Childminder in Bexley

Inspection report for early years provision

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Unique reference number EY310432 Inspection date 25/04/2012 Inspector Sue Mann

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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 2005. She lives with her husband and child aged ten years in Crayford, Kent. The whole of the ground floor and the upstairs bathroom are used for childminding. There is an enclosed garden available for outside play. The childminder is able to take and collect children from local schools and pre-school. The family has two pet cats.

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Description of the childminding

The childminder is registered to care for three children under eight at any one time; of these two may be in the early years age range. There is one child currently attending who is in the early years age range. However, there were no children present at the time of inspection. She is registered on the Early Years Register and 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 satisfactory.

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The overall effectiveness of the early years provision

The childminder demonstrates how she is able to meet the needs of all children appropriately through recognising their uniqueness. Clear systems are in place to make sure that children's welfare is protected and promoted appropriately, although they do not have opportunities to practise the evacuation plan. Some systems are in place to keep parents and carers informed about their children's welfare, although fewer opportunities are available to discuss children's learning. The childminder does not deliver the learning and development requirements fully at the parents' request. However, the correct process for exemption has not been followed. This means systems for observation, assessment and planning for children's next steps are not fully in place. The childminder demonstrates that partnerships with parents and carers are fostered to promote continuity of care for children. Partnerships with other providers enable the childminder to help children

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The overall effectiveness of the early years provision

make satisfactory progress in their learning. Self-evaluation by the childminder makes sure that some priorities for development are identified and acted upon, although this is not rigorous enough to identify some key areas of weakness. The childminder demonstrates a suitable capacity to maintain continuous improvement.

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further?

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

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further?

 develop further the two-way flow of information with parents by, for example, offering regular opportunities to discuss children's progress and achievements  develop observation and assessments to identify learning priorities to plan This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 relevant and motivating learning experiences for each child linked to the areas of learning  develop reflective practice and self-evaluation to identify the setting's strengths and priorities for development that will improve the quality of provision for all children  provide further opportunities for children to learn how to protect themselves in the event of an emergency.

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the early years provision

The childminder demonstrates a sound understanding of safeguarding procedures as she has attended relevant training. Therefore, she is aware of the procedures to follow in the event of concerns about a child. The childminder has a fire evacuation procedure in place. However, this is not practised regularly which means that children do not have sufficient opportunities to learn how to protect themselves in the event of an emergency. Comprehensive risk assessment is in place and daily checks are carried out to ensure that the setting is safe for children.

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the early years provision

The organisation of play resources in low level cupboards and around the room, allows children to choose what they would like to play with. Through discussion, the childminder states that she promotes equality through books, discussions, celebrating cultural festivals and providing a range of appropriate resources. She describes how she meets children's needs routinely and recognises the uniqueness of children. The children use the living room, which is furnished with comfortable sofas. This allows children to rest and relax when needed.

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the early years provision

The childminder demonstrates that she works appropriately in partnership with parents and carers to meet the individual care needs of the children. She explains how she seeks and takes account of the views of the parents through verbal daily feedback. This helps promote suitable links with home and enables continuity of care routines. However, there are limited opportunities for the childminder to discuss children's progress and achievements with parents as they do not wish her to observe or assess their children. The childminder has not explained to parents that she is required to do this unless the correct process for applying for exemption is followed. The childminder works as a manager at the local pre- school, which enables smooth transitions between settings. She has forged links with other local childminders, who would provide support and advice when required. She has also made good links with local authority advisors and the area

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the early years provision

Special Educational Needs co-ordinator. The childminder has systems in place to evaluate her provision and seeks the views of parents. However, this has not identified all priorities for development. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Children experience a well-planned settling-in process, which ensures that their transition into the childminder's care is smooth. She states that she spends time at the beginning of the arrangement to ensure that she is fully aware of each child's needs and stages of development. This helps to ensure that children are happy and settled in the childminder's care. Children have access to fresh drinking water should they become thirsty whilst with the childminder. Fresh fruit is readily available for snacks should the children become hungry. Parents provide meals for their children, although the childminder states that she would provide meals if parents wish. The childminder provides a flexible routine, which helps to encourage children's enjoyment of learning. She demonstrates a good understanding of the learning and development requirements as she delivers this in another setting. However, with parents' written request, she does not plan

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and outcomes for children

specifically for developing children's progress towards the early learning goals. The childminder has not followed the correct process and is required to observe, assess and plan for children's learning in all areas. The impact on the children is minimal as the childminder is very aware of children's individual needs and abilities through partnership working with other settings they attend. Nonetheless, observation, assessment and planning for children's next steps are not fully developed.

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and outcomes for children

The childminder describes the positive strategies she uses to manage children's behaviour, and teaches them to be polite and respect each other. Children are encouraged to lead healthy lifestyles through regular access outside to enjoy fresh air and physical exercise. The children have access to the enclosed garden, where they are able to develop their physical skills on a trampoline, bikes and a slide. The childminder states that she takes the children to a local park, which offers further opportunities for physical exercise. The childminder explains how children are encouraged to develop personal skills such as washing their hands after going to the toilet and putting on their own coats and shoes before going outside. She states that children learn about their own safety through books and discussions.

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and outcomes for children

The childminder helps the children to develop an understanding of cultural diversity through celebrating cultural festivals and customs. She has a good range of books, puzzles and role play resources to promote equality and diversity. Children's problem solving is supported through a range of construction toys, while resources depicting numbers such as number puzzles help children to develop an awareness of numeracy. The childminder uses a wide range of board games to further support children's awareness of mathematical concepts. She provides a range of electronic resources, such as cash registers and electronic toys, which helps children develop skills for the future. The childminder provides the children with a range of age appropriate mark making resources, which helps develop early writing skills. These experiences help children make suitable progress in their learning. 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 3 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 3 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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