Childminder in Greenwich

Inspection report for early years provision

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Unique reference number EY272611 Inspection date 19/05/2011 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 2003. Registration is for the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. The childminder is registered for a maximum of six children under eight years, of whom three may be in the early years age range and of these, one may be under one year. There are currently six children on roll, five of whom are in the early years age group. Registration includes overnight care for one child aged under eight years.

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Description of the childminding

The childminder lives with her husband in Blackheath, the London Borough of Greenwich. The living room, play room and conservatory are available for childminding. There is a secure garden for outside play. The childminder may take and collect children from nurseries and school. There are parks, shops and a library within walking distance. The childminder is a member of the National Childminding Association and the Greenwich accredited childminder network.

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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 astutely assesses each child's unique abilities and achievements to ensure clear and creative promotion of the welfare, learning and development requirements. Overall, children are safe, secure and demonstrate active enjoyment as they progress rapidly taking into account their age, ability and starting points. The highly effective and comprehensive partnership with parents and others is considered and caring, ensuring the needs of all children are met. Regular reflection and an inclusive system of self-evaluation identify priorities, such as acquiring knowledge of communication technology and language development to support and extend children's learning, and the continuous development of the service she 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?

 review the CRB Code of Practice to ensure procedures covering the retention of documents are reflected in practice.

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the early years provision

Safeguarding procedures are understood well and the childminder is clear about her role and responsibilities. Visitors are closely monitored and children supervised This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 directly at all times. The childminder ensures all appropriate checks are completed for adults living in her home although clearance document retention does not meet the Criminal Record Bureau Code of Practice. An extra-ordinary range of policies and procedures ensure children's health, safety and well-being are met. Highly effective risk assessments, together with a good understanding of safety procedures, ensure that the premises are safe and hygienic. An emergency exit procedure is displayed and its practice recorded so children know what to do should an emergency arise. The childminder makes versatile use of a variety of resources from public venues such as the local library and at meetings with other

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the early years provision

childminders so extending children's experience. The indoor space is creatively organised with resources easily accessible to the youngest child. These are stored in clear labelled boxes, on child height shelving or are free standing. Routine outings and walks in the locality are risk assessed to ensure children access fresh air, physical exercise and gain from natural outdoor experiences. There are plenty of high quality books, depicting other religions, fact and fiction to entice children's interest. Role play items, construction equipment, keyboards, number pads and battery-operated interactive toys encourage children to use their imaginations and build on their knowledge and understanding of the world.

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the early years provision

The childminder shows a substantive commitment to equality and diversity. She works effectively with parents to gain information about children's starting points and achievements at home. There are an excellent variety of cultural items visible daily that reflect the cultures of children attending, including a notice to wash hands printed in Swahili, and symbolic and pictorial notices for those with special educational needs and/or physical disabilities. Regular observations are linked to the six areas of learning and astute planning reflects each child's interests and the early learning goals. Regular discussions, photographs and e-mails keep parents well-informed and reassured of their child's experience while in her care. The childminder has established links with other registered provision, including other childminders, nurseries and pre-schools, thus ensuring an close and active continuity in children's care and learning. Children use a white board from which

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the early years provision

the childminder incorporates their ideas giving them opportunities to extend and control their learning and contribute to her inclusive planning.

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the early years provision

The childminder has focused and high aspirations for quality through ongoing improvement. She has initiated a perceptive self-evaluation process reflecting creatively upon her practice for the further development of her service. The childminder has identified priorities for the improvement of her provision, such as developing her knowledge of communication technology and language development, to support children's learning.

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and outcomes for children

Children are happily settled and engaged in their play. They develop caring relationships with the childminder who provides highly effective emotional and practical support. Children receive praise and encouragement so they develop positive behaviour and self-control. They are continuously encouraged to make This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 independent choices as they explore a stimulating range of equipment, including an excellent range of books of fact and fiction. They develop excellent social skills as they meet others from their local community with regular visits to the local library or social clubs. Children show they are secure and content as they sing as they play with the wooden kitchen and tea set. The childminder provides an excellent role model so children learn to contribute, respect and care for themselves and others. She responds immediately when they bring her nappies or

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and outcomes for children

stand by the kitchen gate, questioning and confirming whether they want a fruit snack. Children rapidly develop effective communication skills because the childminder interacts and listens closely to the sounds they make. She repeats words and phrases to supports them as they expand their language skills. She describes what they are doing, discusses events and asks questions to challenge them and make them think. Children learn to listen with care as she invites them to show her what they want to play with or do next. Children know how the lid fits the pot and how to care for the doll, covering it with a piece of clothe as a sheet.

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and outcomes for children

Children learn how to stay safe as they follow the daily routines and displayed house rules. The childminder reaffirms safety issues, such as car and road safety, as they travel to and from school. They learn about healthy lifestyles including good hygiene procedures, taking responsibility for keeping their hands and faces clean. Fresh drinking water is available should they need it and the childminder works closely with parents to supply healthy and nutritious light meals that meet individual requirements. Children learn the names of the fruits they choose for snack, such as apple and bananas. Children develop their muscles as they practice standing or use the play equipment on the green outside the house. They extend their developing physical skills on large play equipment at local venues such as the toddler group or a local play park.

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and outcomes for children

Children make rapid and significant gains in their learning because the childminder provides a stimulating and welcoming environment based on their interests, such as role playing and learning how hinges operate and buttons can be pressed. They benefit from her thoughtful and effective organisation of activities that act as a solid foundation to the development of their future skills. Clear observations are recorded and planning for next steps is creatively linked to areas of learning and the early learning goals. Children are absorbed and engaged in what they do, they show creativity and imagination as they line up the baby dolls in cots like a hospital. The childminder provides children with a wide variety of experiences that recognise and reflect the wider world such as Holi and Easter. Children are encouraged to be creative and to explore a range of materials and textures, to develop their sensory skills and to express their ideas with pencils or natural

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and outcomes for children

objects such as sand, water or leaves. Children show a very good awareness of themselves and others; they smile as they recognise children they know in the photographs they see or the photo albums they make throughout the year. The childminder is highly experience and confident allowing them to follow their own interests and to take a full and active lead in their own learning. 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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