Childminder in Bromley

Inspection report for early years provision

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Unique reference number EY217006 Inspection date 23/02/2012 Inspector Elizabeth Mackey

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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 2002. She lives with her 12 year old son in Forest Hill, in the borough of Lewisham. The childminder works with another childminder at this address. The property is close to shops, parks, schools and local transport links. The whole of the property is used for childminding purposes, which includes toilet facilities upstairs. There is an enclosed garden for outdoor play opportunities. The childminder is registered on the Early Years Register and the voluntary and compulsory parts of the Childcare Register. She is able to care for a maximum of four children and a total of eight children when working with her co- childminder. The childminder works with her co-childminder at all times, currently they are caring for five children between them. All of the children are in the early years age group and attend on a part time basis. The childminder holds a relevant Level 3 childcare qualification.

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The overall effectiveness of the early years provision

Overall the quality of the provision is outstanding.

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The overall effectiveness of the early years provision

Children are cared for by a highly experienced childminder who has an astute understanding of their individual characteristics and needs. In partnership with her co-childminder, she works very effectively to meet children's learning and welfare needs. Children thrive in the exceptionally well organised, child centred setting, which provides them a wealth of stimulating learning and play opportunities. In the main, resources support children's development very well. The childminder's practice is exceptionally well supported through the positive relationships with both parents and other settings. This ensures excellent channels of communication are in place to fully support both the welfare and learning needs of children. The childminder and her co-childminder are highly reflective and evaluate their provision purposefully to gain a full understanding of the strengths and weaknesses in the setting. They demonstrate an outstanding capacity to maintain

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further?

To further improve the high quality early years provision the registered person should consider:

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further?

 increasing the variety of writing in children's home language, including books, notices and labels. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

Children are exceptionally well protected because the childminder has an excellent knowledge and understanding of child protection issues and arrangements for safeguarding children are robust. The childminder, together with her co- childminder implement an extremely comprehensive range of policies and procedures, which successfully underpin their practice. Comprehensive risk assessments of all areas which children may come into contact with are conducted meticulously and recorded accurately. As a result, children are confident to explore and learn in a secure and safe environment. The childminder makes extremely effective use of self-evaluation to develop her partnership with her co-childminder and to help identify strengths and priorities for ongoing development and sustainability. The childminder undertakes ongoing, relevant early years training to enhance her skills and to further improve her practice. Her dedication results in

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the early years provision

excellent outcomes for children across all of their learning and development.

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the early years provision

Children benefit from being cared for in a very enabling home environment, which is welcoming and child friendly. Children's personal belongings are labelled with words and pictures, which enhances their sense of belonging. The broad range of activities and resources are extremely well presented in labelled boxes and baskets and are in excellent condition. Children are developing a great knowledge and understanding of diversity through the excellent range of activities and projects, which reflect cultural traditions. For example, the children recently made haggis, tatties and neeps in celebration of Burns night. There are very good systems in place to support children's language development. Unique visual systems support the inclusion of children, because it helps them to comprehend the detail of the daily routine. There are ample activities to support the emerging dual language of bilingual children. The childminder knows the key words in their first language to

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the early years provision

help welcome them and aid a smooth transition. There are less opportunities for children to see a variety of writing in their home language.

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the early years provision

The childminder is passionate about enabling the best possible outcomes for the children and she places partnership with their parents at the heart of her provision in order to achieve this. The systems in place demonstrate a true commitment to partnership and they work extremely well. Parents are kept exceptionally well informed and enjoy ample opportunities to contribute to, and be involved in the setting. Parents are provided with a wealth of photographic evidence of their children enjoying and achieving. Parents contribute to their children's development records and next steps, which then informs planning. They also use the daily diary to keep the childminder and her co-childminder updated. Several parents have had children attending the setting for a long time. They comment that they are, 'extremely happy with the routine and activities' and state the 'communication works brilliantly'. Highly effective systems are in place to support the liaison with

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the early years provision

other childcare practitioners. The childminder has a cohesive approach in the development of children's next steps in their learning. For example, she provides activities that flow from the theme children are covering at pre-school. This builds on their knowledge of the subject and consolidates their learning. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

The childminder has developed strong and caring attachments with the children. Children are extremely happy, confident and settled. They receive excellent support in their learning and development and demonstrate they feel totally safe and secure in care of the childminder and the co-childminder. There is a strong emphasis on children learning through play and having fun, which stems from the childminders enthusiasm and commitment. Planning for each child stems from both childminders' observations and input from parents. Great consideration is given to children's interests, ability, and specific needs, all of which are recorded in detail in individual learning journey folders. The adult led, planned activities are then accurately set at the right level for each child to ensure they each enjoy and achieve consistently at their own level and pace. For example, all the children enjoy a painting activity together. Babies are secured in their high chairs and sit

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and outcomes for children

close to the table where the older children sit painting. The explore the feel of the paint and are supported by the childminder in making brush stokes on the paper.

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and outcomes for children

The childminder demonstrates how to make a symmetrical butterfly and the children are keen to follow. There is a buzz of activity when they begin and lots of conversations about the mixing of colours and the shapes they are making. All the children thoroughly enjoy the activity and receive the level of support they need. Some children are independent and they are able to strive ahead and complete their butterfly with minimal input. Every child is praised for their contribution and as a result children acquire a positive attitude to learning. The children demonstrate excellent levels of concentration; they are inquisitive and seek more information about the lifecycle of the butterfly. Children behave exceptionally well, they are polite and show respect and consideration for one another.

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and outcomes for children

At the start of the day the children enjoy all being together in a group. They have opportunities to catch up with one another and talk about the plans for the day. Children are excellent communicators, they show an interest in the day ahead and express ideas on what they would like to do. Whilst eating lunch, children discuss their favourite foods; their thinking is extended by the childminder asking many open-ended questions. One child asked for more, explaining that he needed more because, 'he had used all his energy up'. The childminder takes this opportunity to reinforce the importance of healthy eating by encouraging the children to talk about their favourite vegetables. Activities also promote their understanding of healthy eating. For example, the children made a visit to the supermarket, selected vegetables and made vegetable soup, which they all enjoyed.

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and outcomes for children

Children's interest in listening to stories is fully promoted. They enjoy a group story time and also ask individually for their favourite story. A comfortable area with a wide range of books is always available so the children can access them at any times. Samples of children's work are displayed on the walls, creating a bright environment and instilling a sense of pride into each child. There are natural opportunities for problem solving as the childminder encourages them to experiment with mark making and development mathematical concepts in their This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 play. For example, a wealth of creative media enables the children to be creative as they enjoy making three dimensional shapes from boxes. The babies are becoming accustomed to other creative media, such as exploring gloop and shaving foam.

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and outcomes for children

Children use their imaginations extremely well as they pretend to be butterflies. They drape different material across their shoulders to represent their wings. They move slowly around the room, mindful of the babies who join in with the activity whilst sitting on the floor. Children benefit from many visits in the community to help them learn about their immediate environment. They visit parks, the library and make frequent use of the local Horniman museum. Children learn about keeping safe as they practice road safety and fire safety routines and they are involved in discussions about their safety. Children are treated with respect and they are encouraged in all aspects of their development, as a result they are flourishing. The consistent positive input and encouragement from the childminder and her co-childminder provide children with an exceptional start in life to enable them to develop the skills needed for their future success.

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and outcomes for children

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 1 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 1 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 1 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 1

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Stage

The extent to which children achieve and enjoy their learning 1 The extent to which children feel safe 1 The extent to which children adopt healthy lifestyles 1 The extent to which children make a positive contribution 1 The extent to which children develop skills for the future 1

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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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