Childminder in Greenwich

Inspection date

Previous inspection date 13/02/2014 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

 Children practice and build up skills, concepts and ideas. The childminder supports their learning, joining in, extending and making it fun, so that children's interest is stimulated through shared attention.  The childminder builds secure attachments with the children and installs a sense of well-being as children are safe and feel secure with her.  The childminder provides an inviting learning environment. Consequently, children are confident, motivated and make independent choices in their play.  The childminder works enthusiastically in partnership with parents. Children benefit from these friendly and generally successful relationships that support their welfare, learning and development.

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It is not yet outstanding because

 The childminder shares children's achievements with parents and encourages their feedback, but does not consistently use this information to enhance their learning.  The childminder does not consistently talk to children about all aspects of safety to support their learning more effectively.

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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 areas of the premises that children use.

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Inspection activities

 The inspector observed activities and interaction between the childminder and children during play in the living room. She had discussions with the childminder at appropriate times regarding her self-evaluation and practice throughout the inspection.

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Inspection activities

 The inspector sampled documents including children's development records, policies and procedures such as safeguarding.

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Inspection activities

 The inspector took account of parents' views of the service through verbal feedback from the childminder and written questionnaires they had provided.

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Information about the setting

The childminder registered in 2013. She lives with her partner and their two children including one in the early years age group. The family live in the London Borough of Greenwich located close to parks, schools and local transport links. The whole ground floor of the house, the bathroom on the first floor and the rear garden are available for childminding. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She currently cares for two children in the early years age range who attend on a part-time basis. The childminder also offers care to children aged over five to eight years. 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:

 enhance the two-way flow of information with parents by including their views about their children in learning journals and planning of activities

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

 strengthen opportunities to enhance children's understanding of safety in different situations.

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who attend

The childminder has a secure knowledge of the areas of learning and understands how children learn and develop. The activities she provides are carefully tailored to children's individual interests and enhanced by seasonal activities and special events. For example, she enables them to learn about Chinese New Year. They enjoy well planned activities, such as a trip to the local Chinese supermarket or discussions about the year of the horse. This enhances children's understanding of the world very well and ensures their learning has breadth and depth. As a result, children make good progress in line with their expected development bands for their age. The childminder monitors children's progress carefully. She makes regular observations of children's achievements and plans interesting activities that effectively build on their interests and skills. She gathers detailed information about each child's needs, starting points and interests before they start. This

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who attend

information and observations made of children are used effectively to assess and plan for each child's needs. The childminder knows the children very well and has completed the progress check for two-year-old children and shared this with parents. This means that she is able to identify potential gaps in the children's development, and parents are aware of the progress their children are making. However, the childminder does not always use comments and views in the learning journal to show a fuller picture of development and to further inform planning.

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who attend

Children are interested in the activities provided and motivated to learn. This is because the childminder has a competent understanding of how to support children's learning through play and effective teaching methods. She provides children with good opportunities to speak and communicate regularly. She talks to them, modelling language and asking questions. For example, when they cuddle up on the sofa listening to and being involved in looking at their favourite books together. Here, the childminder encourages the children to try new words, such as 'hawk' 'polar bear' as they look at the pictures and repeat these words, associated to their current theme. This helps to extend children's understanding and develop their language skills well. This is extended by the childminder who takes children on regular visits to the library to choose their own books. She ensures that a selection of the children's favourite story and reference books are

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who attend

always available. This helps to develop their interest in books.

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who attend

Children have good opportunities to use their imagination. They have access to a wide range of role play resources such as tea sets and small world toys. For example, they pretend they are at the farm and are able to count confidently using plastic ponies. They show good concentration as they are able to grade them into size and colour, thus learning to problem solve by organising them into groups. Children's personal, social and emotional development is well supported by the childminder. They attend local child orientated sessions, such as 'stay and play', 'messy play' and 'rhyme time' sessions throughout the week. These experiences ensure they can participate in additional group activities. This helps to develop their social skills as they learn to mix with others and form positive relationships with children of a similar age.

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who attend

The childminder fosters children's appreciation of creativity and understanding of the world very well by providing them with some interesting home based activities such as drawing, painting and exploring a range of different materials through their senses as part of their 'winter' theme. She extends these experiences by taking children on visits to interactive museums where children can touch and explore different types of artwork, technology and media. Together, these experiences help prepare children well for the next stage in their learning and eventually for school.

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

Children have good relationships with the childminder, her children and each other, which promotes their emotional well-being. They benefit from consistent routines that help them settle quickly, and feel secure as they explore the environment and learn through play. The childminder implements a gradual settling-in programme, involving parents. She finds out about children's individual needs and values parents' input into this important process. For example, she encourages parents to bring their children's favourite things from home, which acts as a comforter. Consequently, children form secure emotional attachments to the childminder. They readily approach her for support or comfort and show how much they enjoy coming to her home through their confident approach. Given the children's ages and stages of development they behave well. They respond well to the childminder's calm, caring approach. She is always on hand to offer children

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

encouragement and support and rewards them with meaningful praise for their efforts and achievements. For example, as they are learning to say 'please' and 'thank-you' when playing, which helps children to feel good about them selves. Children regularly attend community groups where they experience new activities and play alongside other children of a similar age. Their independence is supported by the childminder through everyday routines. They are encouraged to feed themselves and to put on their own shoes and coats. In addition, the childminder provides a well-resourced, organised and stimulating learning environment. As a result, children make choices in their play, which helps to prepare them well for starting nursery and school.

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

The childminder promotes children's good health and wellbeing effectively. Children enjoy relaxed meal times where they sit with the childminder and help prepare their own sandwiches for lunch. They eat healthy meals that the childminder prepares each day to make sure they benefit from fresh foods. Children have free access to the fruit bowl and their own cups of fresh drinking water, which help them to learn about their own thirst needs and what food is good for them. In addition, they enjoy making fresh fruit salad with the childminder using a variety of exotic tastes such as mangoes and passion fruit to help children learn the importance of adopting a healthy lifestyle. High regard is given to children's large, physical movement and their access to fresh air. This is essential when the garden is temporarily not available, for example, when the decking area is risk assessed as too slippery, the childminder compensates for this by making good use of the

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

outdoors. For example, she takes children on daily walks, trips to the park, woodlands and local soft play facilities. Consequently, children have access to a range of large equipment to explore, test and develop their physical skills. The environment is welcoming, very clean and safe which supports children to keep safe. Children learn about keeping themselves safe while out on outings because the childminder talks to them about road safety awareness. For example, they are encouraged to press the button at the traffic lights and count as they are waiting for the 'green man' to appear. The childminder ensures children are supervised well during the day to support their well-being. She provides explanations to increase children's understanding of how to keep safe. However, she does not consistently explain to children about why they should not do something. For example, why they should not jump on the sofa and what might happen, to enable them to develop

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

a better understanding of their own safety.

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provision

The childminder has made a successful start to her childminding service. She has a good understanding of the requirements of the Statutory Framework for the Early Years Foundation Stage, including the learning and development requirements. For example, she monitors children's achievements carefully to make sure that all children are making good progress in their development. The childminder has a clear understanding of her duties to promote children's safety at all times. She has attended child protection training and has devised a comprehensive range of policies and procedures aimed at promoting children's welfare. The childminder shares these with parents to keep them well informed of the service she provides. She demonstrates a secure understanding of child protection concerns and has the required guidance and contact details to hand. This means that she is able to respond to concerns in a timely and suitable manner.

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provision

The childminder ensures all areas of the home accessed by children are secure and well organised. She ensures risk assessments carried out on the home and for outings are recorded, along with action taken to reduce any identified hazards. These help to ensure children can play and explore safely. Records are well organised, comprehensive and kept up to date, which ensures children's health, safety and well-being. The childminder holds a valid first aid certificate and maintains an accurate record of any medications she administers to minded children. This helps to safeguard children's welfare.

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provision

The childminder provides a service that is inclusive for all children. For instance, she uses good procedures to find out about each child's individual needs and background from their parents. Overall, the learning and care provided by the childminder effectively meets the needs of the children who attend and enables children to make good progress. The childminder works closely with parents so they know how their child is progressing. She communicates well with parents through daily diaries, discussion and by emails at the end of each day. This means parents are clear about the range and type of activities and experiences provided for their children. In addition, she actively seeks feedback from parents through questionnaires to help her make changes to her practice. These indicate that parents are very happy with the service provided including the daily feedback and the progress their children have made during their time at the setting. However, the two-way

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provision

flow of information has scope for development in order to ensure parents' views are consistently included when promoting children's learning and development. The childminder clearly shows she enjoys her work and is committed to providing good quality care through an effective self-evaluation system. For example, she regularly meets up with other childminders as a means to reflect on and improve her service. Additionally, she has recently attended some useful training and has future plans to complete a National Vocational Qualification level 3 in children's care, learning and development. This shows that she is committed to improving the good service she offers to children and their families.

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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 EY462643 Local authority Greenwich Inspection number 927174 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 4 Number of children on roll 4

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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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