Childminder in Bexley

Inspection report for early years provision

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Unique reference number EY358797 Inspection date 13/12/2011 Inspector Justine George

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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 2007. She lives with her partner and two children aged 12 and nine years. They live in a three-bedroom house in Bexleyheath, Kent. Minded children have access to most areas of the home, where play mainly takes place in the lounge and dining room. Children use the first-floor, family bathroom and they occupy the main bedroom 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. The family has five cats, two guinea pigs, a rabbit, two tortoises, four snakes and two lizards. Most animals live in the sheds in the garden. The childminder is on the Early Years Register and on the compulsory and voluntary parts of the Childcare Register. She is registered to care for a maximum of five children under the age of eight years at any one time; of these, no more than three may be in the early

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Description of the childminding

years age range. The childminder currently cares for five children, two of whom are in the early years age group. Children attend part-time sessions.

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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 enjoy their time at the childminder's house and play with a good range of toys. The childminder regularly observes children during play and their needs are satisfactorily met so that they make satisfactory progress in their learning. However, assessment system is not well used to identify the next steps in all areas of children's learning and does not effectively inform planning. Children are suitably safe through use of a range of written policies and procedures that, mostly, reflect required, current practice. The childminder is beginning to work in partnership with other practitioners; however, continuity and progression are not effectively promoted by sharing relevant information. The childminder shows satisfactory capacity for continuous improvement and has identified areas for development to take some steps to help her achieve her goals.

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further?

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

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further?

 develop the links between settings by sharing relevant information in order to provide continuity and coherence so that children's needs are met  extend assessment to identify the next steps in children's development in all areas of learning, and use this information to effectively plan activities that reflect children's interests and individual learning needs  develop further the safeguarding policy so that it reflects Local Safeguarding This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Children Board guidance and procedures.

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the early years provision

Children's safety is satisfactorily promoted. The childminder has all the required documentation in place, which ensures children are cared for in line with parent's wishes. The home is safe and secure and risk assessments are in place to identify and reduce hazards. In the event of an accident, minded children are suitably cared for. This is because the childminder has kept her first aid training up to date and she reviews her risk assessments to prevent accidents. The childminder has sound knowledge of child protection issues. In the event of any concerns, the childminder would record these and seek advice from the relevant agencies. The childminder has a written, child protection policy in place. However, the policy lacks detail and does not provide parents with information in line with Local Safeguarding Children Board guidance. Equality and diversity is suitably promoted. The childminder is soundly aware of

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the early years provision

children's individual needs and ensures their general, daily routines are met. She has some awareness of children's cultural backgrounds and supports children in learning about the diverse society. Toys are deployed suitably to minimise gender stereotyping. Furthermore, there are resources that reflect cultural diversity, such as dressing-up clothes and small world play figures. The childminder works satisfactorily in partnership with practitioners, where children attend other settings. However, this is not consistent for all children and the childminder has not yet thought of ways to develop this. As a result, the childminder is not aware of how children are effectively supported in their learning and development to ensure consistency. Partnership with parents is strong. The childminder has developed professional and friendly relationships with parents and shares information about her business through written policies and procedures. Regular communication takes place to

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the early years provision

share information about children. As a result, both the parents and the childminder are well informed about children's home life and time at the setting. The childminder is keen to drive improvement and is beginning to identify ways to achieve this. She uses a self-evaluation form to ascertain areas for improvement. However, she has yet to put steps in place to further improve practice. The childminder has addressed past recommendations and has reviewed documentation to further improve organisation. For example, the complaints procedure now reflects current practice. The childminder keeps her knowledge up to date by liaising with the childminding coordinator, although she has not discussed specific elements to move practice forward.

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and outcomes for children

Overall, children feel safe and secure and are beginning to make a positive contribution. They develop warm and caring relationships with the childminder. These support them in developing friendships, aiding their social development. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Children seek cuddles and these help them in separating from their parents. Children are quickly reassured and are keen to play. They are well behaved, as the childminder talks with them to develop their understanding about different situations. The childminder also ensures boundaries are consistent to avoid confusion. Children learn about safety through everyday experiences, for example, crossing roads safely on outings. Children's understanding about healthy lifestyles is well promoted. They are developing good hygiene habits, as they wash their hands at appropriate times. The provision of soap and clean towels helps to learn about minimising the spread

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and outcomes for children

of infection. Children's understanding about nutritious health is well fostered. The childminder finds out about children's dietary needs and provides meals that include fresh produce. Children ask for drinks, recognising when they are thirsty. As a result, children learn about their bodies, developing independence. Children make steady progress in relation to their age and stage of development. The childminder regularly observes children and notes how they engage with different opportunities. She cross references observations to show how some areas of learning are implemented. Samples of children's creations are kept and these show some of the progress they make. However, the childminder is not yet effectively using observation to identify the next steps for children's learning. In addition, she does not review observations to ensure all areas of learning are covered equally. The childminder plans various experiences for children but this is

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and outcomes for children

not informed by observation. As a result, children's needs and interests are not yet fully pursued. Children experience a wide range of opportunities, including cooking activities and visits to woods and farms. Children enjoy mark making where they make random marks of squiggles. They are beginning to assign meaning to their marks, and are forming recognisable pictures, for example, when creating simple faces. Children very much enjoy and explore small world, play equipment. They play with the farm and animals, grouping them according to similarities; for example, the cows are lined up next to each other. The childminder engages with children soundly. She joins in with their play and talks about their personal experiences of their pets. The childminder asks questions to encourage children to think and makes suggestions to develop their ideas. Children's communication is developing suitably and they are developing satisfactory skills for the future. They converse with adults, putting

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and outcomes for children

words together to form sentences. Children ask questions and are beginning to develop their imagination to apply their knowledge during play situations. For example, children talk about how the toy dog 'enjoys eating bones and that it lives in a kennel'; after some thought, children tell the childminder that they do not like eating bones. Children are making suitable sense of the world around them, based on their play experiences. 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 3 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

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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 3 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 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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