Childminder in Bexley

Inspection report for early years provision

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Unique reference number EY244752 Inspection date 18/07/2011 Inspector Lara Hickson

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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, mother and three children in Welling, Kent. All areas of the property are used for childminding and there is a fully enclosed garden for outside play. The family has one cat and goldfish. The childminder is registered by Ofsted on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She may care for a maximum of five children under eight years at any one time, of whom no more than two may be in the early years age group, and none may be under one years old. She is currently minding two children in this age group. She also offers care to children aged up to 11 years.

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Description of the childminding

The childminder walks and drives to local schools to take and collect children. The childminder attends the local parent and toddler group. The childminder is a member of the National Childminding Association (NCMA).

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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 effectively supports the welfare and developmental needs of children in the Early Years Foundation Stage. Children are progressing very well in all areas of learning as a result of the childminder's extensive knowledge of how children learn and develop. She provides numerous opportunities for children to make independent choices, which enhances their decision making skills and self confidence. A balance of child-initiated and adult-directed activities are available, and these are appropriate to children's individual stages of development and interests. Partnerships with parents/carers are exemplary and those with other settings are well-established and this is complementing children's learning in the setting. Self-evaluation systems work mostly successfully and demonstrate the childminder's clear capacity for improvement.

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further?

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

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further?

 strengthen self evaluation systems to clearly identify areas for further development that will further improve the quality of the provision for all children

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the early years provision

Safeguarding is promoted well by the childminder. She demonstrates a good understanding of local safeguarding procedures and of her responsibilities with This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 regards to recording and reporting any concerns about a child's welfare. All adults within the home have been thoroughly vetted. Effective arrival and collection procedures are in operation to ensure children's safety. The childminder's home is a very well-organised, child-friendly environment where children can access an impressive range of resources safely to support their play and learning. The childminder is skilled in helping children to learn to keep themselves safe.

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the early years provision

The childminder has effective self-evaluation systems in place. All past recommendations have been completed thoroughly, and the childminder has continued to develop her practice during the intervening years since her last inspection. This demonstrates her clear capacity for improvement. A written self- evaluation demonstrates how the childminder meets the care and educational needs of the children she minds. Currently the childminder has not outlined future plans for further development in her written self evaluation although she is able to discuss these fully. Parent questionnaires have been used by the childminder to further enhance her setting and suggestions made have been put into practice. Children's views are regularly sought and their input is valued and promoted by the childminder. A range of written policies and procedures are in place and these underpin the childminder's practices and are shared with parents.

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the early years provision

The childminder values and respects children's unique needs and individuality and ensures that her practice is fully inclusive. Children enjoy a good range of resources that depict positive images of disability, gender and culture such as dolls, small world people and books. The childminder promotes children's understanding of the world around them through the celebration of different festivals such as Diwali, Remembrance Day and Chinese New Year. Children enjoy tasting food from different countries and becoming familiar with different customs. For example, during Chinese New Year they make Chinese lanterns and enjoy Chinese food and fortune cookies.

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the early years provision

The childminder has established extremely positive relationships with parent/carers. She is highly effective in using information gathered from parents to meet children's individual needs. Observation and assessment systems enable the childminder to share children's progress across the six areas of learning and she clearly outlines their next steps of development. These practices ensure that parents can be fully included in the child's learning and development. The childminder also has strong partnerships with the other settings children attend. She receives information about themes they are currently following at nursery and the childminder plans practical activities to support the topic. For example, at nursery the theme is the introduction to the days of week and so the childminder reads a popular story book that refers to what a caterpillar ate on different days and talks with the children to enhance the learning experiences they have

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the early years provision

elsewhere. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Children are very happy and settled in the childminder's welcoming, family orientated setting. The childminder spends a great deal of time interacting with the children skilfully using everyday routines and resources to help children achieve and progress in all areas of their development. As a result they are flourishing in the setting. The childminder establishes starting points with children's parents and uses these together with her own observations to plan effectively for each child's individual learning requirements. Children show a strong sense of belonging as they independently select toys and resources from the very well organised, low level shelving system and move happily around the indoor and outdoor areas.

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and outcomes for children

The childminder introduces educational concepts to play activities. For example, children learn the names of colours, shapes and numbers through looking at books, playing with the different toys and on outings in the local community. During a favourite electronic game children listen to instructions and jump onto the appropriate play mat. This enhances their listening skills as well as extending their vocabulary and physical skills. The childminder is skilled at alternating activities to meet each child's individual stage of development. For example, when a younger child chooses to play scrabble she helps the child to identify different letters and introduces some simple rhyming words such as cat, bat and rat. The childminder prompts children's number recognition through games and everyday activities. For example, children count how many people can play a game and how many of a particular toy there are. The childminder skilfully extends children's counting skills

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and outcomes for children

through the introduction of simple addition and subtraction during play activities such as one more and one less. Size is also cleverly introduced into conversation by the childminder such as which toy is the smallest and which is the biggest. Physical skills are promoted through outdoor activities in the garden area and at local parks where children use different play apparatus to extend their balance and coordination skills. Fine motor skills are encouraged through construction activities, drawing and art and craft activities. For example, children use scissors and tape dispensers with dexterity when making cards and paper flower arrangements. The childminder skilfully alters activities to ensure that all children can fully participate. For example, where necessary to meet individual dietary requirements she changes cooking activities so that all children can fully enjoy these.

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and outcomes for children

The childminder demonstrates an excellent understanding of how to help children to feel and keep safe within her setting and when out in the local community. She provides gentle reminders to children to make them aware of their own safety and that of others. For example, she has introduced a road safety challenge to promote children's safety. This incorporates a traffic light system of red, amber and green depending on the imminent danger. This keeps children safe but gives them some freedom, responsibility and a knowledge and understanding of different dangers and hazards they will come across in day to day life. Red areas include main roads whilst amber may be a cul-de-sac or side road and green will be an enclosed park area. Extensive risk assessments are in place and include the home environments as well as all outings enjoyed. A detailed emergency plan is in place and fire drills are completed regularly to ensure that all children are aware of the procedure to

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and outcomes for children

This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 follow. The childminder uses a well known children's character to promote fire safety and signage within her home contains both written words and this character.

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and outcomes for children

Children are well behaved within the setting due to the childminder's firm, consistent approach towards the management of any inappropriate behaviour. Behavioural strategies used are relevant to the age and level of understanding of each individual child. The childminder is on hand to support and encourage children to behave well and offers praise for turn taking and sharing. Children develop confidence and a positive self esteem due to the continual encouragement provided by the childminder. For example, when a child identifies three letters from their name using the fridge magnets on her fridge she praises the child enthusiastically.

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and outcomes for children

The childminder promotes children's health extremely effectively in the setting. Children have daily opportunities for outdoor play and for fresh air and exercise on walks in the local community and in the park. The childminder is aware of each child's individual dietary requirements and actively promotes these within the healthy, nutritious meals and snacks she provides. Children are given the opportunity to make choices and clearly demonstrate an understanding of healthy options. Fresh drinking water is available throughout the day for children to help themselves to. 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 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 1 The extent to which children adopt healthy lifestyles 1 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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