Childminder in Southwark

Inspection date

Previous inspection date 17/06/2013 Not Applicable

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early years provision

This inspection: 3 Previous inspection: Not Applicable 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 feel safe and secure and have formed a strong relationship with the childminder, enjoying positive interaction.  Daily dairies keep parents and carers fully informed about their child's day. They are used successfully by the childminder and parents to share information that supports the childminder to offer individual care.  The childminder uses outings and shopping experiences to extend children's learning.

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It is not yet good because

 Self-evaluation is not fully robust enough to continuously promote positive changes.  Although the childminder acknowledges developmental achievements, she is not fully assessing children's development in all areas to fully promote learning.  Lunchtime does not promote children's budding independence.

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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 compulsory part 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 childminder's home.  The inspector read parents and carers views and opinions of the provision.

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Inspection activities

 The inspector sampled a range of documentation including children's records and safeguarding procedures.  The inspector and the childminder discussed children's developmental progress.

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Information about the setting

The childminder registered in 2011. She lives with her husband and three children in the London borough of Southwark, close to shops, parks, schools and pre-schools. The whole of the ground floor maisonette is used for childminding and there is an enclosed garden for outside play.

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Information about the setting

The childminder is registered on the Early Years Register and is currently minding one child in this age group. She is also registered on the compulsory part of the Childcare Register.

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Information about the setting

The childminder walks to the local school to take and collect children. She attends toddler groups on a regular basis. The childminder is a member of an approved childminding network.

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must:

 develop observations to plan learning experiences in all areas of learning, and to accurately assess children's progress.

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

 improve systems to self-evaluate practice to fully enhance outcomes for children

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

 promote children's growing independence skills at all times.

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who attend

As the childminder knows what children's favourite toys are she ensures that they are easily available resulting in children enjoying playing with them. Toys and resources are suitable for children's ages and stages of development and arranged on the floor to help them make choices. However, at times the childminder over directs their play, and does not fully promote their independence. Visiting toddler groups builds on children's experiences as well as promoting their confidence and social skills. Children play alongside each other with help the childminder. For example, when older children are doing homework younger children are given crayons and paper to practice their early writing skills. The childminder talks to children, giving clear explanations about what they are doing. This is helping children to develop their listening skills. When English is an additional language, the childminder learns basic words in the home language. This helps

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who attend

children to feel safe and secure as their hear words in their home language. Signing is also used to support children develop communication skills. Children enjoy sharing books with the childminder who encourages interaction with stories. Children are developing a love of books, which is extended with visits to the library. The childminder uses toys such as shape sorters to help young children to develop a basic understanding of simple mathematical concepts.

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who attend

As children are crawling and beginning to explore boundaries the childminder ensures that space allows them to do this, putting favourite toys a stretch away. As children begin to pull themselves up using furniture the childminder adds toys and resources that will promote their developing walking skills. Visits to the local area build on children's understanding of the world and outings to the shops are learning experiences. For example, children's language is extended as the childminder talks about the vegetables they buy. When children show an interest in technology, the childminder provides simple programmable toys to build on this. This also helps children to develop their curiosity and exploratory natures as they discover what the buttons do. Children enjoy music, moving their bodies in time to what they hear.

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who attend

The childminder is beginning to share children's developmental achievements with parents and carers, suggesting ideas of how they can build on children's developing skills at home. However, the childminder does not match observations to all areas of learning to fully assess and build on their learning and development to enable her to plan next steps securely. The childminder is aware of the need to assess children's learning and development between two and three years. However, her assessments are not yet secure enough to inform this check effectively. None the less, the childminder provides a range of activities that help children achieve at the expected levels.

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

Children have formed a strong relationship with the childminder, feeling safe and emotionally secure in her company. They enjoy positive interaction with the calm and relaxed childminder, and are keen to share toys and resources. Children approach the childminder, knowing that she will build on their fun. The childminder shows children how to play with toys and they copy what they see her do. Visitors are introduced to children, helping them to feel secure.

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

Children play outside daily, in the garden and at local parks. This helps them to understand the importance of fresh air and exercise as part of a healthy life style. The childminder ensures that drinks are available, particularly after exercise and waking. Individual sleep and feeding routines are respected. The childminder works closely with parents and carers to support children when they are teething, for example. The childminder works with families to ensure that children enjoy a healthy and nutritious diet. The childminder also encourages children to try new flavours and praises them when they do so. However, the lunchtime routine does not enable children to begin to feed themselves to develop their self-help skills. Booster seats are not high enough to let children eat at the table, so younger children sit on the floor to eat. Toys are a distraction at this time, so children do not focus on their food. In addition, the childminder feeds

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

younger children rather than allowing them to try to feed themselves. The childminder promotes children's health well, and they are reminded to wash their hands before eating. The childminder makes hand washing fun resulting in younger children enthusiastically washing their hands.

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provision

The childminder has given some thought to how she would like to improve outcomes for children. For example, to further build on children's experiences the childminder is researching toddler groups that they can attend. However, she is also taking care not to overwhelm children with too many group sessions. The childminder is keen to build on improving her practice through self-evaluation to improve outcomes for children. However, the systems to do this are in the early stages. The childminder monitors the activities she provides to help children learn. However, she does not ensure they cover all areas of learning equally. The childminder liaises with other childminders, sharing ideas for good practice, and supporting each other. She regularly participates in training that she feels will build on her knowledge and understanding and thereby offer better outcomes for children.

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provision

The childminder does daily risk assessments of her home to ensure that it is safe and secure. She helps older children to think about keeping younger children safe as they always ensure that they do not wear shoes where younger children are crawling. When children explore parks, the childminder crawls along with them to help her keep them safe. The childminder is secure in her knowledge of the procedures to follow should she have any concerns about a child, helping to safeguard them.

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provision

The childminder uses daily diaries as a successful way of communicating with parents and carers. This helps parents and carers to share important information that enables the childminder to follow children's individual care needs on a daily basis. This helps children to feel secure, and settle well. Parents and carers write that their children are very happy with the childminder who provides a safe environment. They add that the childminder is happy to play with their children who are learning a lot. Although children do not currently attend any other settings the childminder is prepared to work together as she values working in partnership with others to fully support children.

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The Childcare Register

The requirements for the compulsory 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 EY437726 Local authority Southwark Inspection number 922015 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 1

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Name of provider

Date of previous inspection not applicable

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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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