Childminder in Lewisham

Inspection report for early years provision

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Unique reference number EY236127 Inspection date 28/11/2011 Inspector Jane Wakelen

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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 2002. She lives with her husband and two children in the London Borough of Lewisham. Children have access to the whole of the ground floor, together with the first floor bathroom. There is an enclosed garden for outside play. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She may care for a maximum of four children under eight years at any one time, of these no more than two may be in the early years age range. She is currently minding two children in the early years age group. She also offers care to children up to 11 years.

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The overall effectiveness of the early years provision

Overall the quality of the provision is satisfactory.

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The overall effectiveness of the early years provision

Children settle well in the care of the childminder due to the positive relationships she forms. The childminder provides an adequate range of activities, although not all areas of learning receive equal consideration, resulting in some activities providing insufficient challenge. Children are safe and secure in the care of the childminder due to her good knowledge of safeguarding children. Partnerships with parents and others are very positive, ensuring children's needs are met. The childminder has not carried out an in-depth self-evaluation of her service but has a fair understanding of her strengths and areas to develop. Therefore, continuous improvement is satisfactory.

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further?

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

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further?

 improve the system of observation by analysing what children have learnt and use this to plan for the next steps in their learning, ensuring all areas are given equal consideration  provide a range of equipment and resources that are challenging, interesting and that can be used in a variety of ways, or to support specific skills  develop a more robust system of reflective practice, self-evaluation and informed discussion to identify the setting's strengths and priorities for development that will improve the quality of provision for all children.

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the early years provision

The childminder takes a responsible approach to safeguarding children. She has This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 attended training and has all the necessary documentation in place, including extra literature to support the process. This ensures the childminder understands her role and responsibility in protecting children in her care. She carries out effective risk assessments for her home and outings, identifying any hazards and implements measures to minimise them. She holds a current first aid certificate and obtains written permission from parents to seek emergency medical treatment or advice if necessary. The health and safety policy including the sick child policy further supports children's well-being.

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the early years provision

Children play with a suitable range of toys and resources, which are well maintained. The childminder pre-selects a variety and makes them accessible on the floor of the sitting room. This prevents children making an informed choice from all the available equipment to meet their individual needs and interests. The childminder offers suggestions to the children about what to play. She occasionally introduces play materials to stimulate the senses, such as rice, which engages children's attention. However, many resources do not provide sufficient challenge for all the children attending. The childminder is aware of children's individual backgrounds and adequately promotes equality and diversity. She provides a basic range of resources, which reflect disability and different cultures to support children's awareness of differences. The childminder has a sound awareness of children's needs for additional support and works with the parents and outside

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the early years provision

agencies to address these. This process is gradually being further developed to ensure a consistent method to share information from the professionals.

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the early years provision

Very positive relationships with parents provide an environment where children feel settled and comfortable. Parents receive copies of all the policies and procedures and give written consent for aspects of care. This sharing of information enables parents to have a good understanding of the role and responsibilities of the childminder. The childminder often sends texts and pictures to the parents throughout the day, providing an individual service. Daily discussion between the parents and the childminder provides a good two-way flow of information to support children's individual needs. The childminder understands the importance of sharing information with professionals who share the care of the child to improve outcomes for children.

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the early years provision

The childminder has not carried out a detailed self-evaluation of her care, although she has a sound understanding of her strengths and areas to develop. She has attended training for some areas, such as safeguarding. She seeks support from other childminder's reflecting her commitment to improve opportunities for children. She has taken action to improve her practice from previous inspections, supporting her sound capacity to maintain continuous improvement.

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and outcomes for children

Children are happy and settled in the care of the childminder. She works hard to develop children's personal, social and emotional development, which supports children's self-esteem and confidence. Children happily move around the This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 downstairs of the childminder's home selecting the accessible resources. The childminder sits with the children talking to them about what they are doing and asking them questions, although many of these are closed questions, preventing children having to give a full answer. The childminder offers suggestions to the children about what to play and occasionally fetches additional resources for the children. However, the lack of choice for children to find resources to meet their individual interests, results in them not always fully engaging in the activities. The childminder carries out observations of children's development and plots these on

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and outcomes for children

a daily diary sheet or observation sheet. However, her knowledge of the areas of learning is not secure to ensure all areas are given equal consideration. Observations are not analysed and therefore next steps in children's learning are not fully identified to plan challenging learning opportunities.

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and outcomes for children

Children show interest in the rice play, making patterns and filling the small containers. They show a real interest in books and enjoy sitting with the childminder whilst she reads to them. They play with the small toys, building bricks and electronic toys, learning about cause and effect. The childminder supports the youngest children in role play with a baby, supplying resources such as a bottle and buggy. Children are encouraged to listen to the sounds of letters when using toys, such as an alphabet bear. Older children are beginning to recognise some of the letters in their name. Children show some understanding of the society in which they live and the wider world through discussion and playing with the different resources. Overall, most children generally secure the skills they require in order to progress in their learning.

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and outcomes for children

Children have good opportunities to lead a healthy lifestyle. They access their drinks of water throughout the day to prevent them becoming thirsty. Children eat a good range of healthy meals and snacks to support a balanced diet. Children learn the importance of hygiene routines and use their own hand towel to prevent cross-infection. The childminder ensures good hygiene routines are in place, when preparing food or changing nappies, to protect children in her care. Children have daily opportunities to benefit from fresh air. They take part in exercise on the walk to nursery, when playing in the park or using large equipment at the parent and toddler group.

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and outcomes for children

Children successfully learn about keeping themselves safe. They learn the importance of crossing the road safely. Children practise fire drills to gain an understanding about how to evacuate the house in an emergency. Children form good relationships with each other and the childminder. They share the toys freely, openly explaining that the other child is their friend. They receive lots of praise and encouragement from the childminder, often accompanied by a sticker. This supports children's self-esteem and enables them to understand what behaviour is acceptable. Children have good opportunities to play with other children. This enables them to learn about diversity and people in their community. Children enjoy helping tidy away the toys, showing a developing understanding about responsibility and routines. 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 3 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 3

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Stage

The extent to which children achieve and enjoy their learning 3 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 3

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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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