Childminder in Lewisham

Inspection date

Previous inspection date 29/10/2013 Not Applicable

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early years provision

This inspection: 2 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 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The childminder has a good understanding of the Early Years Foundation Stage to support children's learning and development.  Children are safe and well cared for in the childminder's welcoming, inclusive family home.  The childminder has developed positive relationships with children enabling them to feel confident in their surroundings.  Teaching is effective and positive interaction ensures that children make good progress in all areas of learning.

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It is not yet outstanding because

 The childminder provides fewer opportunities for young children to explore their senses using different materials and textures to support their early learning.  The childminder occasionally misses opportunities to extend children's early reading 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 had a tour of the premises and spoke with the childminder at appropriate times throughout the inspection.

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Inspection activities

 The inspector observed the childminder and children during their 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 including their progress records.  The inspector took account of parent's comments within documentation.

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Information about the setting

The childminder registered in 2012. She lives with her husband and three children, including one of adult age. The family live in Deptford in the London Borough of Lewisham, close to shops, parks, schools and public transport links. The childminder lives a in a third floor flat that is accessed by either stairs or a lift. The living room is the main area used for childminding. There is no garden available but the childminder takes children to local parks and open spaces.

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Information about the setting

The childminder is registered on the Early Years Register and both the voluntary and compulsory parts of the Childcare Register. Currently she is caring for three children in the early years age range. The childminder supports children with English as an additional language. She operates all year round, Monday to Friday, except public and family holidays. She is a member of a professional childminding association.

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

 provide a range of objects to encourage babies' interest to explore colour, texture and weights by using items such as a treasure basket.

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

 encourage children to work out where things belong and to further develop their early reading skills; for example, by labelling equipment with words, pictures or shapes to indicate where things are kept.

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who attend

The childminder has a good knowledge and understanding of the Early Years Foundation Stage and implements it well through effective teaching methods. She provides a good balance of learning opportunities across the seven areas of learning. This includes time for free-play in the home, adult led activities and outings in the local community. As a result, children are motivated to learn through the childminder who plans and provides a wide range of activities that are stimulating and fun. The childminder tracks children's development and skilfully uses observations and assessments to plan for children's next steps in their learning. The childminder identifies children's starting points in collaboration with parents, which helps ensure that she knows children well and their individual needs are effectively met. For instance, she supports children who learn English as an additional language very well. She uses picture cards as visual aids and has lots of discussions with

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who attend

children to help them understand English. The childminder talks to parents every day and provides opportunities to discuss their child's progress. She highlights activities children have particularly enjoyed so parents can provide similar experiences and resources at home. Consequently, this helps involve parents in their child's learning.

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who attend

Children learn useful skills that help prepare them well for the next stage in their learning and eventually for school. For instance, the childminder focuses on their independence, physical development and language skills. She creates a well-presented, interesting, and calm learning environment that is very much child-initiated. The childminder works jointly with a co-minder and together they provide good support to children as they play. As a result, children show curiosity, develop their independence, and are developing preferences in their play. The childminder supports children's communication, language and literacy skills well. For example, she uses flash cards, picture word puzzles and matching games to promote children's language and word recognition. The childminder also repeats what children say to correct them, she uses posters to label objects, books and rhyme songs that help to introduce new words and develop their vocabulary.

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who attend

However, there are few labels, pictures or object templates in the environment to extend children's learning that print in a variety of forms carry meaning. This also means that children are not easily able to know where things belong.

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who attend

Children have good opportunities to use mathematical language. The childminder uses everyday situations well to help children learn about shape, space and number. Older children talk about the weight of buckets of sand and the amount of leaves they have collected on their trips to the park, for example. In addition, the childminder encourages children to count during their play and children of all ages enjoy filling and emptying containers in the sand tray. The childminder supports children well as they play with battery- operated toys to promote their interest in simple mechanisms, such as buttons and flaps on activity centres and play tills. The childminder encourages babies to imitate sounds and she sings songs and invites responses from them as she repeats the sounds that they make. However, while babies have access to a good variety of age appropriate toys, there are fewer opportunities for them to handle and explore a variety of familiar or

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who attend

natural objects that promote interest in the world around them. Nonetheless, other aspects of understanding the world are promoted well. This is because the childminder provides children with good opportunities to learn about the society in which they live. For example, they enjoy looking at books and playing with role play resources such as dolls. There are posters on display representing words in children's first languages and the childminder encourages them to taste food from different countries and to learn about some religious and cultural events such as International Day.

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

Children settle well with the childminder and quickly form a secure attachment with her. This is because the childminder has an effective settling-in procedure involving parents. This ensures children are well supported in the move from home to the childminding environment. Children have developed a positive relationship with the childminder, her co- minder and with each other, which promotes their emotional well-being. The childminder acts as a good role model and builds children's self-esteem and confidence through positive reinforcement, praise and encouragement. This helps children to feel good about what they do and behave well. Children feel at home and have a sense of belonging as they move confidently around the childminder's safe, clean and well organised home. In addition, the childminder has begun to place pictures of the children above their own coat, flannel peg and baskets housing their personal belongings. This all helps to promote

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

children's well-being and independence. Children access play opportunities through the good organisation of space, time and resources. The environment is warm and welcoming, with a good variety of age-appropriate resources available for children to choose from. The childminder is vigilant about supervising children effectively at all times and makes careful daily checks of the home to remove any potential hazards so that children can play safely. For instance, a safety gate is positioned across the entrance to the kitchen and there are locks on storage cupboards. The childminder encourages children to pick up toys from the floor to prevent tripping and she teaches children about road safety when outdoors, helping children to understand how to keep themselves safe from harm. Children further learn about keeping safe when they practise fire evacuation routines with the childminder. This helps them to develop a good awareness of personal safety and

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

The childminder effectively promotes children's health and well-being. She follows careful procedures for changing nappies to help minimise the risk of cross-contamination. Children are beginning to develop good self help skills as young children are learning to feed themselves and older children are encouraged to wash their hands themselves after using the toilet. The childminder reduces the risk of cross infection because children have their own cups, eating utensils and colour coded towels for drying their hands. A clear sickness policy offers parents and carers relevant information to ensure children are protected from the risk of cross-infection and illness. The childminder encourages children to adopt healthy lifestyles through the provision of nutritious foods, regular drinks and daily outdoor play. In addition, young children are encouraged to rest according to their needs to avoid becoming overtired. Mealtimes are well organised as a relaxed and social

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

occasion where children sit and talk to their friends and the childminder. They choose from a selection of fruit for a snack and enjoy a hot meal at lunch time. Children play outside every day as part of a healthy lifestyle, benefiting from plenty of exercise and fresh air when taken out for regular walks and trips to the park.

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provision

Good systems are in place to help safeguard children and promote their welfare. The childminder has attended relevant child protection training and knows what to do if she has concerns about a child. She is well organised and has devised a comprehensive range of policies and procedures, which underpin her provision and help to ensure children remain safe. For example, she conducts thorough risk assessments of the home and before any outings. This means the childminder shows high regard to promoting children's safety. All records and documentation required for the safe and efficient management of the provision are in place and well maintained. The childminder also has a clear understanding of her responsibilities in relation to the learning and development requirements. She carefully monitors children's achievements to ensure they are provided with good opportunities to develop and progress in all areas of learning.

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provision

Relationships with parents are good and effective communication helps children to settle and learn. The childminder works closely with parents from the outset to make sure she has a thorough understanding of each child's background and needs. She adapts care where needed and offers sensitive support to each child so that their individual needs are met and equality and diversity are promoted. Parents have access to a wide range of useful policies, procedures and other written information including a 'welcome pack'. Detailed records are available to show parents how their child is progressing in their learning and development. Written comments seen from parents suggest that they are very happy with the service that the childminder is providing for their children. The childminder demonstrates an understanding of the need to work in partnership with external agencies or services to ensure that a child gets the support he or she needs. She

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provision

further understands through previous experience, that she must liaise with other providers delivering the Early Years Foundation Stage to ensure continuity of learning and care.

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provision

Since registration, the childminder has kept-up-to date with training and recognises the importance of ongoing professional development. As a result, she is booked to attend further child protection training and has future plans to complete an NVQ4 course in Children's Care, Learning and Development. Additionally, the childminder works closely with the local authority advisors, makes good use of links with other childminders and attends local meetings to share practice. This demonstrates the childminder's strong commitment to continuous improvement.

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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 EY452847 Local authority Lewisham Inspection number 908247 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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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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