Childminder in Greenwich

Inspection date

Previous inspection date 23/01/2014 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 requires improvement

 The childminder creates a homely and friendly environment, where children are settled and secure.  The childminder provides a varied range of resources, and uses them appropriately to support children's learning.  The childminder uses observation and assessment to identify effectively where children are in their learning. She uses information that she gathers, to plan successfully for the next steps in children's learning, helping them to make good all-round progress.

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It is not yet good because

 The childminder does not always use notices and labels in the environment effectively enough to nurture children's emerging literacy skills fully.  The childminder does not always arrange resources in a way that allows young children to move around as freely as possible.  Children's safety is promoted, however, occasionally the childminder does not risk- assess and plan snack time effectively enough.

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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 discussed childcare practices with the childminder.

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Inspection activities

 The inspector made observations of the children at play and interacting with the childminder.  The inspector sampled children's assessment records and other documentation.

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Inspection activities

 The inspector took account of the views of parents from information in the childminder's questionnaire.  The inspector looked at the childminder's self-evaluation form.

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Information about the setting

The childminder was registered in 2013. She lives with her husband and two young children. They live in the London Borough of Greenwich close to shops, schools, parks and public transport links. The whole of the childminder's home and the garden is used for childminding, with the exception of one bedroom. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register.

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must:

 monitor the environment and activities, such as snack time, continuously, and make necessary adjustments to secure children's safety and supervision at all times.

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

 put learning resources, such as labels and notices, in places where children can see and use them

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

 arrange the space in the indoor environment to give more freedom for toddlers to practise walking.

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who attend

The childminder is caring and friendly. She interacts well with young children, playing with them at their level. Overall, she uses good methods to promote children's learning and development. She promotes their physical skills and develops their imagination well by, for example, providing miniature and large push-along cars to build on their keen interest in transport.

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who attend

The childminder demonstrates a good understanding of how to promote communication and language. Children delight in listening and playing with the childminder, which further extends the children's learning. She talks to young children about what they are doing, throughout their play, and she responds to them, reinforcing their use of language. She has a range of notices and labels in the environment. However, she does not take every opportunity to ensure these are displayed at the children's height, so that children are able to see and interact with them, to extend and develop their communication and literacy skills.

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who attend

Children have good opportunities to use their imagination. For example, children place play person inside a car and drive it around, making the sound of a car's engine. They show an interest in counting as, with the support of the childminder, they count the number of steps as they climb the stairs. Through the good range of activities provided, the children are developing the skills and attitudes they need to be successful learners in the future.

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who attend

The childminder assesses children's progress and completes regular observations, to identify children's abilities and interests. Her observation records clearly show the children's level of development against the areas of learning. The childminder involves parents in their children's learning. She prepares a regular summary of the children's achievements which she shares with parents, and she keeps parents fully informed about children's ongoing progress and activities. She uses her assessments to help her tailor her planning to each child's individual needs and interests, to offer a stimulating range of activities and provide a challenging, supportive environment.

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who attend

The childminder and is aware of the requirement to carry out a written assessment on children between the ages of two and three years. She also shares ideas to help them to extend their child's learning at home. The childminder has a good awareness and understanding of inclusion. She ensures all children, regardless of ability or developmental level can actively be involved and challenged.

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

The childminder is caring, friendly and supportive. Children enjoy being with her and form sound emotional attachments with her. Children enjoy cuddles with the childminder when they need reassurance. Children show they feel content as they settle happily at activities, and interact with the childminder, and they show a developing sense of security and safety around other adults and children. Children become increasingly independent, as the childminder creates a child-friendly environment, in which she encourages children to make their own choices. For example, she allows children to feed themselves and to walk up the stairs independently. Children are developing well in the skills they will need when they start school: they are forming positive relationships with each other and are learning to share and take turns appropriately, as the childminder models the behaviour for them. The childminder promotes children's self-esteem well, because she praises them, she

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

listens to what they have to say, and she encourages them.

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

The childminder has suitable policies, procedures and documents in place to underpin the care she offers, and these are shared with parents. However, the childminder does not always plan the environment effectively enough to allow children who are toddling to have enough space to move around as freely as possible. This, however, has little impact on the care offered to the children. The children are developing an awareness of appropriate personal hygiene practices, because the childminder encourages the children to wash their hands before eating.

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

Children have suitable opportunities to use the garden on a daily basis, which ensures that the children have access to physical activity. As well as providing suitable opportunities for children to play in the garden, through riding wheeled-toys, for example, the childminder regularly takes the children to visit the local parks, where children have opportunities to use an extended range of play equipment. The childminder provides healthy and nutritious snacks of fruit with a drink for the children. She sits them at the table in high chairs or booster seats, as appropriate to their needs, and she ensures the children are strapped in safely. Occasionally, however, she does not plan the whole snacktime routine rigorously enough. This however, has little impact on the care offered to the children.

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

The childminder has a suitable selection of resources and equipment to meet the needs of all ages of children. She is proactive in embracing other cultures and helping children understand about each other differences. The environment is very welcoming and the activities and experiences children enjoy, help to prepare them for moving on to the next stage in their learning and development. They learn how to be independent, self-confident and accepting of differences.

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provision

Overall, the childminder has an appropriate knowledge and understanding of the learning and development, and welfare, requirements of the Statutory Framework for the Early Years Foundation Stage.

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provision

On occasion, the childminder's planning for routine activities, such as snack time, is not fully matched to a detailed risk assessment. However, this does not have a significant impact on children's well-being. The childminder has completed child protection training; as a result, she has a sound knowledge of how to identify any possible child protection concerns. She is aware of her responsibility to report any concerns to the relevant agency.

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provision

The childminder is forming positive relationships with parents. They work closely together to meet children's welfare needs. The childminder makes daily observations of children and keeps parents updated about their children's day, including what their children have eaten. Parents say in their questionnaire that they have good communication with the childminder. They make very positive comments about the childminder and say they are, 'Very happy' with her, and with the activities she provides. Parents like the way the childminder adapts activities to meet the needs of their children. The childminder has a sound awareness of the need to work in partnership with agencies and other settings when needed, to promote consistency in children's care and education.

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provision

The childminder has only recently started minding. She has made a sound start on evaluating her practices and is beginning to identify some areas for development. For example, by attending further training with the local authority. The childminder is doing some basic reviewing of her educational programme. She is starting to monitor the activities to see if they are helping children develop. The childminder is taking some positive steps to improve her knowledge by gaining support from the local authority advisor.

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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 Requires improvement The provision is not giving children a good standard of early years education and/or there are minor breaches of the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected within twelve months of the date of this inspection. 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

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Grade Judgement Description

the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. 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 EY464136 Local authority Greenwich Inspection number 927185 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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