Ludwig, Nicola Jane

Inspection report for early years provision

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Unique reference number 153291 Inspection date 27/09/2011 Inspector Claire Douglas

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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 2001. She lives with her husband and two children aged 11 and six years in a residential area of Downham in the London Borough of Bromley. The setting is close to shops, parks, woods, library, schools and local transport links. The whole of the property is used for childminding purposes. There is a secure garden for outdoor play and a front garden which is used under direct supervision. The setting is accessed via a slope up to the front door with two steps in to the home. The family has one pet dog.

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Description of the childminding

The childminder works alongside an assistant. When working alone she is registered to care for a maximum of five children under eight years at any one time, no more than three of which may be in the early years age range. When working with an assistant, she is registered to care for a maximum of six children under eight years; of these, not more than six may be in the early years age group and of these, not more than two may be under one year at any one time. She is currently minding six children in the early years age group. She also offers care to children aged over five years to 11 years. The childminder is registered by Ofsted on the Early Years Register and the voluntary and compulsory parts of the Childcare Register.

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Description of the childminding

Children attend for a variety of sessions. The setting supports children with special educational needs and/or disabilities and children who speak English as an additional language. The childminder has formed links with other early years settings such as the local primary school, nursery class and childminder drop in groups. The childminder holds NVQ 3 in Early Years Care. She is a member of an approved childminding network. The setting receives support from the local authority through an early years development worker.

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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 gives top priority to promoting all aspects of children's welfare and overall development. Children are extremely safe and very well cared for in the warm, inclusive home and welcomed as part of the family. Good relationships with parents ensure that the childminder knows children very well and provides the care and support they need. The childminder, along with her assistant, are meticulous at evaluating the service ensuring that any areas for development are quickly identified and acted on. This results in a provision that is fully responsive to the needs of the children cared for and their families.

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further?

To further improve the high quality early years provision the registered person This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 should consider:

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further?

 developing the range of opportunities for children to begin learning about words and numbers from effective labelling throughout the environment.

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the early years provision

The childminder has an ambition for excellence and a clear vision for the future of her setting. The childminder's understanding of child development enables her to plan effective challenges to stretch children's development through play and exploration. Children's safety is paramount and the childminder is confident about her role and responsibilities with regard to child protection. Her safeguarding policy demonstrates a comprehensive knowledge and understanding of what steps to take if she has concerns about a child and safeguarding children training is prioritised. She keeps a comprehensive set of the required records that promote children's health, safety and well-being. All visitors to the home are supervised and all adults living on the premises have had suitability checks. Extensive risk assessments promote children's safety in the home and when out and about.

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the early years provision

The childminder and her assistant promote a friendly ethos where all children are warmly welcomed and valued as unique individuals. A varied selection of good quality educational play resources, along with the childminder's dedication to children's progression, enable her to extend their learning very well. The home provides a child friendly environment which is organised to maximise opportunities for children. The outside area is used fully providing a free flow from the lounge, covering all areas of learning the whole year round. For example, even in wet weather conditions children can put on their coats and boots and go and explore the garden, or set up home in the outdoor play house.

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the early years provision

The childminder works closely with parents to ensure she has an extensive understanding of each child's background and needs, so that equality and diversity is successfully promoted. Parents are warmly welcomed into the home and kept fully informed through daily discussions, diaries and photographic and written feedback. They have access to well written policies and procedures, as well as having their own versions and an informative web site to refer to about the setting. Parents' comments show they are extremely happy with the service provided, for example, 'The children cannot wait for tomorrow to come back to your house. They play, learn, have friends, sing and dance, eat together and get cuddles, there's nothing else they need when they are in your care.'; 'We are very grateful for all the support you and your husband have given us, we are also very appreciative of your flexibility to help us and meet our needs.' and 'Words are

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the early years provision

really not enough to express how grateful and fortunate we are with all the attention, love and excellent care that is provided to our child'. The childminder builds effective partnerships with other professionals where appropriate. For instance when children attend other settings such as the local primary school, nursery class and childminder drop in groups. Strong links are formed with support services providing access to advice if required. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 The childminder is actively committed to improving and continues to update her knowledge and understanding of childcare. She regularly attends relevant training and workshops and identifies areas of further training she wishes to pursue. The childminder explores a variety of processes to monitor and evaluate her service. These include using the Ofsted self-evaluation form, drafting questionnaires for

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the early years provision

parents and asking older children to write or draw what they like about her setting. Previous actions taken to improve the service, have lead to improved outcomes for children. For instance, developing the front garden into an all weather outdoor play area, where children can swing and climb on the equipment, has enabled children to develop their physical skills and self-confidence.

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and outcomes for children

Children are extremely happy, settled and at home in the childminder's care. They learn to keep themselves safe when the childminder encourages them to 'climb carefully up the ladder for the slide'. She teaches them 'how to walk along the pavement holding hands' through regular practice and discussion. Children develop skills for the future when the childminder positively encourages them to put on their own shoes and to take turns and share the resources with the childminder or their peers. Children adopt excellent hygiene routines and they are learning the reasons for these. They pick out a fresh flannel to wash their hands on when they come in from outside and before eating and they are reminded to cover their mouths when they cough. Children positively benefit from the assistant's previous chef training. They have a well planned home cooked diet that meets their nutritional needs promoting fruits and vegetables with each meal. Children's

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and outcomes for children

awareness of healthy eating is promoted through discussions as they all enjoy their meals together. They learn about foods that are good for you when the children help care for a range of fruit and vegetables that they grow in the garden as well as discussing those they see when on a trip to the green grocers. Children routinely enjoy fresh air and learn about the benefits of a healthy lifestyle. They have fun playing on swings, climbing up ladders, running and skipping when in the garden or during daily visits to the local woods.

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and outcomes for children

Children take part in a wide variety of activities and experiences that support their learning and development both at the childminder's home and at the range of play centres they attend regularly. They make excellent relationships with the childminder and her assistant and respond beautifully to her extremely warm and caring approach. Activities are very well matched to children's interests and abilities as the childminder makes detailed observations of children's achievements. She identifies their next steps, informs parents regularly of these, then plans future learning experiences and ensures activities consistently build on children's existing knowledge and skills.

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and outcomes for children

Children are extremely keen to communicate. Younger children and those with English as an additional language benefit from the childminder's patience and encouragement as they learn new words and start to join in conversations. A love This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 of books is developed through regular visits to the library which compliment the excellent range they can help themselves to at the childminder's. The childminder has begun to use some effective labelling on resources throughout the environment. Developing this area, would help to encourage the children with early reading and numeracy skills. Use of a laptop, for researching themes and topics, encourages an understanding of technology as well as reinforcing the children's learning. As a consequence, children are developing rapidly and acquiring the skills necessary for their future learning and development. They find out about the world

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and outcomes for children

around them when the childminder and her assistant, point out areas of interest. For example, when they went for a walk in the woods, they quietly waited to observe the squirrel running up the tree. They also all stopped to look at the 'aeroplane' they could hear up in the sky whilst playing in the garden.

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and outcomes for children

The childminder makes the most of diversity to help children understand the society they live in. They positively discuss differences throughout their day to day routine. They also use a selection of resources which promote positive images of a multicultural society, they taste food from around the world and they use books and maps well, to learn about other countries and ways of life. Children's behaviour is excellent, encouraged by praise and positive role modelling. Children are extremely well occupied and stimulated throughout the day and they thoroughly enjoy their time with the childminder and her assistant. 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 1 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 1

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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 1 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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