such as attending further training to deepen her understanding of the Early Years Foundation Stage. She also plans to turf the garden and provide a raised garden for small children to dig and plant,

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and outcomes for children

Children are happy and settled. Babies go to sleep easy and wake good naturedly. They show their enthusiasm and well-being as they smile in response to the childminder and her assistant. They develop good relationships with the childminder who provides effective emotional and practical support. Children This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 receive lots of praise and encouragement and develop positive behaviour and good levels of self-control. House rules are discussed and the reason for each one is given so that children learn why they are in place. Children are able to make independent choices to explore a stimulating range of equipment, including books, games, mark making equipment, craft tools, role play items and interactive equipment which they learn to press or shake to make a sound. They learn social skills as they meet others from their local community with regular visits to local

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and outcomes for children

children's centres, the library and the local park. The childminder provides a good role model so children learn to respect and care for themselves and others. The childminder describes how they look out for each other when they are collected from school.

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and outcomes for children

Children develop good communication skills as the childminder spends her time supporting them as they practice and expand their language skills. Babies explore the pages of books, examining how they fold. The childminder describes and discusses what children are doing and asks questions to challenge them. Evidence shows she encourages them to listen and to think as she invites them to share their thoughts or explain what they want to do next. She uses everyday phrases and questions in a calm manner and the baby responds actively. The childminder and her assistant have learnt one or two basic words in French and Spanish to help children settle. Visits to the library allow children to view dual language books so they learn about differences and similarities in communication.

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and outcomes for children

Children learn about number and position as they match and count the butterflies, put two eyes on the happy and sad face artworks. They compare and name shapes, such as triangle and heart. Children are provided with resources to express their own creativity. Displayed pictures show they successfully use glue to create their own art works, use colours to fill in a pre-printed picture and free draw. They know their work is valued. Children happily sing the rainbow song naming colours. Older children put on a mini concert reflecting their confidence and their growing relationships with others they meet at the childminders home

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and outcomes for children

Children learn how to stay safe as they practice the fire evacuation procedure every three months. Older children read out the fire emergency exit procedure while a duplicate is displayed at a lower level for smaller children. The childminder explains they learn about safety issues such as road safety, as they walk to and from the car to the classroom or explore the local area on short walks. Children are directly supervised to use the bathroom in the house. They learn about healthy lifestyles including good hygiene procedures. Fresh drinking water is available should they need it and the childminder works closely with parents to supply healthy and nutritious meals from a varied menu. Babies extend their developing physical skills such as threading beads on a frame, playing in the ball pond at children's centres or in local play parks. The childminder plans outings daily so that children learn about nature and the seasons and they use leaves in craft work

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and outcomes for children

Children make steady gains in their learning because the childminder provides a stimulating and welcoming environment with posters, drawings and craft work, photographs and a parent's notice board with information from the local children's centre. They benefit from her thoughtful and effective organisation of the This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 educational programme. Assessment is made following observations of children's play although the six areas of learning are not indicated so parents are unaware of the links to the early learning goals. Next steps are indicated in learning journals and each child has their own individual play plan. The needs and interests of individual children, such as an interest in cars, are incorporated into her planning. Parents praise her for her sensitivity and ability to engage children. Children learn about other cultures through activities and when they meet others at social

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and outcomes for children

groups. They celebrate firework night and Christmas and learn about other languages such as French and Spanish. 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 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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