Childminder in BromleyOfsted inspection, 13 Aug 2012

Inspection report for early years provision

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Unique reference number EY440802 Inspection date 13/08/2012 Inspector Claire Parnell

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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 2012. She minds jointly with another childminder in a purpose developed part of a private house, in a residential area of West Wickham. There is a secure garden available for outdoor play.

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Description of the childminding

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 five children under eight, two of whom can be in the early years age range. When working with another childminder, she is registered for a total of ten children. There are currently two children in the early years age range who attend on a full time basis.

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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 generally promotes children's learning and development through developing systems to measure their progress, although prevention of cross- infection is not always fully maintained. The childminder knows the children well and strives to meet their individual needs as they make satisfactory progress towards the early learning goals. She promotes equality of opportunity through the range of activities and toys provided for the children, but not always through the time she spends interacting with and engaging them in activities. The childminder engages parents well in the learning and care of the children, using effective systems to inform them of their child's time with her and their progress. She is committed to improving her service and uses an evolving self-evaluation system. This identifies her strengths and the areas she wishes to develop to maintain continuous improvement and therefore improve outcomes for children.

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further?

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

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further?

 develop the systems to monitor children's ongoing progress and use their starting points to provide experiences to continue their learning journey  actively provide equal opportunities for children to fully participate at all times in all activities  strengthen awareness of food hygiene standards, particularly with regard to fully preventing cross-infection during children's meal and snack times. 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's knowledge of safeguarding is satisfactory. She is familiar with signs and symptoms that indicate concern and has local contact details to refer to when necessary. The childminder is mindful of safety and uses daily checks and a formal risk assessment to evaluate the safety of the environment, both inside, outside and on outings. Children experience evacuation procedures to help them to understand fire safety and to keep themselves safe. The childminder provides information for parents about suitable persons who look after the children, such as other childminders working alongside her on a daily basis.

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the early years provision

The childminder shows a dedication to continuously improving her service for children and their families. She currently holds a level two qualification and wants to complete the level three. She has signed up for additional training and workshops in different areas of welfare and development. The childminder identifies areas of strengths within her service but has also identified areas that she wishes to develop as part of a long term goal. The childminder has already attended local workshops to keep her knowledge of statutory framework changes up to date.

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the early years provision

Children have access to an adequate range of resources within the two play areas and the outside area. These are mostly stored in large storage boxes and low level shelves at child height, encouraging them to make choices for themselves. The childminder has a clear understanding of children's backgrounds, which she regularly discusses with parents, using her language skills to promote second languages for children in her care. Children have access to some resources that reflect positive images of today's society to help them to understand the importance of differences. However, children's needs are not always reflected through the childminder's interaction, sometimes resulting in more time and attention given to her own child. As a result, sometimes minded children feel left out and not fully engaged in all activities to promote their learning and progress.

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the early years provision

The childminder understands the importance of building professional links with other settings where minded children also attend. This demonstrates the childminder promotes continuity of care and consistent approaches to each child. Parents are positively engaged in the daily care and learning of their children. They receive comprehensive information about the childminder's service, including all the policies and procedures. Parents receive a daily report about their child, their routine care and learning for the day. Parents are openly invited into the setting at the beginning and end of the day where verbal discussion is held to talk about their child's ongoing progress and any related issues. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Children are predominantly happy and settled in the childminder's care and build warm relationships with the childminder and her family. Children are progressing well due to the activities and equipment provided that promotes learning for the ages and stages of children attending. Most of the time, children are confident and busy in their play, choosing which resources they want and where to play with them. Children chatter to themselves, babbling in their own speech, using expression and gestures to communicate their needs. They enjoy looking at books and point to the pictures when the childminder tells them what the book is about. This demonstrates their developing understanding of words. Young children of differing ages interact well together overall. Children are introduced to numbers through counting down for the start of an activity, such as blowing bubbles. Children know that when they count to three, the bubbles will be blown and show

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and outcomes for children

anticipation at this event. Children explore texture through their senses by popping the bubbles with their hands and feeling the soapy feeling left after they have popped. Children's movement is encouraged well. Young children explore their skills by pulling themselves up and cruising around the large toy boxes, testing their abilities in balance and coordination. Children's creativity and imagination is explored through play food, pretending to make a sandwich and eat it with lots of enthusiastic noises. Through these activities children begin to develop their skills for the future.

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and outcomes for children

The childminder knows the children well and constantly acknowledges this verbally. Additionally, the childminder notes children's progress in all six areas of learning through written and photographic observations. The childminder talks to parents about their child's development when first settling, but she does not actively use this information about their starting points to inform the planning. Observations are linked to areas of learning, but there is no system in place to monitor children's ongoing progress towards the early learning goals.

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and outcomes for children

Children are learning about keeping themselves safe. They make space for their own play and take care when moving around the environment. They learn to take risks, such as young children letting go of a box to balance by themselves on their feet. Children's behaviour is promoted sufficiently, with praise and recognition for positive behaviour and explanations for unwanted behaviour. Children do not always have access to positive role models from adults and other children with regard to sharing and participating in activities, which can result in some limitations in children's self-esteem and confidence.

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and outcomes for children

Children's well-being is mostly promoted to good standards throughout the day. Children play in a clean and airy environment and have access to a garden for daily outdoor play. Children experience other local amenities, such as parks and local walks. Children are provided with mostly healthy snacks and have fresh drinking water freely accessible to them. The childminder is aware of any dietary requirements and introduces children to new tastes to expand their appetites. The childminder follows hygiene procedures most of the time, such as nappy changing facilities and cleaning up after children's meal times. However, on some occasions, This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 the childminder does not fully prevent cross-infection as some children share food and pick up pieces of biscuit from the floor. 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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