Childminder in Greenwich

Inspection report for early years provision

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Unique reference number EY437158 Inspection date 31/05/2012 Inspector Marcia Robinson

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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 2011. She lives with her husband, two adult children and her grandson who is of primary school age. The premises are situated in the Thamesmead area of the London Borough of Greenwich. The whole of the ground floor is used for childminding. There is a fully enclosed garden for outside play. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She is registered to care for a maximum of five children at any one time, three of whom may be in the early years age group. She is currently caring for four children in this age group. The childminder supports children who speak English as an additional language.

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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

Overall, the needs of all children are met effectively because the childminder provides activities that support their interests and developmental needs. She is beginning to use observations and assessments well to provide a good balance of learning opportunities that ensure children are purposefully engaged in play. Generally, engagement with parents is strong and emerging partnerships are developing with other providers, which ensure children's individual needs are met. However, activities and resources to support children's developing awareness of diversity have not been fully explored. The childminder evaluates her provision well and demonstrates a strong commitment to maintaining ongoing improvement.

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further?

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

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further?

 plan and provide more activities that help children to become aware of and embrace differences in religion, gender, culture and disabilities  Develop further systems to maintain a regular two-way flow of information with other providers to promote a shared approach to children's care and learning  develop the use of assessments to encourage parents to be involved in their children's learning, for example, by consistently showing parents the links between observations and children's progress towards the early learning goals This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

Children's welfare is effectively safeguarded. The childminder has a good understanding of her responsibilities towards the children in her care. She has attended relevant child protection training and knows what steps to take if she has concerns about a child. This is matched by a set of clearly written policies, which the childminder shares with parents; this helps to support children's welfare. Children are closely supervised indoors, outdoors and on outings as the childminder conducts regular risk assessments. These are fully compliant with requirements, including a fire and emergency procedure. Good systems have been established regarding the use of all required documentation, such as the attendance record and any accidents are accurately maintained; this helps to safeguard children's welfare. Effective systems are in place to manage children's health and safety. For example, the childminder is qualified to administer first aid

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the early years provision

and keeps well stocked first aid kits. She makes good use of space and resources in the home to create a welcoming and interesting learning environment. Children have easy access to a wide range of toys and play materials, which are good quality and well matched to their age, interests, ability and needs.

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the early years provision

The childminder is focused on providing children with good quality care and learning. Since registration, she has attended all compulsory training and she has set herself an action to book onto further courses. These all support her professional practice with children. The childminder is committed to ongoing improvement and she has positive self-evaluation systems, which allow her to identify areas for development. For example, she has worked hard to develop her planning and observation systems to support children's progression. She has also developed professional literature to share with parents regarding the care and learning she offers to children.

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the early years provision

The childminder takes positive steps to help all children and families feel valued and welcome. Good communication systems with parents ensure that the childminder is aware of, and effectively meets, the individual needs of the children. Children who speak English as an additional language are provided with effective support as the childminder speaks their home language. They find out about some Christian festivals but currently do not celebrate those from different traditions, which limit their awareness of others. Resources used to support children's understanding of the wider world are developing well. Consequently, equalities and diversity are promoted well.

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the early years provision

Partnership with parents is strong and their feedback is positive. They say they are very pleased with the service and the wide range of experiences that the children take part in. The childminder provides daily feedback about the children's progress and regularly shares their profiles with parents. However, she has not fully established systems to encourage parents to be involved in their children's continuous learning. The childminder has recently started working in partnership with other providers that deliver the Early Years Foundation Stage. She is aware of the importance of establishing good working relationships with them and is This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 developing systems to achieve this aim.

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and outcomes for children

The childminder has a good knowledge of the Early Years Foundation Stage framework and uses this well to support children in their learning. She knows the children well and has begun to establish good methods of assessing children's progress. She makes regular observations of children during play and adds photos of them engaged in their activities into their learning records. The childminder identifies priorities for children's individual future learning. However, these are not clearly recorded so that parents can see the next steps for their children's learning as they progress towards the early learning goals. Nonetheless, the childminder organises her provision to ensure there is a good balance of adult-led and child- initiated activities, which means children are fully occupied and enjoying their learning journey. They concentrate for long periods turning and fitting sections of their train track together. This gives them experience in using numbers and

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and outcomes for children

problem solving as they enjoy talking about size, space and measure. During this time, babies enjoy sitting comfortably in their chairs; exploring the sound and textures of a selection of hand-held resources, such as rattles.

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and outcomes for children

Children and babies are actively engaged in their play and exploration, smiling, babbling and laughing with the childminder and each other. They are supported well in learning the appropriate ways to behave, including sharing and taking turns during play. As a result, children are well behaved, given their ages and stages of development. Children, including those who speak English as an additional language, learn to become skilful communicators. The childminder effectively interacts with them both in English and their home language; this helps to engage and support children in their daily routines and activities. Children's learning is progressing consistently. This means they are developing the skills, attitudes and dispositions that children acquire as a result of adults being actively engaged in their play and learning.

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and outcomes for children

Children are settled and content in the childminder's care and they eagerly take part in their chosen activities. For example, they sit for considerable periods in order to complete puzzles of varying degrees of difficulty. They confidently use mathematical language as they count the number of objects when completing their puzzles. Other practical activities include opportunities to make marks through using crayons, pencils, paints and sand play. Children's creative skills are extended when they make cards as they celebrate Easter or design their own boat out of card and paint. Children enjoy exploring and finding out how things work as they use a variety of operational toys. Older children enjoy using the computer and show good technology skills. They know how to switch the computer on, adjust the volume and use the mouse to operate simple programs. Taken together, these experiences enable children to enjoy their time in the setting, achieve well and

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and outcomes for children

develop good skills for their future learning. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Children are confident and settled in the childminder's home. They show a strong sense of belonging as they independently move around the areas used for childminding and help themselves to toys and play materials. Children respond well when reminded of simple house rules to keep them safe, such as not to stand on the sofa as they might hurt themselves. They also discuss the evacuation procedure and practise the fire drill regularly, so children's knowledge of personal safety is encouraged. Furthermore, trips in the local community provide good opportunities for the children to learn road safety and ''stranger danger''. Children adopt simple good hygiene routines, as they learn from a young age, the importance of washing their hands at appropriate times and brushing their teeth

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and outcomes for children

after lunch. All areas of the home are well-maintained and clean. The childminder takes careful precautions when she changes nappies to help reduce the risk of cross infection. Children enjoy healthy nutritious meals parents provide, which the childminder stores and reheats appropriately. They also access fresh drinking water throughout the day so they do not become thirsty. The childminder ensures children benefit from fresh air and exercise each day as they often visit local parks and play in the well-equipped garden. Consequently, children are relaxed and content because their health, physical and dietary requirements are well met. 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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