Childcare on Domestic Premises, Full day care in CroydonOfsted inspection, 31 Oct 2012

Inspection date

Previous inspection date 31/10/2012 29/06/2010

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early years provision

This inspection: 3 Previous inspection: 3 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 3

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This provision is satisfactory

 Children are happy and settled in the setting and benefit from a suitable range of toys and resources that support their learning and development well across all seven areas of learning.  Children have warm and friendly relationships with the staff who give them good support and meet their individual needs successfully.  Children are making steady progress within the typical range of development expected for their age.

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It is not yet good because

 The systems for performance management and continuous professional development of assistants are not sufficiently robust.  There are not sufficient or rigorous systems for self-evaluation to identify strengths and areas for improvement to enhance children's care and progress within the setting.

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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 voluntary and compulsory parts 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 observed children playing in the upstairs and downstairs playrooms.  The inspector had discussions with the staff and the provider

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Inspection activities

 The inspector viewed a sample of the policies and procedures, including those related to safeguarding and behaviour management.

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Information about the setting

The provider registered in 2005. She lives with her husband and provides childcare on domestic premises with her six members of staff, two of whom work full time. Staff hold relevant qualifications in childcare. The property is a house situated in a residential area in Croydon. Children have use of the downstairs, which includes two playrooms and two upstairs playrooms, one of which is allocated for younger babies to use. Toilet provision is provided on the ground floor. The provision is registered on the Early Years Register and both the voluntary and compulsory parts of the Childcare Register. Children with special educational needs and/or disabilities and those who speak English as an additional language are welcome. Currently there are 14 children on roll, 12 of whom are in the early years age range. Children are able to attend before and after school and in the school holiday. The setting closes for two weeks at Christmas.

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must:

 ensure there are effective systems for performance management and continuous professional development of staff.

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

 Strengthen the leadership and management of the setting by having rigorous and effective systems for self-evaluation to identify strengths and areas for improvement to enhance children's care and progress within the setting.

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who attend

Staff have a good understanding of children's learning and development. They have a generally good knowledge of the revised Early Years Foundation Stage (EYFS). They implement a suitable range of activities and provide toys and resources, which offer children appropriate challenge. Staff make observations of children while they play to assess their capabilities and use this to inform future planning. Parents are actively encouraged to comment on their children's learning and development. Some of them provide the staff with additional information about how their children play at home. Staff include this information when planning activities that complement their learning and development. Consequently, parents are suitably involved in their children's learning.

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who attend

Children benefit from good interaction with staff who use a suitable range of teaching methods to extend children's learning and development experiences. For example, staff value what children have to say and respond well to their non-verbal communication. They use open questions that make children think about what they are doing. They repeat words to reinforce the correct pronunciation of new words, in particular for the younger children, such as tree, car, and teddy; this means the babies learn new words. Babies and toddlers enjoy playing with staff as they sit on the floor next to them. Staff place resources in reach of the babies, such as books, puzzles and rattles, so that even the very young children can make choices about what they play with. Children have suitable access to a range of toys and resources that help them to make steady progress across all seven areas of learning. They develop their imaginations as

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who attend

they play in the home corner, for example ironing clothes and holding conversations on the play telephone. This helps them to act out familiar situations and make sense of the world around them. Children explore shaving foam as they squeeze it through their fingers and enjoy the feel of it in their hands. They have some opportunities to make marks through adult directed activities, for instance making cards, drawing pictures and sticking activities. Children begin to develop a wider view of the world around them as they play with resources that reflect diversity, such as books, play people, and play food and utensils. As a result of these simple activities children are suitably prepared for school or their next stage of learning.

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

Children are happy and settle well in the setting. They form warm relationships with their key person and the rest of the staff team. The staff are sensitive to children's physical and emotional needs and are good at responding quickly to ensure that children's well-being is successfully fostered. Children are confident and move about making choices about what they play with. The play areas are set up well to promote children's independence. Toys and resources are in good condition. The well-considered deployment of staff gives children appropriate support as they learn through a suitable balance of adult-directed and child-initiated play. Children behave well because they enjoy the range of experiences and are engaged in play-based activities. Staff speak to them about any negative behaviour and explain why this is not acceptable. This helps children learn about right from wrong.

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

The environment is safe and secure because staff check play areas before children arrive each day to ensure there are no hazards. They use some safety equipment, such as gates to prevent access to areas that may be dangerous to children, including the kitchen. Children show an awareness of personal hygiene when staff take them to wash their hands before they eat. Staff give some good explanations of why this is important. Children begin to learn the benefits of healthy lifestyles as they go out for a walk every day and are physically active. They have good opportunities to learn about healthy diets because they are involved in food choices, and meals are healthy and nutritious. Younger children are able to choose what is put on their plate and older children are allowed to help themselves to what they want. This means they gain an understanding of what foods are good for them.

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provision

The provider demonstrates an awareness of her responsibility in meeting the safeguarding and welfare requirements and also the learning and development requirements. There are appropriate systems in place to ensure all staff are suitable to work with children and induction procedures are sufficient to ensure that new staff and students understand their role. Staff have a sound understanding of their duty to safeguard the children. They are familiar with the local safeguarding procedures and are aware of how to progress a concern because they receive appropriate training in child protection. Regular risk assessment is completed to make sure the premises and equipment are in suitable condition. Most staff hold appropriate first aid certificates and know how to act in the event of an emergency.

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provision

The provider arranges staff training from the selection put on by the local authority, which means first aid, and safeguarding training is kept up-to-date. However, there is no supervision or appraisal system in place to identify what training would be most relevant for the staff's professional development and to successfully monitor the performance of all staff. This is a breach of a legal requirement. Actions raised at the last inspection have been completed and recommendations made have been positively responded to. However, the systems to evaluate the overall effectiveness of the provision are not robust enough to foster a culture of continuous improvement effectively.

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provision

Staff hold regular meetings to discuss children's progress and to plan for their learning and development. They use this time to reflect and evaluate the effectiveness of the activities. As a result all staff are aware of the support and challenge individual children need to help them make further progress. This, together with the sensitive interaction and good childcare skills of staff, means that provision for children's learning and development and well-being are good. Partnerships with parents are sound and the use of daily diaries and verbal information sharing ensures parents' views are sought and that they are kept informed of their child's progress. Staff demonstrate an awareness of the benefit of working closely with other settings so that children's individual needs are met.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary 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 EY294356 Local authority Croydon Inspection number 889769 Type of provision Childminder Registration category Childcare - Domestic Age range of children 0 - 8 Total number of places 12 Number of children on roll 14

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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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