Childminder in Bexley

Inspection date

Previous inspection date 13/12/2012 17/11/2011

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early years provision

This inspection: 2 Previous inspection: 2 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 settled and keen to learn. They have developed close relationships with the childminder and her family.  The childminder uses local amenities well to give children opportunities to explore the local environment  The childminder knows the children well. She makes careful observations of children's progress and uses these to plan stimulating activities.

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It is not yet outstanding because

 All children do not have access to family books with pictures of familiar people and places.  The childminder does not suggest activities for parents to continue children's learning in their home environment.

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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 the childminder as she played with children.

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Inspection activities

 The inspector examined children's development records including the childminder's observations and photographs.  The inspector examined a selection of policies and other documentation.

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Inspection activities

 The inspector talked to the childminder about aspects of the care she provides for children.  The inspector examined parents comments on questionnaires, letters and cards.

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Information about the setting

The childminder registered in 2003. She lives with her husband, who is registered as her assistant, and two children aged eight and 14 years in Sidcup, in the London Borough of Bexley. The whole of the ground floor is used for childminding purposes, together with the first floor bathroom. There is an enclosed garden for outside play and a garden room which is suitable for childminding. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. The childminder is able to take and collect children from local schools. She currently works Monday to Friday from 7am to 6pm all year round. The childminder attends a variety of parent and toddler groups in the local area and is a member of the National Childminding Association.

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

 develop further the partnership with parents by including opportunities for parents to support children's learning at home when planning activities

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

 encourage children's interest in the world and in books by making family books with photographs for all children to look at.

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who attend

The childminder has a good knowledge of the areas of learning and she uses this knowledge to provide challenging and interesting activities for children. She uses the nearby amenities to offer these experiences in a number of different environments. For example, she visits the local playgroup, library, park and swimming pool with the children to provide stimulating play experiences which help them made good progress in their learning and physical development. These visits make learning fun for the children and do not confine activities to the childminder's home.

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who attend

Children are well cared for and they have clearly built up close bonds with the childminder and her family. They explore the home environment confidently, playing with the good quality equipment, which is age appropriate and supports their learning. The childminder encourages children's communication development as she chats with them and explains what she is doing. For example, she names items of clothing when putting on younger children's coats so that they can begin to learn the names of everyday objects. The childminder sings to the children at various times throughout the day. She repeats words in a different language to children who are learning words in both English and their parents' home language. This provides continuity of care and learning for children who spend a significant amount of time with the childminder.

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who attend

The childminder adapts equipment and activities to meet children's individual needs. She plans her time well so that each child has individual attention and benefits from activities that they find interesting. Older children make pictures of snowmen and collect leaves for painting and leaf rubbing. Younger children play with toys with buttons and flaps and they laugh and giggle, as they play peek-a-boo with the childminder, crawling through a tent to find her on the other side. Some children benefit from being able to look at books with photographs of their homes and family members, and they share these with the childminder. However, these have not yet been introduced for babies to support them as they become familiar with books and other printed material.

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

Children have formed secure attachments with the childminder and she gives lots of attention and cuddles as and when the children need and want them. Parents comment that their children feel secure at the childminder's home and that they are relaxed and comfortable in her care.

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

The childminder makes careful observations of children as they play. She uses these observations to plan activities, which interest the children and help them develop skills in all areas of learning. Her observations enable her to plan for children's developing mobility and she pays particular attention to helping younger children acquire the skills they need to move on to their next stages in their physical development. The childminder works closely with parents to gather information about children, and she uses this information to help care for children that follow home routines. For example, she keeps sleeping patterns and habits consistent so that children receive continuity of care.

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

Younger children are developing independence skills as they learn how to hold their drinking cups and feed themselves in ways that are appropriate to their ages and development levels. For example, younger children hold finger foods and feed themselves whilst being closely supervised by the childminder. Children develop further independence skills as they become more able as the childminder encourages them to dress themselves after swimming. Children have healthy snacks when they come in from school as the childminder provides a range of different fruits for them to choose.

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

Children learn how to stay safe. They learn about road safety through a range of activities and younger children learn how to stay safe when moving around and holding toys and equipment. The childminder has clear boundaries for older children so that they learn how to respect their environment and she uses praise and rewards to reinforce positive behaviour.

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

The childminder supports children as they make transitions from her care to playgroups or school. Her regular visits to the library and toddler group mean that children share stories in larger groups and take part in snack times with other children.

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provision

The childminder understands her responsibilities in delivering the learning and development requirements and the safeguarding and welfare requirements of the Early Years Foundation Stage. The environment is warm and welcoming and the childminder provides a good range of activities for children.

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provision

The childminder's observations of children's progress enable her to help them develop in areas where they need support and she does this by providing learning and physical development opportunities for them in different environments.

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provision

The childminder completes risk assessments for trips away from her home and she assesses risks in the home and takes action to minimise these with a mixture of supervision, clear boundaries and safety equipment. The childminder has a robust safeguarding policy and she understands the procedures to follow if she has concerns about a child in her care. She holds a current first aid certificate, which means she can give appropriate treatment to children if they have an accident in the home environment or when visiting other places.

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provision

The childminder works well with parents as their children are settling in and she provides detailed information about children's activities and care routines. Although children are making good progress and the planning provides a range of challenging activities, the childminder does not yet involve parents in all aspects of their children's learning. For example, she does not provide ideas and suggestions for parents to enable them to support children's learning at home.

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provision

The childminder has yet to complete a progress check at age two but her observations clearly show children's achievements and levels of development. The childminder liaises with other childminders at playgroup and ideas about good practice are shared. She is involved with training meetings with the local childminder co-ordinator and attends training courses to update her knowledge.

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provision

Through questionnaires to parents and her own review of her provision, the childminder is able to identify her own strengths and weaknesses and is therefore able to develop her practice effectively.

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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 EY269139 Local authority Bexley Inspection number 893984 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 5

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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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