Childminder in Bexley

Inspection report for early years provision

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Unique reference number EY429688 Inspection date 16/01/2012 Inspector Chris Hodge

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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 July 2011. She lives with her husband and three children aged eight, six and four years in a three bedroom house in Welling, in the borough of Bexley. The whole of the ground floor is used for childminding. There is a secure garden for outside play. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She is registered to care for a maximum of four children under eight years; of these, three may be in the early years age group at any one time. She is currently caring for four children in the early years age group. All the children attend on a part-time basis and two are attending school full-time. The childminder walks to the local school to take and collect children. She is a member of the National Childminding Association and attends local toddler and childminding groups.

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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 happy and settled in this caring, stimulating, home from home environment. They make good overall progress in their learning and development. This is because the childminder plans a wide range of indoor and outdoor activities that are linked to the six areas of learning. Partnerships with parents are very strong and ensure that children's individual needs are consistently met. Children's welfare and safety is given high priority and is underpinned by comprehensive written policies and procedural documentation. The childminder has a professional attitude to all aspects of her practice and is very proactive in ensuring she maintains continuous improvement.

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further?

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

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further?

 consider increasing the use of written and picture labelling to help children identify the contents of the draws containing play resources, and to further develop children's understanding that text carries meaning  develop children's awareness of the natural world further through planting and growing activities.

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the early years provision

The childminder demonstrates an exceptionally good understanding of child protection issues, and of her role and responsibility to safeguard children in line with Local Safeguarding Children Board procedures. She has recently attended training to refresh her knowledge and has a comprehensive safeguarding This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 procedure folder to refer to, should she have any concerns about a child in her care. Rigorous risk assessments are completed on her home and for outings. All necessary safety precautions are in place and emergency evacuation procedures are regularly practised with children to keep them safe. The childminder holds a valid first aid certificate and both she and her husband have been appropriately vetted. All required documentation is in place, well maintained and available for inspection. The childminder has a professional approach to caring for children and

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the early years provision

is committed to continuous improvement. Since her registration, she has attended several training courses and is very keen to attend more training to help her maintain and improve her practice. For example, she has booked onto a 'Dollies and Dinosaurs' course which she hopes will give her a greater understanding about the difference between how boy and girls play. The childminder is successfully using self-evaluation to reflect on her provision and to identify areas for future development. For example, she is planning to provide a planting and growing area in her garden to help children learn more about nature.

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the early years provision

The childminder's home is well organised, providing children with lots of indoor and outdoor play space. A good range of play resources and books are very accessible in the dining room and encourage children to self-select and make choices about their play. Many other resources are stored in low-level draws in the lounge but are not quite as accessible as there is no labelling to show children the contents. The childminder welcomes all families and children into her home and recognises the uniqueness of each child. 'All About Me' forms are completed by parents during the settling-in process. This ensures that the childminder has lots of information about each child's individual needs. Positive image play resources and activities encourage children's awareness of diversity and of their own and other cultures. The childminder develops strong relationships with parents and works in partnership to ensure children's individual needs are consistently met. Parents are

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the early years provision

provided with comprehensive information about her practice and are kept very well informed about their children's day and progress. This is done through daily learning journals, observation and assessment records, photographs and regular verbal exchanges. Parent questionnaires and reference letters demonstrate that parents are extremely happy with their children's care. The childminder's good links with her local school ensures that she is able to share information and provide continuity in children's learning.

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and outcomes for children

Children are helped to make good overall progress towards the early learning goals because the childminder knows their starting points and observes them carefully. The information gained about children's likes, interests and abilities is used to inform her planning. This is to ensure the needs of individual children are met. Children are offered a wide range of indoor and outdoor activities and experiences, even though she only cares for them on a part-time basis. The activities are linked to the six areas of learning and help children to gain skills for the future. The practice guidance is used to monitor children's progress and to help plan for the next steps in their learning. The childminder uses photographic evidence and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 children's art work, together with learning journals to record children's individual progress.

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and outcomes for children

Children are happy, settled and very much at home with the childminder. They show a strong sense of being safe and secure and display good levels of confidence and self-esteem. The childminder is caring and responsive to their needs and provides them with familiar routines. Children happily play on their own for short periods of time, in the secure knowledge that the childminder is always on hand to give cuddles and to join in their play when required. They show curiosity and are inquisitive and active learners as they confidently explore their surroundings. Children are developing good language and listening skills because the childminder constantly talks to them and encourages their responses. Children enjoy choosing books and respond with excitement to familiar stories read to them by the childminder. Older children enjoy reading their books with the childminder after school and use phonetics to help them link sounds and letters. However,

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and outcomes for children

there is very little labelling on resources and equipment to further increase children's awareness that text carries meaning. Children have great fun dressing up as 'Spanish Flamenco' dancers, using the play kitchen and dolls for pretend play and taking part in various art and craft activities. They confidently use their problem solving skills for completing puzzles, building with construction resources and exploring with cause and effect toys. The childminder effectively uses routines and activities to encourage children's counting skills and to help them recognise numbers, colours and shapes. Children visit toddler groups, the library and local parks to help broaden their understanding of the wider community. They celebrate different festivals and are currently talking about and preparing for Chinese New Year.

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and outcomes for children

Children's health and welfare is fully promoted and the childminder's good practice is underpinned by comprehensive written policies and procedures. For example, her sickness policy helps to ensure that cross-infection is minimised. Also, appropriate procedures for the administration and recording of medication and accidents are in place. Children are cared for in a very clean and well maintained environment and are encouraged to adopt healthy lifestyles. They are learning the importance of hand washing before mealtimes and after going to the toilet. A liquid soap dispenser and paper hand towels are provided to minimise the risk of cross-contamination. The childminder promotes healthy eating and encourages children to make healthy choices about what they eat and drink. Mealtimes are a nice social occasion where the childminder sits with the children and encourages their independent skills. The well equipped garden provides children with good

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and outcomes for children

opportunities for physical play. The childminder walks to and from school with children and uses this time to teach them about road safety and stranger danger. The childminder acts as a good role model and consistently praises children's achievements. She encourages them to behave in a positive manner and to develop appropriate social skills, such as sharing and taking turns. As a result, children are confident and have good self-esteem. 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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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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