Childminder in Southwark

Inspection date

Previous inspection date 26/02/2014 20/05/2009

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early years provision

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

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This provision is good

 Children are safe and secure. The childminder has a good knowledge of their individual needs and family background.  The childminder actively engages in children's play and extends their learning effectively. Consequently, children are well motivated to play and learn.  The childminder safeguards children well because she has a thorough knowledge and understanding of her role and responsibilities to keep children safe from harm.  The childminder works enthusiastically 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 does not successfully use parent's views and knowledge of their children's learning to enhance her planning.  Children are not able to easily access the wide range of creative resources to help them explore colour, design and texture.

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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 looked at children's learning journals, documentation, and a selection of policies and procedures, which included safeguarding.

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Inspection activities

 The inspector had a tour of the premises and held discussions with the childminder at appropriate times throughout the inspection.  The inspector observed children taking part in activities.  The inspector read questionnaires from parents and took account of their views.

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Information about the setting

The childminder registered in 2005. She lives with her two children in the London Borough of Southwark. The whole ground floor of the childminder's home is available for childminding with bathroom facilities on the first floor. There is an enclosed garden for outside play. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. There are currently three children in the early years age range on roll. The childminder holds a level 3 childcare qualification. She is a member of the Professional Association of Childcare and Early Years.

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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's learning to further support the planning of activities

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

 extend creative opportunities for children to experiment with colour, design and texture.

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who attend

The childminder successfully monitors children's progress and identifies their learning needs. She completes detailed registration forms with parents when children begin, so that she has information about children's starting points and care needs. This helps her know the children in her care very well. The childminder uses this information with her own regular observations and photographs of children during play, which she links to the different areas of learning. She identifies children's next steps to plan a variety of activities and outings that effectively build on their interests and skills. As a result, children make good progress in their learning. The childminder keeps parents well informed about their children's progress. She provides them with verbal feedback everyday and actively shares information with them from her assessments to write regular progress reports. However, the childminder does not always use parents' comments and views in the assessment

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who attend

process to show a fuller picture of development to enhance her planning. The childminder is aware of the requirement to complete a progress check for two-year-old children when the need arises.

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who attend

The childminder supports children's learning well. She has a secure knowledge of the different areas of learning and supports children's development through play. She provides a varied balance of adult-led and child-initiated activities, which children are interested in. Children are motivated to learn because the childminder uses effective teaching methods. She uses every day experiences to consolidate children's learning, such as a trip to the local supermarket where younger children explore through their senses. Older children recognise some exotic fruits, such as pineapple, mango and kiwi fruit, which they relate to one of their favourite stories. The childminder encourages children's communication and language skills effectively. She models language well by consistently talking calmly to the children about what they are doing and listening attentively to them as they speak. She shows the characteristics of effective teaching by asking open-ended questions such as,

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who attend

"What happens if you feel this?". This approach helps extend children's vocabulary and encourages them to think as they link actions with words. They also join in with songs enthusiastically and have fun moving their bodies to their actions when singing their favourite 'sleeping bunnies' song.

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who attend

The childminder uses every day situations well to help children learn about shape, space and number. For example, they choose from a good selection of easily accessible books, puzzles and building blocks. Older children help count out the money to pay for the fruit at the shops. Younger children are developing their understanding of numbers through songs, books and numbers displayed in the play environment. The childminder plans interesting activities for children to encourage them to express their creativity and imagination. They enjoy using a range of different textured materials when they make collages and the childminder introduces language, such as harder, lighter and softer, as children create their own designs. She also talks to the children about where the materials come from and children use their senses to explore them with interest, which helps them to learn about the natural world. However, the childminder stores some of the art and

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who attend

craft resources in a high cupboard where children cannot easily see them. This does not allow them to easily choose alternative activities and select resources so that they can follow their creative ideas independently. Children use a range of operational toys that support their awareness of technology, such as the play till and electronic musical toys. They benefit from a stimulating and well-balanced routine where they engage in a wide range of interesting activities in the home, garden and local community. Consequently, all these experiences effectively support children in acquiring the skills, attitudes and dispositions that prepare them well for the next stage of learning and eventually for school.

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

Children enjoy their time with the childminder, and are very happy and settled in her care. The childminder works closely with parents and finds out about children's likes and dislikes, sleep patterns and interests when they start attending. This helps to ensure she meets children's individual needs effectively. Children feel at home and have a sense of belonging because the childminder displays photographs of their play activities around the learning environment. She places name cards and pictures of the children above their coat pegs and containers, for their personal belongings. This all helps to promote children's well-being and independence. In addition, children have ample space to play, and move very confidently around the warm and welcoming environment, which is conducive to learning. They help themselves to a wide range of age-appropriate resources and play materials that are mostly well organised on low-level shelves or

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

drawers. Children respond well to the childminder's calm, caring approach and as a result, they behave very well. They build good relationships with each other when playing a game together, taking turns with small tools and observing each other. The childminder knows the children well and takes positive steps to help all children and families feel valued and welcome. She actively encourages children to respect diversity, for example, by eating a variety of cultural foods, and through access to a wide range of resources that reflect the wider community.

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

The childminder effectively promotes children's health, safety and well-being. She is vigilant about supervising children appropriately at all times. Her home is safe and secure because she has assessed all possible risks and completes regular checks, for example, before children play out in the garden to ensure they can play safely. Children develop an awareness of safety because the childminder gives ongoing explanations, such as the importance of sitting down when using scissors, and being aware of road safety when on outings. Children follow good hygiene practices through consistent routines and positive role modelling. They enjoy food-tasting activities, where they choose from a variety of exotic fruits that are associated with children's favourite stories to help develop their understanding of healthy eating. In addition, the childminder holds a valid food and hygiene certificate, and follows careful procedures when preparing food, such as washing

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

her hands and the fruits before serving them to children. The childminder provides children with food and drink and encourages them to adopt healthy lifestyles. She serves nutritious home-cooked meals, with fresh drinking water available at all times, which means children have enough fluids throughout the day, and their dietary needs met. Mealtimes are well organised as a relaxed and social occasion where children sit comfortably together and enjoy their meal, chatting with their friends and the childminder. They follow good hygiene routines, and receive support from the childminder to wash their hands after messy activities, and before they eat. All children have daily opportunities to participate in physical play. They use a variety of resources in the garden, including balls and wheeled toys, and enjoy visits to the park where they access large climbing equipment. Consequently, children explore, test and develop their

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

physical skills. They enjoy trips to various local toddler groups where they experience new activities and play alongside other children, preparing them well for starting nursery and school.

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provision

The childminder has a secure knowledge of the Early Years Foundation Stage. She effectively meets the safeguarding and welfare requirements and promotes children's safety very well. The childminder has attended local child protection training. She demonstrates a good understanding of associated issues, including the signs and symptoms that would cause her concern. She has a written safeguarding policy, which she shares with parents. This means that she knows what to do if she is worried about a child. Good policies, procedures and records are in place to secure children's safety and welfare. The childminder is qualified to administer first aid and maintains her first aid kit to support children in the event of a minor accident. In her daily practice, the childminder is responsible and confident with children, supervising them well at all times. She effectively uses written risk assessments and daily visual checks for the home and outings to ensure

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provision

that children feel safe and are secure while in her care. For example, she effectively prioritises fire safety procedures, which ensures children know what to do in the event of an emergency. The childminder has effective systems to record children's progress through the Early Years Foundation Stage. She uses her observations to record their development and plan interesting activities that help them make good progress in all areas of learning.

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provision

Strong partnerships are generally in place with parents. The childminder ensures parents receive comprehensive information each day about their children's well-being, meals and activities they enjoy. They have access to a wide range of useful policies, procedures and other written information, some of which the childminder displays in her home. Parents have commented that they are very happy with the service the childminder provides. In particular, they are very pleased at how well their children have settled and progressed while in her care. The childminder shares the children's assessment records with parents so they are aware of their children's learning needs. The childminder has good communication with other early years settings children attend. This effectively supports children's progress in their learning.

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provision

The childminder is an experienced child carer who is motivated and committed to continually developing her service. Good use of self-evaluation has resulted in improved outcomes for children. For example, she provides a wider range of resources, and attends training courses to extend her understanding of childcare and education. In addition, the childminder has taken positive steps to address the actions and recommendations from her previous inspection and consequently, she meets children's welfare needs well. The childminder has future plans to continue to attend training and further her childcare qualifications, which demonstrates a good capacity for maintaining continuous development.

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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 EY303854 Local authority Southwark Inspection number 814897 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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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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