Childminder in Bexley

Inspection report for early years provision

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Unique reference number EY244734 Inspection date 06/05/2011 Inspector Jane Wakelen

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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 2003. She lives with her husband and three children aged seven years, four years and 11 months in Welling, Kent. The whole of the downstairs of the childminder's home is used for childminding. She has a cat as a pet and fish in a tank.

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Description of the childminding

The childminder is registered to care for a maximum of three children under eight years at any one time, of whom no more than one may be in the early years age range. She is currently minding one child in this age group. She also offers care to children aged over five years to 11 years. This provision is registered by Ofsted on the Early Years Register and on the compulsory and voluntary parts of the Childcare Register.

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Description of the childminding

The childminder collects children from the local school and nursery and runs a childminding group on three mornings a week. She is a member of the National Childminding Association.

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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

The childminder has developed a good understanding of the Early Years Foundation Stage learning and development requirements. She uses this knowledge to plan activities and outings, although at present there is not a system in place to ensure all areas are given equal consideration. Children are safe, secure and confident within the childminder's home, enabling them to make good progress in their development, taking into account their starting points. The childminder demonstrates a clear capacity to maintain continuous improvement which is reflected in her self-evaluation. Therefore, outcomes for children are fully promoted.

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further?

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

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further?

 update some written policies to reflect the requirements in the Early Years Foundation Stage  further develop the planning to give all areas of learning and development equal importance. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

Children are safeguarded well because the childminder has clear procedures that promote their welfare and safety at all times. She has a written policy in place which she shares with the parents to keep them informed. The childminder understands the process to follow and shares this with parents, including other relevant documentation to keep children safe. For example, several useful posters are displayed on the wall in the playroom to keep parents informed about contacting Ofsted and the childminder's legal responsibilities. Risk assessments are in place and record all hazards within the home. Measures have been implemented to make both the indoors and outdoors safe. For example, locks have been put on cupboards and an enclosure has been fitted to the trampoline. The childminder ensures children are supervised closely at all times and are unable to leave her home unattended. Therefore, children are well protected and secure.

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the early years provision

Equality and diversity is actively promoted by the childminder to ensure all children are made to feel welcome within her home. She has a good understanding of their backgrounds and individual needs and offers routines and activities to meet these. Information about the children is shared regularly between the childminder and parents, supporting continuity of care. Children learn about the similarities and differences between people in their local community and society, through outings and available resources, such as books, jigsaws and small world toys. Toys and equipment are available to all children and are easily accessible from low level storage in the playroom. The equipment and toys are in good condition and rotated on a regular basis to provide children with a good, interesting range to meet their individual needs.

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the early years provision

The childminder is committed to making continuous improvement and continually looks for ways to develop the service she offers. She has completed a self- evaluation form which clearly identifies the strengths of the provision and areas for improvement. She takes into account children's needs and interests and works with the parents to make sure her provision meets children's needs. For example, the childminder has enrolled one child into a particular club, to support his physical skills, after communication with the parents. The childminder completes ongoing observations of children's achievements and records future planning. She uses this to support the monitoring process and evaluate children's preferred play activities and toys. The childminder has written policies in place to reflect the service she offers, although some of these require updating to include relevant information to reflect the Early Years Foundation Stage.

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the early years provision

Partnership with parents is given high priority from the childminder before children start at her home and whilst in her care. She meets with the parents and shares all her paperwork, including written policies and procedures to help them understand her role and responsibilities. The childminder obtains full information about each child, from their background, achievements and likes and dislikes. This information is then used to support the child and to provide a stimulating, interesting environment. Parent's views are sought in the form of written references, which are extremely positive and highlight the good quality care their children receive. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Parents give written consent for aspects of care and a daily contact book enables parents to write any comments, concerns or information for the childminder to provide a good two-way flow of information. The childminder understands the

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the early years provision

importance of liaising with outside agencies and building partnerships with other providers who share the care of the minded children.

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and outcomes for children

Children are settled and confident in the childminder's home. They play in an interesting, stimulating environment which is well equipped to meet their individual needs. Children move around freely in the childminder's home and in the garden, accessing the wide variety of different resources. For example, children thoroughly enjoy bouncing on the trampoline and the bouncy castle. They have opportunities to use the large slide and the climbing cube to develop their large physical skills, whilst benefiting from the fresh air. Children sit and build with the rubber bricks outside or build the train track, watching the trains move around the track. They excitedly partake in the cooking activity, using this to support their numeracy skills and observe the changes to dry ingredients when adding the milk. They carefully count how many spoonfuls of milk and how many cake cases they have put in the tray, using number in meaningful ways. Children begin to recognise numbers,

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and outcomes for children

shapes and colour in everyday activities supporting their numeracy skills. Books are always available and the childminder, asks open ended questions to support children's literacy skills. However, this area is not always fully promoted, for example, children have limited opportunities to recognise letters and sounds because there are very few labels in the environment.

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and outcomes for children

The childminder uses photographs to support short observations and displays these in a book, alongside children's pictures to provide a good learning record for the child and parent. Long narrative observations are also undertaken and used to plan next steps in children's learning to support the planning. However, there is not a system in place to ensure all areas are given equal consideration, resulting in occasions when children's literacy skills are not always fully promoted in daily activities. Parents have access to children's observation and assessment records and are able to make any comments or contribute to this process. Children show pride in their achievements and confidently point to their photographs on the wall, showing a sequence of events resulting in an end product. For example, children have visited the garden centre, chosen some seeds and planted them.

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and outcomes for children

The good health of children is well promoted. They benefit from topics about healthy eating learning which foods are good for them and which are not. Children bring their own packed lunch which is stored in the fridge protecting children's well-being. Children engage in discussions about food that is good for them, and food which they like, helping to promote their awareness. Children understand personal hygiene routines, such as washing hands before eating, and understand why. Children are able to be independent visiting the toilet and washing hands with antibacterial soap. Daily opportunities to use large play equipment outside fully support a healthy lifestyle. Food, drink and sickness policies are implemented This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 to ensure children who have contagious illnesses remain at home to help combat the spread of infection.

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and outcomes for children

Children learn about safety issues during everyday experiences. For example, when going in the car they know they must have a booster seat and wear a seat belt. Children learn about road safety when on outings and the importance of staying with the childminder at all times. The childminder has a very good understanding of safety issues and provides each child with a wrist band to wear when going on outings giving the mobile number of the childminder in case they get lost. Children are beginning to learn about keeping themselves safe, but need a few reminders about not using the slide on the bouncy castle head first. They show a sense of security as they confidently approach the childminder for help, to ask questions or for her opinion, demonstrating a sense of belonging and feeling of safety.

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and outcomes for children

Children behave well and are developing skills of negotiation and turn-taking well. Children understand the rules of the setting as they helped to devise them and see them listed on the wall. Behaviour management techniques take into account the age and stage of the child to support their understanding of acceptable behaviour. All children are praised for their achievements and shown respect. They are valued as individuals supporting their self-esteem and confidence. 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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