Childminder in Lewisham

Inspection date

Previous inspection date 12/02/2013 16/12/2008

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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 promotes children's progress effectively in relation to their unique starting points and capabilities. As a result, all children are learning and developing well.  The childminder works hard alongside other professionals and parents to meet children's specific learning and development needs.  The childminder's care practices are very good and her warm, loving involvement with the children helps them to feel safe and secure.  The childminder uses good questioning skills to help children think and respond as they develop their communication and language skills.

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It is not yet outstanding because

 The childminder occasionally misses opportunities to enable children to select their preferred resources, which slightly reduces their ability to move things around and develop their own experiences.  The childminder does not fully encourage children to identify the toys and resources that are not routinely out. This means they do not always know what is available for them to play with.

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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 playing with the children for most of the inspection.  The childminder and inspector discussed children's progress and individual needs.

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Inspection activities

 The inspector viewed some of the childminder's records and documents, including a sample of policies and children's records.

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Inspection activities

 The inspector took parental views into account through viewing a number of letters provided for the inspection.

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Information about the setting

The childminder registered in 1998. She lives with her husband in a three-bedroom house in Downham, in the London Borough of Lewisham. Children have access to the ground floor of the home. There is a secure garden available for outside play. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She is also registered to work with an assistant. The childminder offers care for five children under eight years of age when working alone. When working with her husband who is her assistant, they offer care for up to seven children under eight years of age. The childminder cares for children with special educational needs and/or disabilities. There are currently three children on roll in the early years age range, who attend at different times throughout the week. The childminder also provides care for older children before and after school and during the school holidays.

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

 strengthen the use of books or other materials that provide information or instructions, for example, those containing pictures and words, to help children make choices from the resources and activities available

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

 develop opportunities for children to freely access resources which are open-ended so they can be used, moved and combined in a variety of ways, for example, between rooms.

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who attend

The childminder promotes children's learning and development well. She gathers early information from parents about children's starting points and observes and assesses their ongoing progress well. The childminder plans the next steps in children's learning in partnership with parents and outside agencies where applicable and provides them with regular summaries of children's progress. She is aware of the need to complete the required progress check for children aged between two and three years to further identify what children know and any gaps in their learning.

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who attend

The childminder uses effective open-ended questions and gestures to extend each child's communication and language skills. For example, she asks older children questions to help them fit puzzle pieces together, as they work out which way round they go and identify which are 'smaller' or 'bigger' pieces. She encourages them to name toy foods during role play activities to further develop their vocabulary. The childminder gestures and speaks to younger children as they sound out simple familiar words, helping them to extend their early language skills. She listens carefully as children become excited and talk about their home lives, and asks questions to sustain meaningful conversations. The childminder repeats words back to children and speaks clearly to help ensure all children understand what she is saying, which helps them respond to her interactions in their own way.

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who attend

The childminder plans a good range of stimulating learning experiences and bases these on each child's interests and learning needs. As a result, children make good progress overall across all areas of learning in relation to their early capabilities. For example, children, including those with special educational needs, show a clear enjoyment of interactive toys that stimulate the senses. They persevere as they press buttons to create sounds and different coloured lights. These experiences also promote their small muscle skills and help them discover how things work. The older children thoroughly enjoy imaginary play. They negotiate roles and use a toy tool set to 'fix the rocket' and send it 'up to space'. They also help to link up a train track and fit the components together. The childminder encourages them to count back from five to zero as they pretend to launch the rocket. This helps children to problem solve, develop their counting skills and use tools

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who attend

and resources for a reason. The childminder reads to children and they show by their excited facial expressions how much they enjoy their favourite stories and books. Children show great concentration as they use pencils and crayons to make marks on paper and practise their early writing skills.

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who attend

Children enjoy 'sticking', which is a favourite activity and looking at story books. However, these resources are not always readily available for children to play with freely. This reduces opportunities for them to develop their own play and learning. For example, some toys are stored in another room at times and on some occasions the childminder hands resources, such as art and craft materials, to children rather than setting out a range for them choose from. In addition, children do not always know what is available for them to play with. For instance, the childminder does not provide prompts, such as pictures with words or books containing resources and activities, to help them make choices. Nonetheless, the childminder does plan and provide a good range of experiences overall to engage the children and help to prepare them for their future learning at school.

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

The childminder clearly promotes every child's individual needs in partnership with their parents. As a result, children of all ages develop secure attachments to the childminder from the start. Her warm support promotes their emotional well-being effectively and also helps to prepare them for future transitions, for example, to school. The childminder offers effective procedures to help children settle in and includes parents' wishes. She offers an inclusive service and helps children to respect one another and learn about the different ways people live. For example, she provides them with regular visits to play groups and parks and provides activities to help extend their awareness of diversity and other people around them.

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

Children behave well because the childminder keeps them occupied and teaches them right from wrong. For example, she fully encourages them to share and take turns with resources and to be kind to their playmates. As a result, children develop positive behaviours. The childminder effectively encourages children to develop healthy lifestyles. For example, her husband makes home-made tomato sauce for their pasta lunch and children are involved in growing the tomatoes. They also know that fresh produce is good for them and the childminder only makes freshly prepared healthy meals. Younger children are learning to use beakers to drink from and spoons to help feed themselves. This promotes their early independence and the childminder's continual praise motivates them to try to do things by themselves. Children enjoy visits to the park where they can play on large apparatus to develop their physical skills and enjoy plenty of fresh air and

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

exercise. They are encouraged to develop good independence overall, for example, as the childminder encourages them to help tidy their toys away or put on and take off their coats and shoes.

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

The childminder teaches children about keeping safe effectively through everyday routines. For example, older children practise the evacuation procedure, which helps them learn how to respond to an emergency in the home. The childminder teaches them not to climb on chairs in case they fall and helps them to learn about road safety, She explains why they must not touch the seat belt clips in the car to further promote their awareness. As a result, children develop a good awareness of personal safety. The childminder uses good interaction and her effective ranges of resources and experiences to help all children learn and develop well, including children with special educational needs. Most of the resources are easily accessible and help to promote children's curiosity and interest at a level to suit their specific needs. As a result, children are well motivated to learn and develop valuable skills for the future.

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provision

The childminder safeguards children well and understands her responsibly to meet the safeguarding and welfare requirements. She knows the signs and symptoms that may be a cause of concern, and understands the procedures to follow in the event of a concern about a child in her care. The childminder conducts clear risk assessments of her home and outings and provides safety equipment to help ensure children play in safe boundaries. She supervises children well as they play and as a result, she promotes their welfare effectively. The childminder demonstrates a good understanding of how children develop and her responsibility to promote their learning. She plans and provides a good range of experiences to help all children progress well in relation to their personal starting points and initial abilities.

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provision

The childminder reflects well on her practice overall to establish the strengths of her provision and any areas that can be improved. For example, she has met the previous recommendations set at the last inspection. Consequently, she now keeps clear accident records, appropriate consent for outings and has developed her systems for observations of children's learning and planning. She has planned future training updates and networks with other childminders to develop her practice. The childminder works well with her husband, who occasionally assists her, to help promote the smooth running of the day. She makes sure that he is aware of children's needs and routines for the day so that they are all well supported. The childminder takes on board parents' wishes and comments, children's ideas for activities and advice from outside agencies. As a result, she continually improves her practice and the outcomes for the children currently in her care.

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provision

Parents value the childminder's effective practice. She keeps them well informed about their children's progress and involves them in their learning. The childminder provides parents with a good range of information about her service and arranges social events with them. This helps to further create good relationships that benefit the children. Parents speak highly of the childminder. They value her awareness of what their children need to help them grow and develop and appreciate the fresh food she provides on a daily basis. Parents feel their children integrate well; they form excellent relationships with the childminder and her husband and value her good levels of communication. The childminder works hard with other professionals to promote children's care, learning and development. For example, she liaises with other settings that children attend and welcomes outside agency staff into her home to help support children with special

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provision

educational needs. She takes children to a range of appointments and activity sessions to fully promote their individual needs.

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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 128688 Local authority Lewisham Inspection number 846328 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 7 Number of children on roll 3

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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: 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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