Childminder in SouthwarkOfsted inspection, 7 Jun 2011

Inspection report for early years provision

p.1

Unique reference number EY404621 Inspection date 07/06/2011 Inspector Pamela Bailey

p.1

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.

p.1

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

p.2

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.

p.3

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).

p.3

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.

p.3

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

p.3

Description of the childminding

The childminder was registered in 2010 and is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She lives with her adult son and 12 year old grand-daughter in the London borough of Southwark, close to shops, schools, parks and public transport links. The whole of the ground floor of the childminder's home is used for childminding. There is a fully enclosed garden for outside play. The childminder is registered to care for a maximum of four children under eight years at any one time, of whom no more than three may be in the early years age range. She is currently minding two children in the early years age group.

p.4

The overall effectiveness of the early years provision

Overall the quality of the provision is satisfactory.

p.4

The overall effectiveness of the early years provision

Children's welfare, learning and development is adequately promoted because the childminder has sufficient knowledge and understanding of many aspects of the Early Years Foundation Stage. Effective arrangements exist to ensure children's safety in most areas and their good health is actively promoted. Engagement with parents is adequate to ensure children's individual needs are met. Partnerships with other settings children attend are poor. The childminder's self-evaluation gives her some understanding of her strengths and some aspects for improvement but fails to identify areas in need of most improvement.

p.4

further?

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

p.4

further?

 establish effective working relationships with other providers delivering the Early Years Foundation Stage to ensure progression and continuity of learning and care for children attending other settings (Organisation). 31/07/2011

p.4

further?

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

p.4

further?

 improve the assessment arrangements to provide a clearer picture of children's achievements as they progress towards the early learning goals and encourage parents to add to their children's records and support their children's learning  provide regular opportunities for children to practise the emergency evacuation procedures so that children become familiar with the routine in the event of an emergency This inspection was carried out under sections 49 and 50 of the Childcare Act 2006  improve the range of resources and activities to promote positive attitudes towards diversity and where necessary help children to value aspects of their own and other peoples lives  improve systems for self-evaluation, for example, by using the Ofsted self- evaluation form and quality improvement processes as the basis for ongoing internal review - assessing what the setting offers against a robust and challenging criteria. Encourage parents to be involved in the decision making

p.4

the early years provision

The childminder have a sound understanding of child protection issues and knows what action to take if she has a concern about a child in her care. The childminder takes good precautions to ensure that her home is safe and secure. She carries out risk assessments inside and outside her home and for outings, and keeps records of these. Although she has written emergency evacuation procedures in place the childminder does not practise them with the children so that they become familiar with the routine in the event of an emergency situation. The childminder's home is clean and well kept. She understands how to protect children from the spread of infection and ensures that their health is promoted effectively.

p.5

the early years provision

Parents are encouraged to share what they know about their child. This ensures that the childminder is aware of the children's individual needs. The childminder shares information about the service she provides with parents through her written polices and procedures, daily discussions and daily diaries. Assessment records provide parents with information on their children's achievements. However, these do not consistently track children's learning and development towards the early learning goals or provide parents with a clear picture of progress. There are no systems in place to actively involve parents in their own children's learning and development. Furthermore, the childminder has not established effective working relationships with other providers delivering the Early Years Foundation Stage to ensure progression and continuity of learning and care for children attending other settings.

p.5

the early years provision

The childminder makes good use of the local community amenities to support children's learning and development. She regularly takes children to the parks and children's groups where they are able to socialise with others. She provides a wide range of good quality, age appropriate resources inside the home; however, the environment does not sufficiently reflect or promote positive attitudes to diversity. With the exception of a few books and one doll, there is an insufficient range of positive images and resources that help children to develop a positive sense of identity, value themselves and respect differences in others and few activities are planned in relation to this aspect of learning.

p.5

the early years provision

The childminder has begun to evaluate her provision and recognises some areas of strengths and weaknesses. For example, she is committed to improving her knowledge base and has attended a range of development courses. However, self- evaluation is not sufficiently robust to help her identify all areas in need of further This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 improvements. Opportunities to actively involve parents in contributing to the decision making about the provision have not been explored.

p.5

and outcomes for children

Children are making steady progress in their learning and development. They receive lots of warmth and affection from the childminder who is responsive to their needs. They regularly approach the childminder indicating good trusting relationships are built. This supports their emotional well-being, gives them the confidence to explore new experiences and develop their own preferences. Babies confidently express their feelings and needs verbally and non-verbally. They learn to feed themselves and control their own body gaining physical skills appropriate to their stage of development which supports their independence. Older children use a range of wheeled toys and large scale climbing equipment to extend their physical skills, developing their balance and coordination. From an early age, children learn the importance of good personal hygiene through effective routines. They enjoy snacks of fresh fruits and receive plenty of water which contributes to

p.6

and outcomes for children

Children play and learn in a secure environment where they can move around safely, freely accessing the toys and resources that are stimulating and suitable for their age and stage of development. They begin to learn how to take care of the resources through the childminder's gentle reminders. Her positive interaction encourages children to develop habits and behaviour appropriate to active learners. For example, young children are taught how to handle books appropriately. They become involved by helping to turn the pages and lift the flaps. Children's early communication skills are encouraged through listening to stories, music and singing rhymes. They enjoy playing with interactive programmable toys, pushing buttons and pulling levers, showing their delight through beaming smiles, laughter and dancing. The childminder is on hand to encourage additional learning such as counting, identifying colours and shapes and

p.6

and outcomes for children

helps them to gain skills for the future. Children's creative and imaginative development is encouraged through activities such as, arts and craft, junk modelling using recycled materials, painting, drawing and role play. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.6

Annex A: record of inspection judgements

The key inspection judgements and what they mean

p.7

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

p.7

children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

p.7

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 3 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 4 The effectiveness of the setting’s engagement with parents and carers

p.7

Stage

The quality of the provision in the Early Years Foundation Stage 3

p.7

Stage

The extent to which children achieve and enjoy their learning 3 The extent to which children feel safe 3 The extent to which children adopt healthy lifestyles 3 The extent to which children make a positive contribution 3 The extent to which children develop skills for the future 3

p.7

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

p.7

Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Not Met (with actions)

p.8

Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Not Met (with actions)

p.8

Annex B: the Childcare Register

The registered provider does not meet the requirements of the compulsory and or voluntary part/s of the Childcare Register.

p.8

Annex B: the Childcare Register

To comply with the requirements of the compulsory part of the Childcare Register, the registered person must take the following action/s by the specified date:

p.8

Annex B: the Childcare Register

 implement a written statement of procedures to be followed for the protection of children, intended to safeguard the children being cared for from abuse and neglect (Arrangements for safeguarding children) (Also applies to the voluntary part of the Childcare Register). 21/06/2011

p.8

Annex B: the Childcare Register

To comply with the requirements of the voluntary part of the Childcare Register, the registered person must take the following action/s by the specified date:

p.8

Annex B: the Childcare Register

 taken action as specified under the compulsory part of the Childcare Register (Arrangements for safeguarding children). 21/06/2011

p.8