Childminder in Lambeth

Inspection date

Previous inspection date 24/04/2013 11/03/2011

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision is satisfactory

 The childminder takes children on many outings in the local environment, which helps them learn about the natural world and their community.  Children develop appropriate skills for the future as they play with a range of technology confidently.  The childminder knows the children in her care well and as a result they are happy, settled and well behaved.

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It is not yet good because

 The childminder's knowledge and understanding of ways to highlight and support children's next steps in learning is not fully developed, particularly in communication and language.  The childminder does not fully promote children's independence and decision-making skills.

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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

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged 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 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  scheduled 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 discussed the agenda for the inspection with the childminder and agreed this.

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Inspection activities

 The inspector spoke to the childminder and children throughout the inspection as appropriate.

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Inspection activities

 The inspector had a tour of the areas where childminding takes place and made arrangements for feedback.

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Inspection activities

 The inspector sampled documentation including policies, procedures and records of children's progress.

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Information about the setting

The childminder registered in 2000. She lives in a maisonette in Streatham, in the London Borough of Lambeth. She lives with her two children who are both of school age. There is a flight of stairs to the home and there is parking immediately outside. Children use the living room, dining area, the kitchen and one bedroom. There is a garden for outside play where children are supervised due to the steps leading to the garden. The childminder is Registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She is currently minding three children in the early years age range. The childminder cares for children who are learning English as a dual language. The childminder has completed a National Vocational Qualification in Childcare at level 3. She attends the local one o'clock club and places of interest for children.

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must:

 develop knowledge and understanding of the learning and development requirements to ensure planning is based on the individual needs of each child to identify their next steps in learning, particularly in communication and language to extend children's use of words to support their thinking and speaking skills.

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

 develop children's independence further by, for example, allowing them to help prepare snacks and choose books to listen to at story time.

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who attend

Children are interested and keen to learn. The childminder provides a broad range of activities and experiences, which helps them to make appropriate progress in their learning. The childminder establishes appropriate links with parents when children first start, gaining information about children needs, interests and learning. This, along with the observations the childminder makes as the children play, helps her to plan and provide activities that reflect children's interests. The childminder however has not fully developed her knowledge of how to ensure activities help to build on what the children know and can do preparing them for the next stage in their learning. The childminder uses observations to track children's learning and knows they are making expected progress. However, she is not fully confident in identifying the children's next steps in learning. The childminder has completed the required progress checks for two-year-olds, and has made these

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who attend

accessible for parents to share with health professionals to help monitor children's progress. Children are confident communicators. Overall, they are encouraged to use language to express their needs. The childminder talks to the children about their activities as they play. She uses a range of vocabulary to support children's language skills as she frequently repeats words back to them. However, at times, questions require one word correct answers, which does not fully extend children's thinking and speaking skills. For example, she asks 'What colour is the sofa?' Where children speak other languages at home, the childminder gains information about their language development in their first language. In addition, she takes them to story time sessions, so that they are able to listen to stories in languages that they hear and speak at home. This helps children feel valued. There is a good range of easily accessible resources which encourages children's

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who attend

independence appropriately. However, this is not fully extended by offering more choices to, for example, help choose and prepare fruits for snack and decide whether to have a story or not or what story to have. The childminder visits the local library on a regular basis, selecting books about different cultures to share with the children. As a result children learn about different cultures and festivals in the diverse society in which they live.

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who attend

Children learn about technology through playing on a computer where they learn how to turn the device on and operate it using the different buttons. This helps prepare children to develop appropriate skills for everyday situations in the future. The childminder takes the children on many outings to local places of interest. They recently visited the zoo, learning about the natural environment, different animals and their sounds. Children become familiar with numbers and counting as they are encouraged to count as they play. This helps the children to develop an understanding of number order and their value. All these skills help children develop useful skills for the next stage in their learning, and eventual move to school.

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

Children develop strong relationships with the childminder as they regularly chat together and children demonstrate they are at ease in her care. They settle well in the welcoming home environment. They feel secure as the childminder understands their needs well, due to the effective relationships established with parents. Children feel safe and relaxed in the familiar daily routines. They receive lots of praise and encouragement as they play. They learn to share and take turns and understand the familiar and consistent boundaries and expectations that the childminder explains to them. This boosts children's confidence and self-esteem and helps them to develop positive relationships with others.

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

Children benefit from being able to freely explore the indoor environment. The childminder demonstrates how they enjoy many opportunities to engage in outdoor activities in the local parks and the one o'clock club. The childminder provides a large selection of toys and equipment, suitable for the ages and preferences of the children cares for. The childminder understand her role in keeping children safe and teaching children how to keep safe. She regularly reviews her risk assessment and takes steps to ensure the environment is suitable to meet the needs of the children attending. Children practise the emergency evacuation procedures to help them learn about what to do should an incident occur. This helps the children to learn about safety and keeping safe. The childminder does not provide cooked meals, as these are provided by parents. She does, however provide snacks that reflect the cultural and dietary needs of the children. Children are

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

encouraged to enjoy fresh fruit and vegetables, which promotes their health and well- being. Children follow good hygiene routines, for example, when drying their hands, they use paper towels. This positive practice helps to prevent germs from spreading and teaches children good hygiene routines for later life.

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provision

The childminder is aware of her role and responsibilities in delivering the Early Years Foundation Stage framework. The childminder has developed appropriate systems to help her monitor children's safety. She carries out daily safety checks to make sure the premises are safe for the children. The childminder gains all appropriate consents from parents for taking children out and maintains appropriate insurance for transporting children in her car. The childminder has attended safeguarding children training and is aware of the signs that a child may be at risk. She has an appropriate knowledge of the procedures to follow in the event of concerns about a child and the importance of maintaining confidentiality. The childminder evaluates the effectiveness of her provision, helping her to identify some aspects of where and what she needs to improve. The childminder uses feedback from parents to help make improvements to her practice. She

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provision

is aware of her responsibility in meeting the learning and development requirements and monitors children's progress carefully. However, she is less confident in planning the next steps in learning based on children's individual interests and needs to help children make better progress. The childminder is keen to increase her knowledge to help her to make positive changes in her practice. Flexible but consistent daily routines mean children feel safe and secure and are ready to learn.

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provision

The childminder works very well with parents to establish children's starting points. Parents fill in an 'All about me' sheet during the settling in process and she allows time for daily discussions to share important information about children's care needs to promote consistency. She gives parents detailed information about her role and responsibilities through written and frequently updated policies and procedures. Parents' questionnaires reveal they are extremely happy with their children's care. They state that the childminder is 'very approachable' and offers a 'comfortable and relaxed environment' where their children feel secure.

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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 action. 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 EY294059 Local authority Lambeth Inspection number 909167 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 4 Number of children on roll 3

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Telephone number

set out in the guidance ‘Complaints procedure: 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, which are usually the childminder’s 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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