Childminder in Bromley

Inspection report for early years provision

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Unique reference number EY372459 Inspection date 15/06/2012 Inspector Carly Reigler

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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 2008. She lives with her husband and two young children in Maidstone, Kent. The ground floor of the childminder's house is used for childminding and there is an enclosed garden for outside play. The family has a medium sized dog. The childminder is registered to care for a maximum of four children at any one time; of these, two may be in the early years age range. She is currently minding one child, who is in the early years age group. The childminder is registered on the Early Years Register and on the compulsory and voluntary parts of the Childcare Register. The childminder walks to local schools to take and collect children. She attends the local parent/toddler group.

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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 safe and secure and enjoy their time with the childminder. She meets children's needs effectively because she treats all children as individuals and supports them well in their play. She is caring and thoughtful, and intuitively provides good care to all children. All statutory paperwork is in place and supports the childminder to work in cooperation with parents to provide continuity of care. The childminder seeks feedback from parents and children in order to further identify priorities for development. She implements changes to maintain continuous improvement to the quality of the provision and outcomes for children.

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further?

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

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further?

 encourage children's early literacy development by making books readily accessible and inviting  extend systems for self-evaluation.

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the early years provision

The childminder effectively promotes safeguarding. She has good understanding of safeguarding issues and is aware of the procedures to follow should she have any concerns about the welfare of any child. The childminder undertakes detailed, risk assessments for her home and for all outings, and daily safety checks support her in keeping children safe. She reviews such processes and develops further strategies for keeping children safe whenever circumstances change, such as taking on the care of a young baby. The childminder demonstrates a good level of ambition and is self-motivated in her work. Action plans focus on priorities This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 identified through self-evaluation, such as the development of the outdoor space to include raised beds for children to grow vegetables. Although these action plans are in the early stages of development, the childminder is keen to develop her

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the early years provision

practice further. For example, she does not robustly gather feedback from parents, children and childminding peers in order to reflect fully. Generally, the provision of resources is well thought-out and displayed to encourage children to select for themselves. A well resourced reading corner offers a wide range of reading material, but lacks organisation, and so children are less inclined to access the books independently. However, the childminder is keen to encourage literacy skills by reading with children and taking them to the local library. Children's sense of belonging and emotional well-being is secured because they benefit from consistency between home and at the childminder's house. The childminder and children enjoy making models from recyclable household waste which demonstrates a sound commitment to sustainability. They walk to and from the local school and parks, and talk together about what they see, such as birds

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the early years provision

and trees. The childminder gathers comprehensive information from parents about their children, for example, interests, likes and dislikes. This information effectively supports the childminder in identifying starting points when planning for children. The childminder is well aware of children's backgrounds and children value each other, for example, as they chat together excitedly about a recent birthday celebration. She positively promotes inclusion as toys, books and games reflect different homes, faiths, cultures and lifestyles. An up-to-date and clearly written complaints policy is in place to ensure parents receive information on how to raise a concern. The childminder works closely with parents to keep children's routines as close as possible to those at home. Questionnaires support parents in providing feedback. Parents also receive well-written, comprehensive policies and procedures. The childminder and parents share children's progress and work daily and parents

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the early years provision

know they can speak with the childminder at any time. The childminder ensures that she is professional and friendly at all times. She liaises with external agencies, such as a dietician, health visitors and the local children's centre to further ensure that children receive effective support. She regularly meets with other childminders and shares good practice with them. She meets with local primary teachers and to be aware of events and issues at the local school and in the local community.

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and outcomes for children

Children settle well because they clearly feel safe in the care of the childminder. They are confident, inquisitive learners and make good progress in their learning and development. The childminder demonstrates a good knowledge of child development with the use of appropriate observations, assessments and planned next steps. This enables the childminder to support children with their confidence in their own abilities and help them to succeed. For example, a baby is starting to reach forward and is positioning her legs, working towards a crawling stance. The childminder offers rotated resources to keep her interest, putting them a little further out of reach; the childminder places cushions around to support the child if This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 wobbly and helps to untangle legs as she positions herself. Children enjoy trips to local toddler groups, the library and into the immediate community. The

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and outcomes for children

childminder takes children to places of interest further afield, such as museums, where children explore African music. Children take great pleasure in making their own picnic food for such trips out. Children's numeracy skills develop well with the provision of jigsaws, puzzles, problem solving games and board games. Children are inquisitive active learners and the childminder well supports them to solve problems and develop creativity and thinking. Babies happily explore a basket of everyday materials that includes shiny foil paper, mirrors and soft toys. There is lovely interaction between the childminder and baby when they investigate these resources as the baby turns her head towards the childminder, smiles and gurgles. The childminder has effective expectations and is a good role model, promoting the health, safety and emotional well-being of children. Children's behaviour is particularly good and they are aware

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and outcomes for children

of rules and boundaries and are polite and well-mannered. The childminder states that she challenges stereotypes and children encourage each other to explore and independently select resources without gender bias. The childminder provides a varied menu and encourages children to have a healthy attitude towards food. Children eat safely because the childminder gathers comprehensive information from parents about children's dietary requirements. The risk of infection is minimised because good hygiene procedures are in place. For example, the childminder shares a clear sick children policy with parents and actively implements this; comprehensive risk assessments contribute to keeping children safe. The childminder washes the baby's hands before meal times. Older children know why they wash their hands toileting and before eating, doing so carefully and effectively when it is time for a snack. Consequently, children remain

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and outcomes for children

well protected against the spread of infection. Children have plenty of opportunities to spend time outdoors enjoying fresh air as the childminder walks them on the school run and visits the local parks. Physical play is further encouraged with the provision of wheeled toys, climbing frame and bats and balls in the back garden. Children and babies are confident in their play and they demonstrate that they feel safe as they approach the childminder for cuddles and comfort. 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 2 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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