Childminder in Southwark

Inspection date

Previous inspection date 21/06/2013 10/02/2009

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early years provision

This inspection: 3 Previous inspection: 3 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 happy, settled in this environment, and have developed secure relationships with the childminder and her family.  The childminder satisfactorily promotes the children's learning and development through the activities and resources that are planned.  The childminder maintains positive relationships with children's parents and carers who are very complimentary about the care their children receive.  The childminder is keen to make ongoing improvements through training and networking with others to improve her practice and enhance outcomes for all children.

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It is not yet good because

 The childminder does not maintain a record of medication administered to children or seek written parental consent.  The childminder does not always use observations to assess the progress that children make, and plan for their individual learning needs, particularly in helping children to manage their feelings and behaviour.  The indoor learning environment does not fully reflect the children's diverse backgrounds to extend children's understanding of the world.

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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 spent time observing the childminder and the children she was caring for during play and care routines.

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Inspection activities

 The inspector sampled a range of documentation including the childminder's policies, children's records and learning journeys.

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Inspection activities

 The inspector checked all areas of the home used by minded children and carried out discussions with the childminder during the inspection process.

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Inspection activities

 The inspector took account of the views of parents through written feedback provided.

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Information about the setting

The childminder was registered in 2004. She lives with her two adult daughters and school age granddaughter. The family live in East Dulwich, in the London Borough of Southwark, close to shops, parks, schools and public transport links. The downstairs of the property is used for childminding, with toilet facilities on this level. There is an enclosed garden for outdoor play. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. There are currently two children on roll; both are in the early years age range.

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must:

 ensure written parental consent is obtained for administering medication to children for both prescribed and non-prescribed medicine, and keep a written record each time medication is administered

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must:

 develop the use of observations to understand children's level of achievement, interests and learning styles, and to then use these to plan challenging learning experiences for each child, particularly in personal social and emotional development to help children manage their feelings and behaviour.

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

 further promote children's understanding of their own culture and cultures of others, by providing a range of resources which represent different people and communities.

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who attend

Children are happy and settled within the childminder's care. They are making steady progress in their learning and development, given their starting points and capabilities. The childminder has a sound understanding of the Early Years Foundation Stage framework. Overall, she provides worthwhile experiences for children and plans activities, taking into account their individual interests. In response to the recommendations raised at the last inspection the childminder has put in place a system for observing and assessing children's development and achievements. She observes children during play and keeps a note of children's achievements, which she shares with parents to involve them in their child's learning and development. However, she has not developed a fully efficient or consistent system to monitor children's progress. This limits how well she is able to effectively plan for children's next steps for learning, particularly children's

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who attend

personal, social and emotional development. The childminder provides verbal feedback and shares a daily diary with parents to ensure they are aware of their children's daily activities and routines. This encourages parents to share what they know about their children's development at home.

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who attend

The childminder creates a relaxing and welcoming environment where young children are happy to explore their environment, knowing the childminder is close by. She praises their efforts, which motivates and encourages children to keep trying. She gives suitable support for children in developing their communication and language skills, through regular conversations. The childminder talks to children, commenting on what they are doing and asks some open questions to encourage their thinking. For example, the childminder asks questions about colours, and reinforces the names of these as well as different types of vehicles when looking at books or posters displayed around the room.

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who attend

Children are beginning to make suitable relationships with other children and develop appropriate social skills. For example, they regularly meet up with friends of other childminder's children, for play dates. Children enjoy playing alongside each other, although some are finding it difficult to share and take turns. During this time, the childminder does not always help the older children to find solutions to these problems and conflicts themselves. This does not fully support children in learning to manage their own behaviour. They do however, benefit from suitable opportunities to mix with other children of a similar age at local libraries, indoor play areas and parks. Babies enjoy exploring objects of different textures and colours in treasure baskets including objects made of natural materials. This helps them to develop their mathematical skills as they become aware of size, shape and weight. However, the childminder has not fully

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who attend

developed her range of equipment and resources to support children's understanding of people and communities. Children do not currently have the opportunity to use resources that fully reflect their own identities and those that portray positive images of other people's differing abilities in their play. They do however, demonstrate their interest in toys with sounds and buttons. For example, children show pleasure when they press buttons and hear music playing. They start to move to the music and join in with their favourite rhymes. This experience helps children learn useful skills for the future and prepares them for their eventual move to school.

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

Children have developed a bond with the childminder and her family, which helps them to feel secure and settled. A suitable settling-in process enables the childminder to get to know children and parents, and ensures that children are happy in her care. The childminder builds trusting relationships with the children's parents. This ensures that every child's care is tailored to meet their individual needs, which supports their emotional and physical wellbeing. Overall, children have access to a suitable range of resources, equipment and play materials that meet their developing needs and interests. In addition play materials are well organised and easily accessible to children. This promotes their independence and is conducive in promoting child-initiated play. Children are appropriately involved in a range of experiences and therefore do not become bored or disinterested. Overall, children behave well. The childminder is developing suitable strategies to manage

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

behaviour in consultation with parents. Children's understanding of staying safe is suitably promoted by the childminder. For example, she conducts regular fire drills with the children so they are beginning to understand what to do in an emergency and they also learn about road safety while outdoors. This enables them to learn how to keep themselves safe and develop skills to support children's eventual move to school.

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

The childminder suitably promotes children's health and well-being. Her home is clean and well-maintained. Satisfactory hygiene practices are in place; she wears gloves when changing nappies and washes her own and the children's hands when she has finished, thus preventing cross contamination. The childminder has completed food hygiene training and follows careful procedures when preparing food to prevent the risk of food contamination. Children benefit from regular meals and snacks according to their needs. They learn about healthy options when they tuck into their raisins and bananas at snack time and are served with a hot meal at lunch time. Children practise their physical skills when they feed themselves with a spoon or babies begin to hold their own beakers when they want a drink. They benefit from regular visits to the local soft play centre and play outside in the garden or at the local park, every day as part of a healthy lifestyle.

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provision

The childminder has a generally sound understanding of the learning and development and welfare requirements. Arrangements for safeguarding children are satisfactory overall. The childminder has a sufficient awareness of safeguarding issues, including the reporting procedures to follow if there are concerns about a child's well-being. A basic risk assessment, in the form of a checklist, is used to identify hazards within the childminder's home and for any outings undertaken. These along with the childminder's good supervision of the children, reduces the chance of accidents occurring. The childminder has implemented a number of policies and procedures, which guide her practice and are shared with parents. Most documentation is in place and well maintained. Although the childminder obtains verbal permission for the administration of medication, she has not maintained a record of medication given to children or sought written parental consent.

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provision

This impacts on children's safety and is a breach of a legal requirement.

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provision

The childminder has a sound understanding of the areas of learning although clear systems to monitor children's achievements through reflective observations are not fully in place. Consequently, this has an impact on the planning of activities to consistently challenge children in their learning, particularly their personal, social and emotional development. Partnerships with parents are sound. The childminder uses a daily diary to share information regarding children's welfare and experiences on a daily basis. Parental feedback is positive and their views about the setting are shared through regular discussions and letters. The childminder has recently started working in partnership with other providers that deliver the Early Years Foundation Stage. She is steadily developing systems to share more information with them in order to help to promote consistency of care and learning for the children.The childminder is beginning to reflect on practice and

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provision

there are processes in place for self-evaluation to identify strengths and some areas for improvement. Consequently, the childminder is working towards further developing her observation and assessment skills. She has also identified that training in safeguarding will help her develop her practice. Overall, the childminder demonstrates a sound capacity to improve the outcomes for children.

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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:

 keep a record of any medicine administered to any child who is cared for on the premises, including the date and circumstances and who administered it, including medicine which the child is permitted to self-administer, together with a record of a parent/guardian/carer's consent  keep a record of any medicine administered to any child who is cared for on the premises, including the date and circumstances and who administered it, including medicine which the child is permitted to self-administer, together with a record of a parent/guardian/carer's consent.

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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 EY272818 Local authority Southwark Inspection number 814630 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 3 Number of children on roll 2

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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

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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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