Childminder in Bexley

Inspection report for early years provision

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Unique reference number EY267594 Inspection date 23/05/2011 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 has been registered since October 2003 and is registered on the Early Years Register and both the compulsory part and the voluntary part of the Childcare Register. Registration does not include overnight care. Registration is for a maximum of five children at any one time. There are three children on roll, three of whom are in the early years age range. The childminder works with an assistant who has a current paediatric first aid qualification.

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Description of the childminding

The Childminder lives with her three children aged 16, 11 and seven years, in Thamesmead, the London Borough of Bexley. The home is located close to local schools, pre-schools and parks. Children have use of the ground floor play room, the first floor living room, the dining area of the kitchen and a second floor bedroom. There is an enclosed garden which is kept secure during outside play. The childminder holds an NVQ at level 3 in childcare and a Foundation Degree in Care 2009.

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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 an established knowledge of each child's needs so that children's welfare and learning is securely promoted. Overall, children are safe, secure and enjoy learning about their local area and the world around them. The partnerships with parents and the local nursery are increasingly productive, although the role of other agencies requires research. Children progress well, given their age, ability and starting points. However, children's independence in choosing play equipment is not encouraged at all times, and resources reflecting special needs and/or physical disabilities are not available. Regular self-evaluation identifies individual priorities, such as acquiring additional outside play equipment for the continuous development of the service the childminder provides.

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further?

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

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further?

 devise a system for children to contribute to planning by choosing activities independently including items that reflect and support children with special needs and/or physical disabilities.  develop a method of monitoring the practice of the emergency exit procedures so that each child may extend their understanding of keeping themselves safe  research the role of other agencies who care for children so that productive contacts can be built. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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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 monitored and children supervised directly at all times. The childminder ensures all appropriate checks are completed for adults living in her home and thorough vetting procedures are followed. She follows a consistent implementation of her policies, procedure and practice to ensure children's health, safety and well-being are met. The indoor play spaces are welcoming, with posters and children's work displayed, although toys and resources are stored in a cupboard and in a book box, so that a child's independent choice of play equipment is limited. Effective risk assessments, including those for routine outings and walks in the locality ensure that the premises are safe and hygienic. Children play safely in the home and secure garden and learn to be increasingly responsible for their personal safety. An

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the early years provision

emergency exit procedure is considered although each child's awareness of how to keep themselves safe in this respect is not monitored. The childminder makes good use of a variety of resources from public venues such as the local library and support groups extending children's experience. There are keyboards, number pads and battery-operated interactive toys available for children to extend their play and build their knowledge and understanding of the world.

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the early years provision

The childminder works effectively with parents to gain information about children's starting points and achievements at home. Equality and diversity is promoted although there are few items visible daily to reflect the cultures of children attending. The childminder would work with children with special needs and/or physical disabilities when this is required. Children's starting points and regular weekly observations are held in individual files. These are linked to the six areas of learning and planning reflects the early learning goals. Regular discussions with parents keep them well-informed of their child's experience while in her care. The childminder has established links with other registered provision, including other childminders, nurseries and primary schools, ensuring an active continuity in her understanding of children's care and learning. She uses information about the school term to support her own planning and provide children with opportunities to

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the early years provision

The childminder has focused aspirations for quality through ongoing improvement. She has initiated a self-evaluation process and reflects upon her practice to consider ideas, such as increasing outside play equipment and monitoring fire practice procedures, for the continuous improvement of her provision.

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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 This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 positive behaviour and good levels of self-control. They are able to make limited independent choices to explore a range of equipment, including wooden puzzles, cars and soft toys. Children are confident to share how they feel with the child minder because they feel secure. The childminder provides a good role model so they learn to contribute, to respect and care for themselves and younger play mates. They learn social skills as they meet others from their local community with regular visits to the local library or social clubs. Children develop effective communication because the childminder interacts and supports them as they

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and outcomes for children

practice and expand their language skills. She describes what they are doing, discusses events and asks questions to challenge them and make them think. They learn to listen with care as she invites them to show her what they want to play with or explain what they want to do next. Children learn to listen and interact with the story they choose the childminder to read to them. They know the shape of numbers as they play with the alphabet and number stand. Children make steady gains in their learning because the childminder provides a stimulating and welcoming environment based on their interests, such as cars, painting and outside play. Observations are recorded and planning for next steps is linked to areas of learning and the early learning goals. Children are eager to learn because the childminder clearly understands how children learn through play; they are absorbed and engaged in what they do.

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and outcomes for children

Children learn how to stay safe as they negotiate toys and furniture, put shoes and coats on for outside play and wash hands before eating or after messy play. They learn about healthy lifestyles with everyday outside play where they throw or kick balls and experience changes in weather. They extend their developing physical skills on large play equipment at local venues such as the toddler group or a local play park. Fresh drinking water is available should they need it and the childminder works closely with parents to supply healthy and nutritious light meals from fresh ingredients. The childminder provides children with experiences that reflect the wider world with activities for cultural or seasonal events. However there are no resources reflecting special needs and/or physical disabilities. They 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 and other mark making

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and outcomes for children

equipment. Children show a very good awareness of themselves and others; they smile and know the names of those they meet at the childminders 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 3 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 3 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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