Childminder in Greenwich

Inspection report for early years provision

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Unique reference number EY258051 Inspection date 07/03/2012 Inspector Gillian Cubitt

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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 2003. She lives with her partner and two children, one of school age and one of preschool age. They live in a house in Eltham, in the London borough of Greenwich. The whole ground floor of the childminder's house is used for childminding and there is a fully enclosed garden for outside play.

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Description of the childminding

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 five children at any one time two of whom may be in the early years age group. The childminder currently has one child on roll in the early years age range.

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Description of the childminding

The childminder holds a relevant childcare qualification. She walks to local schools to take and collect children. She also attends toddler groups and takes children to the library.

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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 make good progress in their learning and development. The childminder promotes an inclusive, healthy and safe environment where she responds to the individual needs and interests of the children. This is further supported by the good partnership with parents. The childminder also has a sound understanding of working in partnership with others who support children's learning. The childminder has a mostly accurate understanding of the strengths and weaknesses of her provision and has plans in place to develop her service further..

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further?

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

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further?

 continue to develop systems for recording children's progress to identify learning priorities and sharing these with parents  improve the system of self-evaluation to ensure that it monitors the impact that improvements have on the outcomes for children. 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 clear written policies and procedures to support her practice in securing children's welfare. She demonstrates a strong commitment to safeguarding and is competent to recognise the signs that children may be at risk of harm. She is confident in liaising with appropriate agencies with any concerns. Other documents that support the safe and efficient management of her service are in place. These include risk assessments of the home and evaluation procedures prior to outings.

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the early years provision

The childminder organises her home well so that children feel reassured and comfortable. All relevant documentation pertaining to the smooth organisation of her time and resources are in place and used effectively to support children's welfare and learning. The childminder has a wealth of childcare experience and puts this into practice in the service she provides. She has just returned to childminding after a short break and is now beginning to evaluate her strengths and areas to improve. For example, she is keen to take further training to support her knowledge of safeguarding. However, there are no formal self-evaluation methods to monitor the impact of improvements on children's care, learning and development.

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the early years provision

The childminder demonstrates a genuine commitment to inclusion. Children have access to a good range of toys and resources that reflect diversity. The childminder also works closely with parents from the start to ensure that she is aware of and able to support children's individual needs. For example, the childminder is proactive in learning key words in children's home languages to support their confidence and self-esteem. Settling-in visits for new children gives the childminder and child opportunities to get to know each other. It also helps the childminder to learn about children's likes and dislikes so there is a smooth transition from their home to her care. Written policies and procedures are available for parents so that they understand the childminder's responsibilities to them and the children. Parents feel well informed about their child's day and, through discussion, learn about their achievements. Children's record of learning is also available for parents

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the early years provision

to see. Systems are in place to ensure that partnerships outside the provision help to promote appropriate quality education and care. The childminder has previous knowledge of working with nurseries and schools that children attend so that she is able to offer continuity in their learning and development.

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and outcomes for children

Children feel safe and secure in the childminder's care. Organisation of the home enables children to move around safely giving them confidence to challenge their physical skills because they feel completely secure and happy in the childminder's care. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Children enjoy the good variety of materials and toys as well as the support of a knowledgeable childminder who gives them appropriate challenges. They make progress because the childminder is able to plan appropriately to meet their individual development and learning requirements. She demonstrates, through discussion, that she has a good understanding of individual needs and explains clearly what areas she is currently developing with children. She has recently started to record observations, which she is generally linking well to the early learning goals. She makes appropriate notes for children's next steps in their

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and outcomes for children

development, which is helping to identify children's learning priorities.

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and outcomes for children

Children enjoy cuddling with the childminder to look at books or sing songs. They develop their learning by exploring toys and resources that support their growing awareness of size, shape and colour. They enjoy solving early problems with inset puzzles, building blocks and interactive toys. Other practical activities include opportunities to make marks through using crayons, paints and sand play. Children who are in the early stages of walking receive support with appropriate equipment and encouraging praise. Children's understanding of their world develops as the childminder introduces them to toddler groups and, when they become older, they relish visits further afield such as to the beach or adventure playgrounds and the zoo. This helps children to socialise, make new friends as well as learning about the diverse needs of others with whom they play.

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and outcomes for children

Children develop good personal habits through the childminder's guidance and genuine praise. As a result, children become confident, show good self-esteem and behave well, knowing their boundaries. Children learn about healthy eating because the childminder works closely with parents to follow children's dietary needs. They have nutritious meals and the childminder assists their healthy lifestyle by helping them to develop good personal hygiene habits. Very young children have good opportunities to exercise in the fresh air and have time to rest. 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 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 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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