Childminder in Southwark

Inspection report for early years provision

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Unique reference number EY233597 Inspection date 06/06/2011 Inspector Marcia Robinson

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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 registered in 2003. She co-minds with her partner who is also a registered childminder. The family live with their three children aged 13,11 and 8 years in the Peckham area in the London borough of Southwark. The childminder's home is situated on the second floor of a block of maisonettes with lift access. Children have access to the kitchen and living room on the ground floor and the bathroom facilities on the first floor are available for childminding purposes. The childminder is registered on the Early Years Register and both parts of the Childcare Register. The childminder is registered to look after a maximum of six children under eight including five children in the early years age group when working with her co-childminder. When working alone, the childminder may care for a total of four children, of whom three may be in the early years age group. The childminder currently cares for five children in the early years age group, who

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Description of the childminding

attend on various days. She is a network childminder and a member of the National Childminding Association (NCMA). The childminder holds the NVQ level 3 childcare qualification.

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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

Children feel welcomed because aspects of their individuality are recognised and valued by a caring childminder. There are an interesting range of activities, organised both inside the home and in the local community, which helps children to make good progress in their learning. Partnerships with parents and all who work with the children are good, and significantly contribute to children's overall welfare. Good quality policies and procedures are in place, although the risk assessment is not always effectively carried out. The childminder seeks to improve the learning opportunities provided. This is done through regular questionnaires completed by the parents and as a result, the childminder has a good capacity to maintain continuous improvement.

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further?

To meet the specific requirements of the EYFS, the registered person must:

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further?

 ensure that the record of risk assessment includes who conducted it, the date of review and that it identifies all aspects of the environment that need to be checked on a regular basis, in regard to the radiators that are accessible to children (Safeguarding and promoting children's welfare)(Documentation) 08/07/2011 This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 To further improve the early years provision the registered person should:

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further?

 strengthen systems for observation and assessment by making sure next steps identified for children are clearly followed up and reviewed through linking to organised activities and encouraging parent contributions as part of the ongoing planning, observation and assessment process  improve the recording of the daily attendance register to ensure it is promptly recorded as children arrive  develop further the use of self-evaluation to encourage a culture of reflective practice and identify aspects of the childcare provision that require further improvement.

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the early years provision

Children's welfare is effectively safeguarded overall. All the required checks have been carried out on the childminder and her assistant. She has a secure understanding of the safeguarding policy and procedures to follow if she has concerns about a child. In addition, she keeps a safeguarding folder containing all relevant information; this is shared by her assistant and with parents as a useful reference tool. Record keeping is generally well kept; all the required documentation is in place, although on the day of inspection, the daily attendance register was not promptly recorded as required. Risk assessments for the premises and activities outdoors are mostly effective. The childminder also supplements these with daily visual checks on her premises, but she has not fully identified the risks in relation to the temperature of the radiators. The records of these also omit details about who carried out the assessment and the review dates. Nonetheless,

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the early years provision

children access play opportunities through the good organisation of space, time and resources. This is exemplified by the childminder's good use of the time that children attend and her organisation of a broad range of activities and outings that promote all areas of learning successfully. In addition, the home is well organised, creating a welcoming, child friendly learning environment where children move around the space confidently and benefit from the childminder's close supervision. The childminder makes sure she works closely with parents and seeks their knowledge and understanding of their child to ascertain detailed information about each child's backgrounds and needs, so that she includes all children appropriately and effectively promotes equality and diversity.

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the early years provision

Partnerships with parents and carers are good. Information about children's care needs is exchanged on a daily basis and parents are provided with good quality information about the provision itself through a range of policies and procedures. Parents are well informed about their children's learning and development at the setting, as they have access to their profiles and samples of their children's work. This is supported by daily journals and text messages that promote the two-way flow of communication between the setting and home. Consequently, parents and carers are fully informed about their children's daily practical care routines, progress and activities. However, the childminder has not yet fully established systems to involve all parents and carers in contributing to the observation, assessment and planning cycle to ensure they are fully involved with their child's This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

learning. Parents make many positive comments in questionnaires; for example, they express how they are delighted that their children are developing socially and praise the childminder as she has a lovely, friendly family home. The childminder is fully aware of other professional organisations involved within the Early Years Foundation Stage. She has developed secure support through her local childminding network, the various children's groups she attends and specialist workers, such as speech and language professionals are welcomed into the home to observe the children. This ensures the childminder has access to good support and information to promote the Early Years Foundation Stage framework. Membership as a network childminder ensures that the childminder regularly evaluates her provision and keeps up to date by accessing childcare publications, as well as listening and acting upon feedback from parents and her early years co-

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the early years provision

ordinator. Furthermore, the childminder has met the previous recommendations and she keeps abreast of developments in childcare, through the attendance of a number of training courses that will help to further improve outcomes for children. The childminder has started using the Ofsted self-evaluation form in addition to her own reflective practice, to identify where improvements should be made. However, this is still in the early stages of development and is not yet fully effective, as it does not include all areas of her practice.

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and outcomes for children

Children's learning and development is well promoted. They have good relationships with this well established and experienced childminder, who is calm, patient and responsive to their needs. She knows the children well and makes regular observations of their interests and achievements. She identifies next steps for their development, but these are not always clearly followed up and reviewed in order to track progress towards the early learning goals. Children are, however, interested in the good range of activities that support their development across all areas of learning. They comfortably explore the environment and the available toys and play materials whilst being supported by the childminder who engages and interacts with children well. They enjoy gluing and sticking and a range of other creative activities. Children enjoy a variety of opportunities to make marks and learn about numbers, using chalks and crayons as well as learning from daily

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and outcomes for children

routines that are organised around their needs. This effectively contributes to children's emotional wellbeing and fine motor skills. Children's hand and eye co- ordination is good. They confidently use puzzles and enjoy playing catching games using soft balls. This enhances their problem solving skills and physical development. Children's early language skills are developing well, as the childminder communicates with children using a variety of methods, such as sign language for younger ones. She constantly talks to children as they play, and they respond by using words and gestures as she shows a keen interest in them as individuals. Good opportunities also enable children to learn new words, songs and rhymes through the childminder's effective use of books along with regular trips to the local library for story and singing sessions and a variety of colourful, early learning posters displayed in the home environment. Although activities to promote

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and outcomes for children

children's understanding of diversity are tentative, they have access to a generally This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 good range of play materials and equipment that positively promotes anti-bias and multicultural practice, such as books, dolls and play figures. Furthermore, some of the children currently attending come from similar cultural backgrounds to the childminder and she supports them by communicating in their home language (Yoruba) and in English. Children's knowledge and understanding of the world is promoted by visits in the community to local shops, parks and local drop-in groups. They also benefit from learning about nature as they help with growing and watering flowers. These plants are strategically placed in flower pots beside the front door so they can see their growth on entering the premises each day. Children have easy access to a wide selection of battery operated toys that they

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and outcomes for children

explore and activate by pressing buttons. They are developing polite and respectful behaviour as they follow the childminder's positive role model. This in turn supports children in developing many valuable skills that help to set successful foundations for their future learning.

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and outcomes for children

Children are settled in the childminder's care and show a strong sense of belonging as they confidently move around the home and help themselves to resources. Young children are beginning to learn important skills about keeping themselves safe, especially when outside. They are beginning to learn appropriate road safety when out in the community, as they wear high visibility jackets and the childminder offers gentle reminders about safety as they play indoors. This is supplemented with effective procedures for adults collecting children. The childminder ensures children are in a safe environment and successfully teaches them how to stay safe by regularly practising fire drills when at home. They experience good levels of supervision and appropriate safety equipment is in place to ensure hazards are reduced. The childminder is constantly mindful of the fact that there is no garden on the premises, therefore she is fully aware of the

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and outcomes for children

children's need to have stimulating activities outside as well as time to rest, keeping to routines, especially for young children. Every day the children have interesting opportunities to engage in physical play as part of a healthy lifestyle. They run around in the park, go on trips to the local soft play centre and walk to places of interest in the community, such as the library and Children's Centre. The environment is clean and tidy and children receive good support to develop good personal hygiene routines, for instance, the childminder ensures children wash their hands prior to handling food. Although the childminder does not provide meals, she holds a food hygiene certificate and demonstrates the importance of healthy eating. She provides children with a range of healthy snacks and drinks, such as bananas, strawberries and fresh drinking water and regularly introduces them to new tastes such as lychees, so children benefit from a well balanced and

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and outcomes for children

varied diet. 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 3 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 3 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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