Childminder in Bexley

Inspection date

Previous inspection date 11/10/2012 Not Applicable

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early years provision

This inspection: 2 Previous inspection: Not Applicable How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 Children are forming secure emotional attachments with the childminder and their peers as the childminder is very supportive and provides additional experiences for children to develop their socialisation skills.  Children make very good progress because the childminder uses their starting points to plan effectively for their development across the seven areas of learning, taking into account their needs and interests. Children are well prepared for their next stage of learning.  Partnerships with parents are strong. The childminder effectively shares information on children's development, interests and events at home, through good strategies such as completing an initial document about the child's likes, dislikes and interests and through an effective two-way daily diary completed by parents and the childminder.  The childminder's knowledge of her role in safeguarding and the additional training that

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This provision is good

she has attended ensure that children in her care are well protected.  The childminder has high aspirations and a drive to improve all areas of her service and to raise the levels of achievement of the children in her care.

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It is not yet outstanding because

 Opportunities for children to investigate nature have not been fully exploited.

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Information about this inspection

Inspections of registered early years provision are scheduled:  at least once in every inspection cycle. The current cycle ends on 31 July 2016  more frequently where Ofsted identifies a need to do so, for example where provision was previously judged as inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage; or where assessment of the provision identifies a need for early inspection  prioritised for inspection where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the compulsory part of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector sampled required documentation

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Inspection activities

 The inspector observed a child playing on the ground floor of the house and observed how the childminder interacted with them.'

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Inspection activities

 The inspector took account of the views of parents from information included in references and children's learning journals.

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Inspection activities

 The inspector looked at children's assessment records and planning documentation and discussed these with the childminder.

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Information about the setting

The childminder registered in 2012. She lives with her two children, a son aged eight years and a daughter aged six years. The family lives in a three-bedroom terraced house in Sidcup, in the London Borough of Bexley. The whole of the house is used for childminding, with the exception of the second floor loft conversion and the main bedroom on the first floor. Children mainly use the in the front room and dining room and have access to the family bathroom on the first floor. There is an enclosed garden for outdoor play. The family has two pets, a rabbit that lives in the garden and a hamster. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. There are currently two children on roll, both attend part- time and one is in the early years age range. The childminder also provides care for older children and has one older child on roll.

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To further improve the quality of the early years provision the provider should:

 develop children's understanding of the world by extending opportunities for them to observe and investigate nature more closely through a variety of means including the use of magnifiers and cameras.

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who attend

The childminder has a very thorough understanding of the Early Years Foundation Stage and of how young children learn. Her understanding of each child and very good knowledge of all of the areas of learning, enable the childminder to successfully support children in making good progress in their learning. The childminder sits with children, extending their learning through playful teaching, but is also skilled at knowing when to stand back and let them lead their own play. This enables children to develop concentration and perseverance in their learning.

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who attend

The childminder makes good use of ongoing observational assessment. She very effectively evaluates children's play, enabling her to plan stimulating and challenging activities that help children learn what they need to do next through their play. The childminder recognises that children learn and develop in different ways and at different rates. Planning records show how activities can be differentiated according the age and stage of individual children. They show ideas to extend activities and specific language to be introduced. The childminder focuses strongly on the prime areas of learning with younger children, as she recognises these as the basis for successful learning in the future. As a result, children achieve good personal, social and emotional development. Babies demonstrate this through their interactions with others and their ability to explore independently in new environments such as toddler groups. They are happy and settled with the childminder

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who attend

who recognises the importance of encouraging young children's sense of exploration and risk-taking. The childminder encourages babies to use their voice and to practise sounds effectively supporting children's early communication. She describes children's activities as they play, uses repetition and sings songs and rhymes during activities. Young children are rapidly acquiring new physical skills. They develop co-ordination, control and movement as they learn to stand and walk. Children engage in varied activities indoors and outside such as riding scooters and bikes, rolling, throwing and kicking balls.

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who attend

The childminder has created some exciting treasure baskets which enable babies to investigate different materials through sight, sound, touch and smell. Young children are learning about cause and effect as they press the buttons making the electronic caterpillar make music and phonic sounds. Older children play games on the lap top and hand held games console, learning how electronic toys work. Children have ample opportunities to gain a good understanding of their environment. They enjoy playing in the garden all year round and help to care for local wildlife by painting and hanging bird feeders. Although, discovery and exploration of smaller creatures, such as insects has not been fully promoted. Children mix with adults and children who are different from themselves at the local children's centre, during music and story time at the library and when visiting shops and parks. Purposeful activities and resources promoting positive images of diversity, such

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who attend

as small world figures, puzzles and books, prompt discussions about the similarities and differences in people. Children have tremendous fun experimenting with paint, using brushes, toy vehicles, string and shapes cut into potatoes to make prints and pictures. Early mathematical skills are developed through everyday activities. For example, the childminder counts objects as a baby takes objects out of a basket and puts them back again. Different size containers, along with heavy and light objects, are placed in the water tray, helping children explore the concept of volume, sinking and floating. Young children thoroughly enjoy making marks in different media, including making patterns in paint, sand and a corn flour and water mix. They learn to trace and feel the shape of letters, helping with letter formation when learning to write. The childminder skilfully uses tone and intonation as she reads stories to children. Puppets and props engage the

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who attend

children and encourage them to listen and take an active role in helping to tell a story.

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who attend

Parents are engaged in their children's learning from the very beginning. They are encouraged to share what they know about their children's development during the settling-in period. Information about the Statutory Framework for the Early Years Foundation Stage is shared and the childminder's system for observing and monitoring progress explained. The childminder records, and regularly sends home the children's 'Super Star Moments' and parents complete and return to the childminder, 'Look what I did' information records on what their child has achieved or enjoyed doing while at home. This enables both parties to talk about and the extend activities or skills with the child. Parents are kept very well informed of their children's progress and are fully involved in reviewing and planning their children's next steps with the childminder. The childminder has a clear understanding about the requirements of completing the progress check for

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The contribution of the early years provision to the well-being of children

The childminder creates a stimulating and well resourced environment where children and their families feel included and welcome. Children enjoy lots of cuddles, comfort toys from home are kept close by and the childminder organises her routines so that they respond to the children's changing needs. As a result, children are very secure and well-settled in the childminder's care.

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The contribution of the early years provision to the well-being of children

Children are effectively encouraged to develop habits and behaviour appropriate to good learners, their own needs and those of others. Children behave well; they learn good manners and to respect others as they are reminded to say 'please' and 'thank you' and to share toys. The childminder treats the children with respect. She has high expectations of their behaviour and uses praise and encouragement to promote their self-confidence. Older children are gaining an awareness of safety and consideration of others. For example, they store their shoes and school bags away tidily so that no-one trips and help to tidy away the toys. They gain an understanding of risk because the childminder explains dangers to them prior to using large equipment at the park. The childminder involves children in her emergency evacuation drills and teaches them the importance of road safety.

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The contribution of the early years provision to the well-being of children

The childminder has excellent strategies in place to help prepare young children in coping with change in their lives, such as going to school. She is sensitive to their mixed emotions and reassures them of what to expect through role play and by reading books about starting school. She is very aware of undertaking such preparation in full partnership with the parents to support children in the 'big steps' in their lives.

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The contribution of the early years provision to the well-being of children

Children play and learn in a well organised, safe and secure environment. Children's health and well-being is assured by the childminder's stringent hygiene routines. Children are developing a really good understanding of healthy lifestyles. With support, they quickly become aware of and proficient with their own self-care. The childminder prepares and provides healthy, nutritiously balanced meals in accordance with parents' wishes. The childminder ensures she is aware of any special dietary needs the children may have. Meal times are a sociable occasion where children become independent in feeding themselves. Children are encouraged to try new foods as they help the childminder in her 'digging patch,' planting, tending and harvesting beans, lettuce and herbs. Fresh air and exercise form part of the daily routine and equally important are times for rest and relaxation. Children are afforded prompt care and attention if they become unwell or have an

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The contribution of the early years provision to the well-being of children

accident as the childminder maintains her first aid qualification.

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provision

The childminder is fully aware of the revised framework for the Early Years Foundation Stage. She has a very good understanding of her responsibilities in meeting the safeguarding and welfare requirements at all times. She implements these consistently to create an environment that is welcoming, safe and stimulating. She maintains her documentation and records in a professional and methodical manner, helping to ensure every child's needs are met. The childminder implements a comprehensive range of policies and procedures, to securely promote and protect children's welfare. These are shared with parents making them fully aware of each other's responsibilities.

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provision

Children are safe and secure within the setting as the childminder gives a high priority to safety both on and off the premises. She has effective procedures in place to identify, remove or minimise potential hazards. All areas, nursery furniture and play resources, used by the children, are checked for cleanliness and risk assessed before children arrive. Visitors to the home are closely monitored and the childminder only releases children into the care of those indentified by parents.

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provision

Children are well safeguarded as the childminder has a very good knowledge of the signs and symptoms of abuse and fully understands her role in protecting the children in her care. She has attended additional child protection training to further ensure children's safety in this area. The childminder shares her safeguarding policy with parents.

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provision

The childminder has established professional relationships with parents and has all contractual information and consents in place. In addition to daily discussions they share a diary that has extensive information about their child's day and progress. Parents are encouraged to share and comment on the information that is kept about their child in their individual learning journeys during review meetings. Parents are very appreciative of the care provided and value how secure the children feel in her care. They comment on the childminder's 'calm and lovely manner' and that they 'never have any worries' about their child while at work. The childminder clearly understands the importance of partnership working to enhance her care for individual children. For example, by approaching other settings that children attend they can both share information about the children's development and the activities they will be providing.

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provision

The childminder evaluates her provision well in order that she delivers a service that evolves to meet the needs of children and their families. For example, all planning and completed activities are routinely evaluated. She values the views and opinions of parents and their children and conscientiously completes a written self-evaluation that helps her set challenging targets for improvement. For example, she plans to provide additional resources to support young children's appreciation of diversity and expand their use of musical instruments. She intends to create a 'family book' using photographs to help support children's emotional development and to encourage them to talk about home experiences. Since registration, the childminder has continued to complete training courses, reflecting on her learning, in order to continue to develop her practice.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Satisfactory Satisfactory provision is performing less well than expectations in one or more of the key areas. It requires improvement in order to be good. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be inspected again within 12 months of the date of this inspection.

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Grade Judgement Description

Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not Met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the Early Years Foundation Stage.

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Setting details

Unique reference number EY443174 Local authority Bexley Inspection number 794282 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 2

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Name of provider

Date of previous inspection Not applicable

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Telephone number

set out in the guidance ‘raising concerns and making complaints about Ofsted', which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises that are usually their own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. 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,

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Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, 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. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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