Childminder in Bromley

Inspection date

Previous inspection date 01/05/2013 05/12/2008

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early years provision

This inspection: 3 Previous inspection: 1 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

 Children are settled, demonstrate very good behaviour and have positive relationships with the childminder and each other.  Children are happy and enthusiastic learners. They engage and concentrate well in activities that stimulate their interests.  The childminder's positive engagement with children during practical activities, stories and singing actively promotes children's communication and language development.  The childminder has formed positive relationships with parents, which enables them to work well together to support children's learning and development.

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It is not yet good because

 The childminder does not always make the most effective use of unplanned opportunities to extend the children's learning outdoors and to extend children's mathematical awareness.  The childminder has not established effective working relationships with other settings children attend to ensure progression and continuity of children's learning and care.  The childminder does not always carry out frequent checks during the day to ensure that areas not used for childminding purposes are inaccessible to the children. As a result, children's welfare and safety is compromised by the hazards in these rooms.  The lack of effective self-evaluation means that the childminder does not have an accurate appraisal of practice to secure future improvements.

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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 observed activities in the playroom and garden.

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Inspection activities

 The inspector spoke with the childminder at appropriate times throughout the observations.

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Inspection activities

 The inspector looked at children's learning journals, planning documentation and a selection of policies and records.  The inspector and childminder conducted a tour of the premises.

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Inspection activities

 The inspector took into account the views of parents through the childminder's questionnaires.

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Information about the setting

The childminder registered in 2005 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children in the London Borough of Bromley, close to parks, schools, and public transport links. The whole of the ground floor and the bathroom and one bedroom on the first floor of the childminder's home are used for childminding. There is an enclosed garden for outside play. The childminder currently has five children on roll in the early years age group. She also cares for children over five years. The childminder takes and collects children from the local school and attends the local children's groups. She also takes and collects children from the local nursery school. The childminder is open Monday to Friday, from 8am to 6pm all year round, with the exception of four weeks holiday agreed in advanced with the parents.

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must:

 take reasonable steps to ensure that all areas of the home that children can access are safe

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

 extend children's growing ability to identify mathematical problems and solutions based on their own interests and fascinations, for example, by encouraging them to record their findings

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

 arouse children's awareness of features of the natural environment for example, by enabling children to talk about their observations and ask questions

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

 improve partnerships with other providers for example, by sharing relevant information that would ensure the effective continuity and progress of children's learning and development

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

 improve current systems of self-evaluation to identify priorities and set challenging targets for improvement.

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who attend

The childminder is knowledgeable about children's individual needs and what they can do. She takes suitable account of children's starting points by talking to parents. The childminder does not have any direct communication with the pre-school children attend and has only limited information about the progress children make there. As a result she cannot be sure that her provision enhances the early years experiences children have elsewhere. Photographs are used to support written observations that link to the different areas of learning to show parents their children's achievements. The childminder uses an appropriate system to assess children's achievement and check their stage of development against the 'Development Matters in the Early Years Foundation Stage' guidance. The childminder uses a tracker system to monitor children's progress. Overall, children are making steady progress. Therefore, they are acquiring the skills and attitudes to prepare

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who attend

them for their next stage of learning. The childminder demonstrates a sound understanding of the importance of undertaking the two-year-old progress check. Her systems for assessing and monitoring children's progress mean she has secure information to complete the statutory assessment at age two to share with parents. The childminder provides a well-resourced playroom and outdoor area, which stimulates individual children's interests and covers all areas of learning. Children are able to choose some toys to play with and the childminder suggests activities based around the children's interests that are not freely laid out.

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who attend

The childminder's positive interaction with the children and frequent engagement in discussions actively promotes children's growing vocabulary. Children enjoy constructing the train track, taking pleasure from sharing ideas regarding the design, with each other. The childminder asks appropriate questions that encourage children to think critically and solve problems. For example, selecting parts that are 'curved', 'long' or 'short' to connect together and get the desire effect. This helps children to learn about shape, patterns and size as they build their train track. Children concentrate carefully to move their trains along the track. The childminder encourages children to talk about their experiences. She skilfully extends their learning by introducing words in the context of play, such as 'fast' and 'slow', 'forward' and 'reverse', 'over' the bridge and 'through' the tunnel. The childminder supports younger children to identify colours and count the number of trains

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who attend

joined together. Older children use their knowledge of numbers confidently. They demonstrate their understanding of addition by adding one more and saying the total amount of trains. When playing football the childminder talks to the children about the strategies they use to work out simple solutions. For example, tallying how many goals each player needs to reach the required total. However, the childminder does not fully extend children's growing ability to identify mathematical problems and solutions based on their own interests and fascinations such as recording findings.

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who attend

Children use interesting and unusual materials that inspire exploration. For example, they create 'sun catchers' by cutting out shapes in silver plates and decorate with translucent paper, foil, raffia, feathers and paint. Children notice aspects of the natural environment when playing in the garden. However, the childminder does not engage children's natural curiosity as well as she could. For example, the childminder did not pickup on children's interest in the 'spider's web'. The childminder missed opportunities for children to investigate the features, ask questions and talk about their observations. Children enjoy singing familiar songs and talk about their personal experiences during story time.

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

Details obtained from parents before children start enable the childminder to have a strong knowledge of individual care needs and routines. This is used to help children settle and create consistency of care between home and the childminding setting. The childminder's practice ensures all children especially very young children are forming appropriate bonds and secure emotional attachments. Children feel safe and secure in the childminder's care. Her warm and gentle manner and effective use of praise promotes children's self-assurance and self-confidence. Children confidently state their needs and wishes. They are learning to become independent and take care of their own personal needs. For example, younger children ask for help to put on or remove their shoes, while older children are trusted to use the bathroom by themselves. Children are extremely well behaved which shows their growing ability to keep themselves and others safe. The

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

children help to tidy away resources before making decisions about what they want to do next. The children see the many positive steps the childminder takes to keep them safe. However, her risk assessment is not always sufficient to protect children from all safety hazards in the home and this compromises children's well-being. Children's awareness of safety is extended outside the home. For example, children learn about road safety and the importance of using pedestrian crossings whenever possible. The childminder takes children to visit the local children's groups and organises play dates. The childminder reads stories about going to school to the children and those already attending pre-school talk about their experiences. This helps children to develop confidence in situations away from the main care setting and prepare children for their move on to school.

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

The childminder supports children to develop an understanding of the importance of physical exercise, a healthy diet, and to manage their own hygiene and personal needs. Mealtimes are a relaxed and social occasion where children sit and talk to their friends and the childminder. Children make healthy choices about what they want to eat such as sandwich fillings and fruits. Children are beginning to develop an understanding of appropriate hygiene practices. For most part, children are encouraged to wash their hands at appropriate times, such as, before lunch. Children delight in using the outdoor area, which is used effectively to provide a stimulating and challenging environment for all children and to extend their physical skills. Children enjoy their time in the garden and are very busy with their games. Children learn to manoeuvre wheeled toys and experiment with different ways of moving, showing increasing control when playing ball games and

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

using the climbing equipment. The childminder talks to children about how they feel when participating in vigorous exercise during warm weather. For example, the children get hot and are encouraged to remove a layer of clothes and to have a drink of water, which helps them to cool down.

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provision

The childminder understands her responsibility to safeguard children and promote their welfare, overall. She shares her written policies and procedures with parents and uses these to guide her in her practice. The childminder demonstrates a clear understanding of suitable strategies for keeping children safe when leaving her home and ensuring that children are appropriately supervised. The childminder carries out risk assessments for each type of outing that help her to identify and reduce risks and hazards outside. In addition to this, the childminder helps children to understand how to keep themselves safe when on outings. The childminder conducts risk assessments inside the home and takes reasonable steps to reduce risks and hazards to children. Mostly children play and learn in a clean and safe environment. However, the childminder does not always check throughout the day that her safety precautions are appropriate. For example, to prevent

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provision

children from entering the bedrooms that contain some safety hazards, the childminder expects that the doors will be kept firmly closed. This action is not always followed and as a result those children who use the bathroom independently could potentially access the rooms. This compromises their safety and as a result breaches legal requirements of the Early Years Foundation Stage and Childcare Register. The children do understand the childminder's rules about where they can play, therefore, the impact on children's safety is likely to be minimal.

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provision

The childminder has a generally clear understanding of her responsibilities in relation to the learning and development requirements. She ensures children take part in a varied range of activities, planned according to their age and needs. Children receive a broad range of experiences to help them make steady progress in their learning and development.

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provision

The childminder establishes positive relationships with parents. She shares information about the service she provides with parents in a variety of ways. This is achieved through her written polices and procedures, and daily discussions. In addition, the sharing of children's development records, supported by examples of photographic evidence, provides parents with a meaningful account of their children's learning. The childminder seeks information from parents for individual children attending pre-school such as activities and events. However, the childminder has not established effective working relationships with other providers delivering the Early Years Foundation Stage to ensure progression and continuity of learning and care for children attending other settings. The childminder makes suitable attempts to seek the views of parents through use of questionnaires. The results are positive, indicating they are happy with the service

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provision

provided. The childminder regularly updates her knowledge by attending relevant childcare course and receives support from the local authority quality improvement team. This helps her to keep abreast of current childcare practices to support children's learning. In addition to this, she is able to access specialist knowledge and advice for children identified with additional needs, should the need arise. Nevertheless, self-evaluation is in its infancy and does not adequately prioritise areas where the most action is needed to secure improvement.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are

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actions)

The requirements for the voluntary part of the Childcare Register are

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To meet the requirements of the Childcare Register the provider must:

 ensure that all necessary measures are taken to minimise any identified risks (compulsory part of the Childcare Register)  ensure that all necessary measures are taken to minimise any identified risks (voluntary part of the Childcare Register)

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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 EY309977 Local authority Bromley Inspection number 916922 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 7

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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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