Childminder in BexleyOfsted inspection, 16 Jan 2012

Inspection report for early years provision

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Unique reference number EY362272 Inspection date 16/01/2012 Inspector Janette White

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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 2007. She lives with her husband and three school aged children in Bexleyheath, Kent. The whole ground floor of the childminder's house is used for childminding and there is a fully enclosed garden for outside play. The childminder walks to local schools to take and collect children. The childminder attends the local parent and toddler group. The family has a dog and three cats.

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Description of the childminding

The childminder is registered to care for a maximum of five children under eight years at any one time, of whom no more than three may be in the early years age range. She is currently caring for four children in this age group on a part-time basis. She also offers care to children aged over eight years to 11 years. The childminder is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register.

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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

The childminder understands children's individual needs and ensures their welfare is promoted well. She offers a range of activities and experiences that are planned and linked to the early learning goals. As a result, children are progressing well, given their ability and starting points. Overall, systems are in place to support most aspects of their learning. The childminder continues to forge links with other professionals. The excellent partnership with parents contributes significantly to ensuring children's needs are met very well. The childminder's capacity for maintaining ongoing improvement is good. She understands her strengths and areas to improve her future practice through the effective use of self-evaluation. The childminder identifies aspects of the provision to develop, responding successfully to the needs of the children and parents.

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further?

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

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further?

 improve the two way flow of information between providers, for example, where a child attends another setting  extend opportunities for children to access the outdoor environment, to offer them further chances to explore, use their senses, and be physically active. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

The childminder has a competent knowledge and understanding of how to promote children's safety including safeguarding concerns. She has good procedures in place to implement in the event that she has concerns about a child's well-being. The childminder has evaluated her policies and has reviewed and implemented a procedure for dealing with complaints. Engagement with parents is outstanding. She actively encourages two-way communication through verbal discussion and the use of a contact book system to tell parents about the activities their child has taken part in. Parents are consulted every six months with regard to any improvements and the service she provides. They are highly complementary about the childminder's provision, praising the wide range of activities offered, and they value the information providing an overview of their child's day. They comment that there are many opportunities for interaction with

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the early years provision

other children, such as attending local groups. The childminder is aware of the need to work in partnership with any other settings that children attend. However, systems to regularly share information where a child attends another setting are not yet fully effective. The childminder implements effective systems to promote children's safety, by conducting risk assessments, both in the home environment and on outings. Children's contact details are always readily available. In addition, essential information is also now taken when outside the home. This enables the childminder to take prompt action in the event of an emergency. The childminder has a current first aid certificate, so that children receive appropriate treatment following an injury. She effectively maintains documentation for the safe and efficient management of her provision. There are clear emergency evacuation procedures. The childminder carries out fire evacuation drills to make certain these

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the early years provision

are effective, and to familiarise the children with this safety action. The childminder has a good capacity to maintain her continuous future improvement. She is committed towards improving her childcare knowledge to keep herself up to date with recommended practice. The childminder thoroughly evaluates her practice and provision through self-evaluation. Her plans for future continuous improvement are well targeted, and she has an accurate awareness of the strengths of her provision. The childminder uses space, time and resources effectively to support children's learning and development. She successfully takes steps to make sure resources and the environment are sustainable. Resources are of good quality and suitable for the children's ages and stages of development. These are set out very well and effectively organised to meet children's individual needs. This encourages and promotes the progress that children make. The childminder supports children and

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the early years provision

involves them in routine experiences, such as setting up and tidying away. As a result, children gain independence skills and learn to maintain a safe play environment. Equality and diversity is promoted well within the childminder's practice. She consistently uses the planned daily activities and posters displaying positive images of diversity. Children's individual background needs are noted and discussed with the parents. All children are treated and valued as individuals. Every family is supported according to their particular circumstance. Consequently, This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 children are treated with equal regard and no child is disadvantaged.

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and outcomes for children

Children display signs of being settled and comfortable. They seek comfort and reassurance from the childminder and she is aware of their signs of hunger and tiredness. Children enjoy being with the childminder and demonstrate a strong relationship with her. They show a sense of security and belonging in the homely environment. This helps them develop a feeling of safety. Children are encouraged to learn about how to keep themselves safe, as well as having a healthy lifestyle. Nevertheless, they are not always able to access the outdoor environment in order to provide further chances to explore, use their senses and be physically active. Children have many opportunities to take part in quieter activities, and, together with the childminder, they read familiar stories. The childminder makes good use of unplanned situations as she successfully links children's individual ideas by asking questions which encourages them to solve problems. For example, as they

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and outcomes for children

pieced together sections of the wooden train track.

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and outcomes for children

Children have many opportunities for self-selection and can easily reach the resources they wish to play with. They use pictorial labels to select toys or choose books, which they read together with the childminder. Resources are well organised and stored in containers or cupboards which are labelled with pictures to aid young children's self-help skills. The experiences, resources and provision of toys are stimulating and cover most areas of learning. Parents provide details for the child's ''All about me'' form, including their starting points, which are used in their initial assessment. Children's observations are noted and successfully linked to the areas of learning. The next stage of their development is recorded, to chart what they have achieved and areas for their future progress. This information is used to make certain that the weekly planning is linked to the children's individual learning. The childminder has an effective knowledge of the Early Years

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and outcomes for children

Foundation Stage requirements and her competent understanding of children's welfare successfully supports their progress.

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and outcomes for children

Children engage in many problem-solving activities, such as naming the different animals as they play with the farm, or as they place the puzzle shapes into the board. They are developing an awareness of others and learn to cooperate or negotiate as they share resources. Children are offered healthy foods and talk with the childminder about what is good for them to eat, such as fruit and vegetables. Children and the childminder discuss the procedure to evacuate the premises in an emergency and how to cross roads safely. They demonstrate how they wash germs off their hands before eating or after using a tissue to wipe their nose. Daily activities help to promote children's understanding of recycling. They are encouraged to separate waste items into different bins. Children learn the importance of not wasting water and electricity, as they develop an understanding of reducing their carbon footprint. This promotes children's understanding about

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and outcomes for children

aspects of environmental issues. The childminder describes how children are encouraged to develop good social and communication skills. As a result, children This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 have a broad range of experiences and routines which contribute to promoting their understanding of the necessary skills for their future development. 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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