Childminder in Bexley

Inspection report for early years provision

p.1

Unique reference number EY429362 Inspection date 06/12/2011 Inspector Justine George

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 registered in 2011. She lives with her husband and two children aged three and five years in a two bedroom house in Sidcup, Kent. Minded children have access to all areas of the home; however play mainly takes place in the living room, kitchen/ diner, her son's bedroom and the garden. There are ground floor toilet and wash facilities and the childminder's bedroom is used for sleeping purposes only. There is an enclosed garden for outdoor play. The house is within walking distance of a railway station and local bus routes. There are schools and local amenities close by.

p.4

Description of the childminding

The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder is registered to care for a maximum of four children under the age of eight years at any one time, no more than two of which may be in the early years age range, one of whom may be under one year at any one time.

p.4

The overall effectiveness of the early years provision

Overall the quality of the provision is good.

p.4

The overall effectiveness of the early years provision

The childminder has a good knowledge of how children learn and develop. She knows the children well and provides lovely experiences which offer great scope for learning. The childminder has developed strong partnerships with parents which meets the needs of children well. The childminder has identified some ideas to promote children's awareness of diversity. The childminder is beginning to identify different forms of communication to develop partnerships with other practitioners. The childminder is very keen and has the capacity to drive improvement well.

p.4

further?

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

p.4

further?

 develop further children's awareness of the wider world by using resources which reflect the diversity of children and adults within and beyond the setting, for example, provide role-play areas with a variety of resources reflecting diversity  develop partnerships with other practitioners where children attend other settings to develop effective continuity and progression by sharing relevant information with each other. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.4

the early years provision

Children's safety is well promoted. There have been no changes in the childminder's circumstances since registration which ensures her ongoing suitability. Children are supervised at all times and are protected from unfamiliar adults. The home is safe and secure where hazards are minimised. In the event of a child having an accident, they are well protected as the childminder has kept her first aid training up-to-date. The childminder demonstrates good knowledge of the welfare requirements. All of the required documentation is in place and organised effectively to ensure the needs of children are met. However, the childminder is caring for more children in the early years age group than the conditions of registration allow. The provider gave a reasonable excuse for doing so and on this occasion Ofsted does not intend to take further action. The childminder has good knowledge of child protection safeguarding issues. She has good literature to refer

p.5

the early years provision

to in the event of any concerns. As a result, vulnerable children are well protected. Equality and diversity is suitably promoted in the setting. The childminder has some ideas of how to develop children's awareness of diversity. Children discuss people's differences openly with the childminder and she has welcome posters in different languages. However, resources and ideas to promote this effectively are limiting. The childminder has a good range of toys and these are deployed effectively. Children choose what they would like to play with minimising gender stereotyping and developing their play ideas. The childminder is beginning to develop partnerships with some practitioners where children attend different settings. However, she has not yet explored different methods of communication to ensure effective continuity and progression. Partnership with parents is very successful. Parents receive very good information

p.5

the early years provision

about the childminder's responsibilities in caring for children. This is because written policies and procedures are shared and effective communication takes place. Both the childminder and parents use a contact book to communicate the well being of children and to ensure consistency. Families provide information about children's experiences and plans are in place for informal discussions to share children's progress. The childminder is in the process of introducing a home sheet, inviting parents to contribute towards children's learning. Children are cared for in line with parent's wishes as the childminder is aware of their individual needs and parents preferences. Parents provide lovely feedback and praise how the childminder has settled children well, providing a relaxed and comfortable environment. The childminder is very keen to drive improvement. She has completed a self- evaluation form where she accurately identifies areas for improvement and ways to

p.5

the early years provision

take this forward. For example, by strengthening further the partnership with parents to share children's progress. The childminder is keen to develop further the planning and assessment methods where she has sought literature to improve this. The childminder seeks the views of children, talking with older children and assessing the behaviour of young children. As a result, the childminder reflects on daily practice and is guided by how children engage in her setting. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.5

and outcomes for children

Children very much enjoy their time at the setting and are achieving well. The childminder accurately identifies where children are at in their stage of development through observation and discussion with parents. Lots of lovely photos and written observations show the wonderful experiences children explore, which sets the way for enthusiastic learning. Observation is used effectively to identify the next steps in children's learning which ensures they make good progress. The childminder is skilled in introducing different concepts through everyday play which is relevant to children. For example, when painting, children paint their hands and make prints on paper or they use a brush to make marks. The childminder encourages them to look at their creations and draws attention to new colours they have made as a result of mixing others. Children also initiate having a teddy bears picnic. Problem solving skills are introduced by counting the

p.6

and outcomes for children

bears and working out how many cups and plates are needed. These experiences are exciting for children and they effectively cover all areas of learning. The childminder realises the importance of developing children's communication, language and literacy. She often provides a commentary of what she is doing and she asks interesting questions to encourage children to think. Very young children show increasing confidence in using language and the childminder responds to this well, repeating words to develop children's understanding. As a result, children are developing good skills for the future. Children feel safe and are secure. They have developed trusting relationships with the childminder, developing their social relationships. Children show a sense of belonging as they explore the different areas of the home and they choose or request toys. Children are confident in using a range of emotions. They seek

p.6

and outcomes for children

cuddles, protest by laying on the floor and point to indicate what they want. The childminder is sensitive and responds to the range of emotions well. As a result, children feel valued and affirmed. Children are learning about safety as the childminder provides good explanations through play opportunities. For example, children place dolls in the high chair and strap them in. The childminder says how this keeps dolls safe so they don't fall out and hurt their heads. Children also practise fire drills and posters remind them of the procedures. As a result, children learn how to keep themselves safe in an emergency. Children are beginning to make a positive contribution. Their individual needs are well met and they are beginning to learn about other people in the wider community. Children's health is well fostered. The childminder provides a range of healthy snacks and meals using fresh produce. Children are developing good hygiene

p.6

and outcomes for children

habits as they consistently wash their hands at appropriate times. Children have good opportunities for fresh air and exercise. They walk to school, visit local places of interest and they also enjoy rolling about in the leaves. The home is clean and hygienic and children help with clearing away after activities. 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 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 3 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 2

p.7

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 3 The extent to which children develop skills for the future 2

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: Met

p.8

Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Met

p.8