Childminder in Southwark

Inspection report for early years provision

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Unique reference number EY314309 Inspection date 21/05/2012 Inspector Pamela Bailey

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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 registered in 2006. He lives with his wife and two teenage children in the London Borough of Southwark, close to shops, schools, parks and public transport links. The whole of the childminder's home is used for childminding, with the exception of the bedrooms. The childminder is registered on the Early Years Register and on the compulsory and voluntary parts of the Childcare Register. He is registered to care for a maximum of four children under eight years at any one time; of these, three may be in the early years age range. He is currently minding three children in the early years age group The childminder regularly works with other childminders. He takes and collects children from the local schools, attends several toddler groups on a regular basis and takes children to the local parks

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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

Children are cared for in a safe and secure environment where the childminder satisfactorily meets their needs. For the most part, children make steady progress in their learning, although the childminder supports specific areas of children's learning less well. This is because of his limitations in planning challenging experiences for older or more able children, and providing activities and resources to promote diversity. The childminder adequately promotes children's health but procedures to prevent cross infection are not consistently applied promptly enough. The childminder has built sound relationships with parents and demonstrates sufficient capacity to maintain improvement through self-evaluation.

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further?

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

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further?

 improve the educational programme to provide increased challenge for older and more able children across all areas of learning  improve procedures to provide clean bed linen promptly  provide positive images through resources and activities that help children to become aware of and embrace differences in gender, culture and disabilities

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the early years provision

The childminder has a secure knowledge of safeguarding procedures. He understands his responsibility to refer any concerns he may have about children's welfare to the appropriate agencies and has attended safeguarding training. A suitable range of safety precautions is in place to help ensure the environment is safe for children. The childminder carries out regular risk assessments which This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 enable him to reduce potential hazards to children inside the home and keep them safe on outings. Systems to promote children's health are adequate. The childminder maintains a current first aid certificate which means he can give appropriate care if there is a minor accident. However, the childminder's practices and routines are not always fully effective in the prevention of cross infection. For example, by promptly changing bed linen in readiness for a child who falls asleep.

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the early years provision

Written policies and daily diaries are available to parents so that they are aware of the service provided and of the care their children receive. The childminder encourages parents to be involved in their children's learning through reading books at home. All children attending speak English as an additional language and are encouraged to use their home language in their play. There are currently no children on roll who attend other settings or need support from other agencies. The childminder is aware of the need to work in partnership with any other providers. He liaises with the local authority early years advisors; this enables him to access specialist knowledge, skills and resources, should the need arise.

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the early years provision

Trips in the local neighbourhood enable children to be aware of the natural environment. These also provide opportunities for children to gain physical skills and to socialise with others. However, the childminder does not always use activities and resources inside the home well to support older or more able children's learning and development. He does not robustly support their progress towards the early learning goals by providing children with a positive outlook of the wider community.

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the early years provision

The childminder has begun to review his practice and involves others working with children to assist with his reflections. Parents may express their views through questionnaires which the childminder uses to improve the service he provides. For example, following suggestions from parents, the childminder has implemented the use of children's learning profiles to keep parents informed about their children's achievements. All recommendations raised at the last inspection have been addressed to promote aspects of children's safety and welfare. The childminder has begun to network with other childcare professionals to exchange ideas and share practice. Through this process of networking, the childminder has secured training on the new Early Years Foundation Stage for himself and other adults working with children.

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and outcomes for children

Overall, children develop the necessary skills they require to support most aspects of their future learning. Systems to support children through observation and assessment are in the early stages. The childminder routinely sets appropriate challenges for babies. However, older or more able children do not always receive challenging learning and development experiences across all areas of learning tailored to suit their individual needs. Children are welcomed into the relaxing and child-friendly environment. The childminder organises the space suitably, allowing children to move around freely. Children demonstrate a suitable sense of security This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 and belonging as they happily relate to the childminder and other adults working in the setting. Babies develop a healthy dependence on the childminder, who is receptive to their individual needs. Children behave considerately and are

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and outcomes for children

beginning to build positive relationships. The childminder suitably uses praise and encouragement to build children's confidence and self-esteem.

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and outcomes for children

Children are beginning to gain some understanding about diversity through the celebration of religious festivals in which they participate. However, the range of resources does not robustly promote children's awareness of differences. Children investigate and explore interactive toys. Babies become absorbed in pushing buttons and moving their body to the different sounds and music. However, in using these, older and more able children do not extend their understanding of how things work or engage in exploration of information technology. Children use their knowledge of numbers and demonstrate their acquired problem-solving skills when completing puzzles and using building blocks to create models. However, the childminder does not support children well enough in their learning at a pace which maximises individual learning. As a result, older and more able children have few opportunities to further develop their understanding of numbers, make

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and outcomes for children

comparisons in size or identifying colours. The lack of appropriate questioning and response to children's interest inhibits children's thinking and ability to extend and express their ideas. Children enjoy listening to stories and sing along to familiar songs and rhymes. Older children show they have a good repertoire of songs, while babies hum to the tune making sounds and gestures.

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and outcomes for children

Children enjoy snacks of fresh fruits provided by the childminder and receive plenty of fresh drinking water throughout the day. Children follow and become aware of appropriate personal hygiene and self-care skills through daily routines. They consistently wash their hands before meals and after using the toilet. Babies sleep according to their individual needs and toddlers gain physical skills appropriate to their stages of development as they move around the environment. Trips to local parks and children's play areas where they use a range of play equipment give children some opportunities to develop their physical skills. Children are learning to keep themselves safe as they practise road safety on outings and take part in regular, emergency, evacuation drills. Children treat the resources with care and respect. They show a developing sense of responsibility as they help with simple tasks, such as tidying away toys.

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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 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 2 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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