Childminder in Bexley

Inspection date

Previous inspection date 24/10/2013 01/09/2010

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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 have good opportunities develop their communication and language skills through all adults' effective interaction with them as they play.  The childminder promotes an inclusive setting by working with in partnership with local agencies so she can support children with additional needs effectively.  Children make good progress over all the areas of learning because the childminder plans activities that meet their needs.  Children and parents have good opportunities to share their views and ideas through a questionnaire and daily discussion.

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It is not yet good because

 There are fewer resources in the outside area that promote all the areas of learning to support children who learn better in the outside environment.  The childminder has taken action to improve her management of children's safety, following a serious incident.

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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 all adults playing with the children during their activities.

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Inspection activities

 The inspector read a selection of relevant policies, procedures and documentation including safeguarding, behaviour management and written feedback from parents.  The inspector talked with children, assistants and the childminder.  The inspector spoke with a parent.

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Information about the setting

The childminder registered in 2003. She lives with her husband, their three children and one of their children's partner. They live in an extended four-bedroom house in Belvedere in the London Borough of Bexley. The premises are close to public transport, schools and parks. There is a purpose built wooden cabin in the garden, which is well resourced, where children can play. In addition, children can use the ground floor of the childminders home with use of the upstairs bathroom. There is an enclosed garden available for outdoor play. The childminder is registered on the Early Years Register and on the compulsory and voluntary parts of the Childcare Register. The childminder works with two assistants at any one time. There are currently 15 children on role. Children attend various sessions and days throughout week. The childminder also care for children over eight years.

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

 extend the range of resources available in the outside area so these cover all areas of learning, in order to further support those children who prefer to learn when outside

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who attend

The childminder and her assistants have a very good understanding of the learning and development requirements of the Statutory Framework for the Early Years Foundation Stage. They get to know the children well when they start through effective settling in procedures. During this time, the childminder asks parents to complete a questionnaire so she can find out details of children's needs, including their religion, home language, and level of speech. In addition, she discusses children's medical needs, dietary requirements and children's level of independence. This means that the childminder can start meeting children's needs effectively from the beginning.

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who attend

There is a comprehensive system to make observations and assessments of the children. All children have a key person within the setting, which means they receive good support from a familiar adult. The key person makes systematic observations of children's development and together as a team, all adults assess the progress children are making so they can plan effectively for children's needs. They identify learning priorities in each child's development. This informs the planning to ensure a good range of activities is planned over the course of children attendance. As a result, children are making good progress overall, and in some cases, rapid progress towards the early learning goals.

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who attend

There is a strong focus on developing children's communication and language skills. Adults use effective teaching methods to extend children's learning. For example, they use a system of sign and symbols alongside their words, which reinforces speech and communication for all children. The children learn to sign and say names of colours, shapes, animals and to request food and drink. This means that they can express their needs and wants clearly. As a result, all children gain good skills that help them move forward, in relation to their starting points well.

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who attend

Children are engaged in purposeful activity that continually promotes their learning and development. They thoroughly enjoy role-play and act out familiar situations such as caring for a 'baby' pushing the pram, and giving the 'baby' a cuddle. They enjoy watching a programme with songs and signs to help them lean new words. They learn to operate simple equipment as they play with battery-operated toys that help children understand cause and effect. Children have an outside play area where they can use equipment that challenges their physical skills well such as climbing equipment and playing with balls. However, there are fewer resources in the outside area to promote the other areas of learning as well. For example, there are no mark-making materials or an area where children can look at books. This means children who learn better in the outside environment are supported less well. Nevertheless, the childminder provides many trips

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who attend

and outings to local parks, woodland areas, children centre and places of interest. Therefore, children gain a wider view of the world around them.

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who attend

Parents have good opportunities to be involved in their children's learning and development. The childminder works closely with them to share details of children's development and progress and provides them with a report on a regular basis. Parents are included in setting the next steps in their children's learning, which means they can extend this at home to further support their children's learning and development. The childminder carries out the progress check for children between the ages of two and three years old in consultation with parents. This ensures that any child with additional needs receives support as soon as possible. Regular discussion with parents means they are well involved in their children's learning and development.

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

Children form good relationships with the childminder, her assistants and the other children. Children spontaneously hug each other to show affection which indicates they enjoy playing together. All adults manage children's behaviour well. They get down to the child's level to speak with them and give plenty of praise for the children's efforts and good behaviour. Consequently, children understand right from wrong and make the most of their time in the childminders care. Children move confidently around the play area and explore from a strong base, developing their independence. Older children learn to manage their own needs well. They let the childminder know when they need the toilet and are allowed to do as much as they can for themselves. This prepares them well for the move to school. This is a well-resourced and welcoming environment. Children have access to a good range of experiences that support their all-round development and

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

Overall, children's safety is considered well within the setting. The childminder has a comprehensive risk assessments procedure that is implemented well by the childminder and her assistants. This ensures that the children play in a safe and secure environment. However, the childminder has had to take action to improve a weakness in the system for transporting children to school. This weakness resulted in a child being left behind at the setting during a recent school run. All food is cooked freshly on the premises and children enjoy the snacks and meals they have. They have named bottles of water within easy reach so they can help themselves to a drink regularly. Children develop a good understanding of hygiene routines as they wash their hands before they eat.

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provision

The inspection took place following a notification from the childminder that a child had been left unsupervised in the front garden while she took children to school. While there were procedures in place, designed to promote children's safety, on this occasion these procedures did not ensure all children were appropriately safeguarded. The childminder followed her procedure to follow in the case of a missing child. She also met her responsibility to inform Ofsted of this serious event. Following the incident, she informed the parents and explained how she was going to investigate this event. The inspection has found that the procedures to safeguard and protect children are now appropriate. The childminder has taken prompt action to strengthen children's safety in her care. She has carried out a new risk assessment of the procedure for transporting children between the setting and the school. As a result of the review she has implemented a more in depth

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provision

system for making sure all children are present in the vehicle before they set off. In addition, she has revised the policy for transporting children and requested that parents sign this to acknowledge the changes. The existing safety procedures that are practiced by the children, regarding their safety on the school run have been reviewed and improved. This means that they now have a greater understanding how to keep themselves safe. This means that the childminder is now complying with the requirements of the Statutory Framework for the Early Years Foundation Stage. Ofsted do not intend to take any action.

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provision

The childminder and her assistants have a solid understanding of the local safeguarding procedures. They demonstrate a secure knowledge of the procedures to follow if they have concern about a child they are caring for, to help protect their well-being. There is a comprehensive policy shared with parents so they understand the childminders responsibility to report any concerns a child may be at risk. All adults who care for children are well vetted and the childminder has a strong system to ensure that they have the appropriate qualifications, such as a paediatric first aid qualification and a recognised childcare qualification.

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provision

The childminder demonstrates a significant commitment to promoting an inclusive service. She works in closely in partnership with many local agencies to support children with additional needs. For example, she offers places to children who are on a two-year old funding programme and supports children who are referred by children's services. She has good links with the other practitioners that are involved in the children's care. Therefore, children's learning and development is complemented effectively.

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provision

All adults, children and parents are effectively involved in the evaluation process. They give their views on the childminding service and activities through discussion and by taking part in questionnaires. The childminder and assistants take time to reflect on the service and practice so they can identify areas to develop that will benefit the children most. For example, the childminder has set up a wooden cabin in her garden, which is dedicated to children's learning and development. She has received a grant to help her develop part of this into a sensory area so that she can provide enhanced experiences for children with special needs. The childminder has good relationships with parents. She talks to them about how children have been during the day and the activities they enjoy most. She shares aspects of the children's achievements through their contact books so that parents are kept up-to-date with the progress children are making. Parents report that

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provision

they are well informed of the children's learning and development. They have provided written support for the childminder expressing their trust in the service she provides.

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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 EY235290 Local authority Bexley Inspection number 938011 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 15

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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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