Childminder in Greenwich

Inspection date

Previous inspection date 09/05/2014 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's sensitive interaction with children enhances their enjoyment and further extends their learning.  Children are confident and independently choose what they want to play with, because the childminder sets out the learning environment well.  The childminder uses effective systems to assess and plan for children's progress.  Partnerships with parent are good which supports the childminder to meet children's individual needs effectively.

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It is not yet good because

 The childminder does not action all identified risks she highlights in her risk assessment to support her supervision and children's safety.  There are fewer opportunities for children to learn about and use numbers in their play both indoors and outside.

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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 children in the indoor and outside environments.

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Inspection activities

 The inspector observed the childminder's practice and talked to her at appropriate times throughout the inspection.  The inspector looked at equipment and the premises.

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Inspection activities

 The inspector reviewed a selection of policies including safeguarding and risk assessment.  The inspector looked at children's development records and recorded observations.

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Inspection activities

 The inspector took account of parent's written comments provided by the childminder.

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Information about the setting

The childminder registered in 2013. She lives in a mid-terrace house in Black Heath in the London Borough of Greenwich, close to Greenwich Park and local primary schools. The downstairs of the home is available for childminding, with the living, dining room and garden used as the main accommodation. Toilet facilities are on the ground floor. Children can sleep in the living room There is a small well-resourced garden available for outside play. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. There are currently two early years aged children on roll.

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must:

 Ensure that risk assessment is effective and identified risks are minimised for example, with specific regard to the outdoor environment.

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

 provide more opportunities for children to learn about and use numbers in their play when indoors and outside

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who attend

The childminder uses effective systems to assess and plan for children's progress. She regularly observes the children at play and is able to demonstrate how children make progress during their time with her. The childminder records children's routines and the activities they enjoy in a daily diary, which she shares with parents. This helps to meet children's individual needs. The childminder is aware of the requirement to carry out the required progress check at age two years and to provide parents with a summary of their children's development. This will help her identify children's strengths and any areas where their development is less than expected in order to provide additional support.

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who attend

The childminder knows the children's interests and provides a suitable range of toys and equipment that appeal to them. She sits with the children and joins in their play. The children enjoy the childminder's company and they ask her to come in the tree house or ride scooters with them. The childminder encourages children to climb up steps as she models how to move feet and hands up the rungs of the ladder. This helps children to develop balance and coordination as they climb the ladder to the top of the tree house. The childminder celebrates the children's achievement on reaching the top, which encourages children to develop self-confidence. Consequently, the childminder's approach to supporting children's individual learning needs enables children to make sound progress in their learning and development.

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who attend

The childminder encourages children's communication and language development through creative and imaginative play. While using paint and chalk to make marks on an easel, the childminder talks to children about the different types of marks they are making and the tools they are using. Children hear words put together in meaningful sentences as they play. This helps them to build their vocabulary and develop their understanding of how to form sentences. Children's communication and language skills are developing well. For example, young children are beginning to name objects, use words to inform adults of what they are doing and to ask questions. Young children hear the childminder count coins as they drop them into a slot. However, the childminder does not use number language consistently throughout children's play and routines so they learn about its use.

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who attend

The childminder sets up the room and places toys on low-level shelves or on tabletops and the floor so that children can choose these easily and safely. This helps to promote children's self-help skills. The childminder helps children to develop relationships with other children and adults because she regularly takes them to the local toddler group. The children play alongside other children in small group situations and are starting to develop an awareness of others. Children celebrate festivals such as Chinese new year at the local children's centre and look at dual-language books that show positive images of other cultures. This helps them to learn to accept the differences between people and begin to understand that families differ.

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who attend

The childminder has a good understanding of the learning and development requirements and this enables her to provide a stimulating environment, which particularly covers the prime areas of learning for the younger age group. She completes useful observations on the children's development, which supports her in identifying their next steps for learning. The childminder gain's detailed information on children's starting points from parents. The childminder uses this information to plan the environment and resources well so she can meet children's individual learning needs. This helps children to settle when they first start. The childminder liaises closely with parents, keeping them verbally informed about their children's progress, as well as sharing and asking for information through daily diaries and learning folders.

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

The childminder provides a calm, secure and welcoming environment where children feel comfortable in her home. Children form firm attachments with the childminder, which supports their well-being. They demonstrate this through their interactions, for example, they seek reassurance from the childminder, and for her to join in with their play. The childminder provides a well-resourced, stimulating home environment where children have good opportunities to move between indoors and outside play throughout the day. Children have daily opportunities for fresh air and exercise as they enjoy time in the garden or regularly visit the local library, farm, parks and children centre groups. There is a good range of play resources and equipment across the learning environment, which the childminder rotates regularly. This ensures children's easy access and encourages them to make choices and use equipment in different ways. Children's behaviour is age

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

appropriate. The childminder has effective strategies in place to deal with any issues as children become older and develop.

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

The childminder provides children with a range of healthy and nutritious foods. For example, children eat a variety of seasonal fruits and yoghurt for snacks and they eat fresh vegetables, fish and pasta dishes for lunch or tea. This helps young children to develop healthy eating habits. The childminder encourages children to sit at the table for their meals and use cutlery to eat. This helps children to develop an awareness of being safe whilst eating. It also promotes their independence as they begin to feed themselves so they develop their personal, social and emotional skills. The childminder encourages children to follow daily hygiene routines, such as washing their hands before mealtimes or snack. This means children are involved in learning about good hygiene routines. These practices provide children with the skills they need for the next stage of their learning, for example, preschool and going to school.

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

The childminder has most safety equipment is in place to protect children from most hazards, such as stair gates restricting children's access to the stairs and kitchen areas. The childminder practices fire evacuation regularly and this ensures that children develop an understanding of how to get out of the house in an emergency. However, the childminder does not act on identified and potential risks in the outdoor environment to keep children safe at all times. For example, the childminder's risk assessment identifies potential hazards, such as an open drain and the outside door, but she does not act on this to remove or minimise these risks to prevent children falling or trapping their hands. As a result, this compromises the overall safety and wellbeing of children, however, the childminder ensures children remain supervised at all times while playing outside so any potential harm does not have a significant impact on children's well-being.

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provision

Overall, the childminder demonstrates a satisfactory understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage. She has a strong awareness of the safeguarding procedures to follow if she has a child protection concern about a child in her care. She holds a relevant first-aid certificate, which enables her to deal appropriately with any minor accidents. All required documentation and parental consent forms in relation to the childcare arrangements are in place to support children's well-being. The childminder does not follow robust systems to keep her garden safe. Although she has risk assessments in place these are not effective in fully identifying and minimising hazards to children. Where the childminder identifies a potential risk on the written risk assessment, she does not always promptly act on this to remove the hazard, although her positive supervision of children means they do not come to harm.

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provision

The childminder has satisfactory systems for self-evaluation. She checks children's progress and her educational programmes to support learning experiences and development. The childminder seeks feedback from parents to help her identify weaker areas of practice and make changes if needed. She identifies and undertakes training where she feels she has a need, for example, children's attachments to help her further support them in building positive relationships and gaining self-esteem. The childminder is committed to her professional development, and is keen to attend further training courses to develop and extend her knowledge.

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provision

The childminder has a good understanding of the learning and development requirements of the Early Years Foundation Stage. She is building up her knowledge of how children learn to support them in their development effectively. She has a good awareness of planning experiences through a mix of adult-led and child-initiated play. The childminder has effective systems in place to identify children's development and this enables her to assess their progress and identify the next steps for their individual learning.

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provision

The childminder has a positive relationship with parents. She shares her policies with them at the start of their children's placement so that parents are aware of the provision of care for their children. The childminder has a notice board where parents see information relating to her service, such as, the childminder's registration and practical helpful information from recent training courses she attends, for example, how to support children through recognising and extending any patterns they display in they play. The childminder gives daily feedback to parents about their child's day. She also completes a daily diary for parents about their children's food and drink intake, activities and the places that children visit with her. This helps to meet children's needs, promote consistent care and enable parents to know how well their children are progressing. Parents report their children are happy, feel secure and have many varied experiences.

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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 EY466113 Local authority Greenwich Inspection number 939169 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 2

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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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