Childminder in Lambeth

Inspection report for early years provision

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Unique reference number EY426892 Inspection date 14/11/2011 Inspector Mauvene Burke

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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 2011. She lives with her husband and their 14- month-old son in the London of borough of Lambeth, close to shops , parks, schools and public transport links. The whole of the childminder's home is used for childminding, with the exception of the master bedroom.

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Description of the childminding

The childminder is registered to care for a maximum of three children under eight years at any one time, of whom no more than two may be in the early years age range. She is currently minding three children in this age group. This provision is registered on the Early Years Register and the compulsory part of the Childcare Register.

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Description of the childminding

The childminder collects children from the local school and attends several toddler groups on a regular basis.

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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 are happily settled and occupied in this welcoming home where their care, learning and development are well supported by the childminder who has a good understanding of how children make progress. All required documentation is in place although relevant information regarding the emergency contact details for children has been omitted. Practice is mostly inclusive and the childminder works closely with parents to ensure children's individual needs are appropriately met. Partnership with other early years providers are developing well. The childminder shows a good commitment to maintaining continuous improvement through attending training to support her professional development and has a system in place which she uses to monitor her provision.

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further?

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

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further?

 obtain emergency contact numbers from parents in advance of a child being admitted to the provision (Safeguarding and promoting children's welfare) 28/11/2011

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further?

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

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further?

 provide activities during which children will experiment with writing, for example, writing during role-play and supporting children in writing their own names This inspection was carried out under sections 49 and 50 of the Childcare Act 2006  strengthen the positive impressions children have of cultures and faiths of others, by sharing and celebrating a range of practices and special events.

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the early years provision

Children are safeguarded as the childminder has a clear understanding of her role and responsibilities to protect children from potential harm or neglect and how to pass on any concerns appropriately. She has attended training to further support her awareness in this area. She promotes that children are kept safe by conducting a risk assessment to cover all aspects of the day, both in and out of the home which is recorded and updated as required. All required documentation including policies and procedures are in place with the exception of emergency contact details for all the children. This is a specific legal requirement of the Early Years Foundation Stage framework.

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the early years provision

Although the childminder has only recently begun childminding and children have been with her for a short period of time, outcomes related to children's progress in relation to their starting points are good. Resources are ample, fit for purpose and of a good quality. The environment lends itself to children's learning as the resources are easily accessible and children are able to move around freely and safely, selecting the toys they want to play with. Children's individual needs are known and met well by the childminder and uses this information to plan activities for each child. For example, children are encouraged to share a little bit about themselves with each other like showing off their Irish dancing techniques. Nonetheless, although children are encouraged to learn about their own backgrounds they do not have opportunities to develop an awareness of other cultural backgrounds that are different from their own.

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the early years provision

Partnership with parents is working well and all information about the children and the childminding programme is shared from the start through both written and verbal methods. Parents and carers are asked about their view of the setting in form of a questionnaire. Responses received from them are highly positive. For example, 'I am very happy with communication method, very happy with routines', 'we have no concerns, behaviour methods are excellent' and 'it is a warm nurturing environment and I am very pleased with all aspects of care'. Communication takes place between other providers such as nursery teachers on a regular basis to support information is regularly shared and used to promote children's achievement and future learning needs.

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the early years provision

The childminder has very recently started to reflect on her practice, as she is still very much in the early stages of childminding. She has already identified some areas for improvement and recognises that this is an ongoing process. She shows a strong capacity for improvement and has shown an interest in obtaining a professional childcare qualification. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Children have settled fairly quickly with the childminder. They demonstrate a strong sense of belonging as they move around the setting selecting their own resources. They confidently tell the childminder what they would and would not like to do and find their school bags and coats from their individual coat pegs. The childminder demonstrates a good knowledge and understanding of the Early Years Foundation Stage and how to promote children's learning and development. Daily routines and activities are flexible and reflect a range of learning opportunities, covering all six areas of learning. The childminder organises space in her home so children can choose to access resources and develop their independence. She acquires children's starting points at registration and this enables her to value and build upon their existing skills. The childminder has recently started to implement effective systems to observe, monitor and evaluate children's progress, and acts on

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and outcomes for children

the findings, ensuring children make good progress in their learning and development.

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and outcomes for children

Children's vocabulary is developing well as they play. For example, as they play with the shapes they are introduced to new words such as 'octagon' and the colour 'silver'. They are seen as partners in conversation as the childminder talks to them and shows that she is interested in what they have to say. As a result, children speak clearly and confidently, holding lengthy conversations with the childminder. They join in with songs as they play 'What's in the Box', where whatever object they pull from the box, they sing a song relating to the object. They are heard shouting 'more more'. They enjoy drawing and colouring in pictures and can spell out their names using phonics. However, they are not always encouraged to write and label their own work. Children have excellent opportunities to learn about the world that they live in as they are taken out into the local community where they learn about people who look after us such as the policemen and women and the

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and outcomes for children

fighters. They can differentiate between past and present as they talk about their trip 'last week' to Ireland and Christmas on the way. They show a great interest in how things work such as the different patterns that the different shapes and colours that the kaleidoscopes make as they put it on the white walls and then on the black screen of the television.

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and outcomes for children

The children behave well and they develop good habits due to the praise and encouragement they receive from the childminder. They develop a good understanding of what is expected of them through gentle reminders about codes of behaviour. Children are developing a good understanding of how to stay safe. For example, they participate in regular fire drills to ensure they know what to do in the event of an emergency, and understand that it is not safe to run around the room. Through daily routines children begin to develop good hygiene practices; they are reminded to wash their hands before meals and snacks and when returning from outdoor play. Children's individual dietary needs are established on admission and fully supported by the childminder. Children are learning about healthy lifestyles as the childminder talks to them about eating fresh fruit and vegetables using phase like 'Princess Pea, Rabbit carrots and Sweetie Sweet corn'

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and outcomes for children

This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 which encourages them to eat up all their vegetables. 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 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 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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