Davis, Sandra Elizabeth

Inspection date

Previous inspection date 11/02/2013 10/12/2008

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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

 The childminder knows how children learn and develop, using her observations and assessment effectively to plan for their ongoing progress.  Children form secure attachments and happily play with the wide range of resources available within the warm, family orientated setting.  Children benefit from the continuity of care between the childminder, their parents and other settings that they attend.  The childminder's effective use of risk assessments ensures children's ongoing safety in the home and on outings.

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It is not yet outstanding because

 Self-evaluation does not currently take into account the views of others.  Opportunities for children to see print in meaningful context is currently limited.

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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 a variety of activities during the inspection and discussed how the childminder supports children's individual stages of development.

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Inspection activities

 The Inspector spoke to the childminder at appropriate times throughout the inspection.

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Inspection activities

 The Inspector looked through observation and assessment records and discussed how the childminder is using these to plan effectively for each child.

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Inspection activities

 The inspector sampled documentation including the attendance log, accident and medication records and child records.

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Inspection activities

 A visual inspection of the home setting was undertaken by the inspector to ensure that it is safe and suitable.

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Information about the setting

The childminder registered in 1995. She lives with her husband and two grown up children in Bexley, Kent. The ground floor of the home is used for childminding and there is a fully enclosed garden for outside play. The childminder's home is easily accessible and close to local amenities. The childminder is currently minding three children in the early year's age group and three school age children. She is registered on the Early Years Register and the voluntary and compulsory parts of the Childcare Register. The childminder walks or drives to local schools to take and collect children. The childminder attends a local parent/toddler group.

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

 create an environment rich in print where children can learn about words, for example, using name cards, signs, labels and posters

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

 strengthen self-evaluation systems to take into account the views of others.

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who attend

The childminder demonstrates a good understanding of how children learn and develop. Her observation systems show a clear picture of the different things that the children are able to do and the next steps highlight how the childminder will support them to move onwards in their development. The childminder encourages the children to choose what they would like to play with from the wide variety of resources and activities available. Children play with their peers and work together to make models or to complete puzzles. The childminder is on hand to support children during activities and this enhances their learning as she introduces different concepts to them. For example, during a matching game the childminder encourages the children to count how many pairs they have won and then to decide who has the most pairs. As the children match the different pictures the childminder encourages them to tell her what is on their picture. This extends their

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who attend

vocabulary and communication skills as they talk about what pictures they have and learn to listen to their peers. Whilst playing these games the childminder encourages and supports the children to share and take turns, an important social skill that the children do very well. The childminder knows the children in her care very well and has a good understanding of their individual stages of development. She uses this knowledge to enhance each child's learning at a level appropriate to their stage of development and their interests.

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who attend

Children's communication and language skills are encouraged very well by the childminder. She speaks to the children constantly during play activities and during daily routines. The childminder skilfully repeats words to children correctly if required and does this in a way that does not affect their confidence or self esteem. For example, during lunchtime when a child counts the tomatoes on her plate she tells the childminder she has 'three matoes'. The childminder smiles and says 'yes you have got three tomatoes'. When another child later uses the wrong tense when talking the childminder repeats what the child has said using the appropriate tense. The childminder extends children's language by introducing new vocabulary and supporting children to pronounce words correctly, gently role modelling the appropriate way to say a word without denting a child's confidence. Children are developing their numeracy skills through the daily routines and through play

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who attend

activities such as puzzle making where they develop a sense of space, shape and measure. During play activities and routine activities such as lunchtime the childminder encourages the children to count, and as a result children confidently use mathematical language independently. They are beginning to use very simple addition and subtraction skills. For example, children talk about how many tomatoes they have, how many they have eaten and how many they have left.

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who attend

The childminder organises her day well to ensure that children enjoy a range of activities within her local community to support them to learn about the world around them. They enjoy trips to several local parks where they have the opportunity to use a variety of different play equipment to extend their physical skills. The childminder also meets up with other childminders which encourages the children to play with different children and develop their social skills such as sharing and turn taking. Trips to local shops such as the post office encourage children to learn about the world around them.

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

Children are very happy and settled in the childminder's care. They have formed very strong attachments with the childminder and her family. They eagerly show her when they have completed a puzzle by themselves or when they have tried a new food. The children laugh with the childminder as they play games with her, giggling when they win. The childminder obtains comprehensive information from parents at the start of each placement to enable her to meet individual needs. She demonstrates a clear awareness of each child's individual character and where they are in relation to their development across the prime and specific areas of learning.

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

Behaviour is very good and the children play together well, sharing and taking turns as they play board games and card games such as snap, pairs and lotto. Children tidy away the resources before getting new activities out. They chat to each other about making sure that they put all of the puzzle pieces into the right box otherwise they will not be able to do the puzzle next time if there is a missing piece.

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

The childminder supports children to adopt healthy lifestyles. She has clear procedures in place for the administration of medication which ensures that she is promoting children's health effectively. The childminder has completed a paediatric first aid qualification enabling her to provide appropriate care in the event of an injury or illness. Children have regular activities in the local community to promote fresh air and exercise either on their walk to nursery or through trips to local parks. The childminder meets children's dietary requirements and includes this and medical information clearly on their child record forms. She incorporates important hygiene messages into her daily routines. For example, all children wash their hands before lunch and after using the toilet. As children's understanding develops the childminder explains the reasons why it is important to wash their hands before eating and when helping to prepare lunch. The childminder provides a

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

range of healthy, nutritious meals and snacks and encourages children to try different fruit and vegetables. She promotes children's self help skills very well. For example, prior to going to their nursery session she encourages the children to put their coats, shoes or Wellington boots on independently, and praises their efforts enthusiastically.

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

Partnerships with parents are well established and there are good systems in place to share information regarding children's learning and development. For example, there are verbal exchanges at the start and end of each day. A daily learning journal ensures that parents are involved in their child's individual learning and development. Parents are very happy with their children's care. They value the care the childminder provides, commenting ' she provides a stimulating and caring environment where my child feels safe and secure' and 'my child's self esteem and confidence has grown through receiving praise and encouragement'.

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

Children are learning how to consider each others differences and to respect and value diversity. For example, children enjoy a wide range of resources including a selection depicting positive images of culture and disability. The childminder extends their understanding of the world around them by celebrating different festivals throughout the year such as Diwali and Chinese New Year. The childminder discusses the festivals and organises craft activities to complement a theme. For example, children enjoy drawing and colouring pictures of snakes to depict the Chinese year of the snake.

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provision

Safeguarding procedures are robust. The childminder has recently completed a refresher safeguarding course to update her knowledge of child protection. She demonstrates a good understanding of Local Safeguarding Children Board procedures and knows the steps to take and who to contact in the event of a concern about a child in her care. The childminder has comprehensive policies in place to promote children's safety and welfare including safeguarding, uncollected child and lost child policies. The childminder has extensive daily and long term risk assessments in place covering all aspects of her provision to ensure a safe, child orientated setting. This promotes children's ongoing safety. The childminder has a clear fire evacuation procedure in place and the regular practise drills ensure children are fully familiar with the procedure to follow in the event of an emergency.

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provision

From observations during the inspection and from written developmental records the childminder is clearly encompassing the seven areas of learning within her setting and on outings in the local community. The childminder demonstrates a good understanding of how children learn and develop and her role in promoting this through a mixture of child initiated and adult led activities. She plans well for children's individual needs and includes a learning journal which clearly identifies their future learning needs.

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provision

The childminder has systems in place to monitor and evaluate her provision. A written self evaluation is in place and demonstrates how the childminder meets children welfare and learning needs. The childminder takes into account the views of children by asking them about what toys and activities they enjoy and monitoring what activities appear to interest and motivate them. Although the childminder discusses many aspects of her provision with parents, currently she is not actively seeking their views about her childminding service in order to further enhance her childminding provision and improve outcomes for children. The childminder has completed all previous actions and recommendations following her last inspection. For example, observations and assessment now include clear next steps. This clearly shows her capacity to improve her service.

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provision

Children are encouraged to learn how to keep themselves safe. For example, on the daily nursery and school runs, the childminder talks to the children about road safety and safety in the car. There are set house rules in place to support children's safety in the home setting. During play activities the childminder encourages children to tidy away toys once they have finished playing with them. Children are aware that this is to ensure that the toys are not a tripping hazard and do not get broken.

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provision

The childminder has established partnerships with others who provide care for children and shares information with them verbally on a daily basis. She supports weekly themes that the children are enjoying within their nursery and extends this in her setting. The childminder works closely with parents to ensure that children have items for show and tell at nursery and this could reflect a letter of the week or a specific theme to complement a particular festival. She is aware of the importance of working with outside agencies and has a good understanding of how to do this should the need arise.

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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 115537 Local authority Bexley Inspection number 846082 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 6

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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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