Childminder in Lewisham

Inspection date

Previous inspection date 12/06/2014 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

 Children are happy and settled in the childminder's care. They display a secure and trusting relationship with the childminder and enjoy her company.  The childminder provides children with an appropriate range of toys and resources that help to meet their developmental needs.  The childminder has an understanding of safeguarding procedures and maintains children's safety appropriately. She has developed positive relationships with parents and shares relevant information about children's experiences on a daily basis.  The childminder is keen to make ongoing improvements through training and networking with others to improve her practice and enhance outcomes for all children.

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It is not yet good because

 The childminder does not keep an accurate record of children's daily attendance as required to fully promote children's safety and well-being.  The childminder does not actively seek the views of the children and their parents as part of her self-evaluation system to fully promote continuous improvement.  Systems to use observations to assess the progress that children make, and plan for their learning needs are not secure.  Activities that enhance children's learning by providing opportunities for them to gain knowledge of culture and diversity are less well developed.

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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 held discussions with the childminder at appropriate times throughout the observations.

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Inspection activities

 The inspector looked at children's observation and assessment records, the register of attendance and other relevant paperwork, including the childminder's safeguarding policy.

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Information about the setting

The childminder registered in 2013. She works in partnership with another registered childminder at an address in Deptford, which is in the London Borough of Lewisham. The home is a flat on the third floor that is accessed by either stairs or a lift. The living room is the main area used for childminding. There is no outdoor play space, so the childminder takes children out each day to local parks close by. The childminder is registered on the Early years Register and both the compulsory and voluntary part of the Childcare Register. The childminder speaks fluent French, English and Yacouba, an African dialect. She supports children who speak English as an additional language. There are currently two children on roll who are both in the early years age range.

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must:

 keep an accurate daily record of the children's hours of attendance

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must:

 ensure observations of children are consistently used to plan challenging learning experiences for each child

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

 foster a culture of continuous improvement by developing systems that identify key areas for development, taking into account of the views of children and parents

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

 extend children's understanding of the wider world by building on opportunities for them to experience an environment and play activities that reflect cultural diversity.

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who attend

The childminder welcomes all children into the setting. She gathers relevant information about children's current stages of learning and development before they start. For instance, she asks parents to fill in child information forms and talks to them about their child's development so far. This enables the childminder to provide familiar activities for children to help them settle and enjoy learning through play. The childminder knows the children well and has started to undertake observations of children playing to identify their achievements and the next steps in their learning. However, she is not yet using this information effectively to plan challenging activities for all children based on their next steps in learning. This means that although children enjoy their time with her, activities do not always sufficiently build on their existing knowledge and skills. The childminder regularly shares information about children's learning and development with parents

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who attend

through learning journals and daily communication. She shares some ideas with parents about how they can further their child's learning at home. In addition, she provides parents with regular feedback about their child's learning and she shares the progress checks for two-year-old children with them.

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who attend

Children learn useful skills and attitudes that prepare them appropriately for the next stage of learning, such as feeding themselves and using the toilet independently. Children enjoy looking at books with the childminder, in the cosy book corner, in the hallway. She gives children time to repeat familiar words and phrases as she reads and talks to them about what is happening to reinforce their learning. She further promotes their interest in books with regular visits to the local library. The childminder positively interacts with the children during their play. For example, she talks with them, responding to their words, gestures and actions, which support their communication and language skills. In addition, the childminder supports children who are learning to speak English as an additional language. She speaks to children in their first language and repeats the words in English during their play and daily routines. This effectively supports children's vocabulary and

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who attend

Children have opportunities to engage in activities in the neighbourhood, which enable them to socialise with others and develop their physical skills. For example, regular trips to the local parks and toddler groups. However, there is room to extend opportunities for children to learn about diversity and different cultures. Resources that represent positive images of all people including those with disabilities are limited. Additionally, there are fewer opportunities for children to learn about similarities and differences through the planning of a wider range of cultural events. Children have suitable opportunities to explore and develop simple mathematical concepts. The childminder introduces number, colour and shape language in everyday situations, which supports children's understanding of mathematical concepts. Older children are able to identify simple shapes and colours such as a 'star' and the colour 'yellow' during a sticking activity. In addition, children have

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who attend

regular opportunities to become aware of simple shapes and colours during play and resources such as the display of educational posters. This helps to support children in their next stage of learning and development.

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

Children's personal, social and emotional development is suitably promoted. The childminder works closely with the parents and her co-childminder to implement an appropriate settling-in procedure, which is consistent with home routines. This approach helps children to build positive relationships as they adjust to the childminding environment. The childminder demonstrates a positive attitude to including all children. She builds caring and friendly relationships with children, helping them feel safe and secure. For example, they go to the childminder for cuddles and interact well with her co- childminder and their friends during play and daily routines. Children respond well to the childminder's calm, consistent approach and as a result they behave well. They benefit as the childminder provides them with appropriate attention and praise, for example, when they play nicely and help to tidy away their toys. Children are able to access resources

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

safely and independently, as most resources are stored so the children can self-select them.

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

The home environment is welcoming and suitably maintained. The childminder completes regular risk assessments and makes daily checks to ensure children can play safely. She puts precautions in place as appropriate, such as a safety gate to restrict access to the kitchen. Children learn about risks and how to keep themselves safe. For example, the childminder talks to them about road safety awareness when out on trips. Children also learn to take responsibility to care for their environment as they help to tidy away the toys before lunch time. The childminder has recently reviewed her emergency evacuation procedures. As a result, children regularly practise fire drills and they are beginning to learn how to evacuate the premises properly to the assembly point outside the flat.

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

Children's health and well-being are suitably promoted. Appropriate procedures are in place to reduce the risk of cross infection. For example, the children need little reminding of the importance of hand washing before eating and after using the toilet. They follow the childminder's verbal instructions for using warm water, liquid soap and drying their hands afterwards. Such experiences help the children gain the skills necessary for their eventual move to school. The childminder has appropriate nappy changing routines in place which are hygienic and safe. She uses suitable furniture to provide for comfortable mealtimes and restful sleep, which supports children's care needs. Children benefit from freshly prepared meals and snacks that take into account their nutritional needs. They enjoy a selection of fruit at snack time and the co-childminder prepares homemade chicken and pasta for lunch, promoting healthy eating. Fresh air and exercise is part of the

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

daily routine. This is essential as no outdoor play space is available on the premises. The childminder compensates for this by taking children out on a daily basis to local groups and parks for outdoor play. Here, there is large climbing equipment, which gives children plenty of opportunity to practise and develop their physical skills. This also helps children learn that exercise keeps them healthy.

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provision

The childminder has a reasonable understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage. In addition, she has a sound understanding of the areas of learning, although clear systems to monitor children's achievements through reflective observations are not in place. Consequently, this has an impact on the planning of activities to consistently challenge children in their learning. Nonetheless, the childminder is beginning to reflect on her practice and is keen to access more training to update her knowledge and skills. She works closely with her co- childminder and they have begun to evaluate each other's practice. However, robust systems for monitoring and evaluating the provision are not yet in place. For instance, weaknesses in record keeping for children's daily attendance had not been identified and the views of children and their parents are not explored to assist in the evaluation of the

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provision

The childminder works closely with her co-childminder and conducts a regular risk assessment for the indoors and before taking children on outings. These written risk assessments for the home, along with the childminder's appropriate supervision of the children, helps reduce the chance of accidents occurring. Most of the essential children's records required for the safe and efficient management of the childcare provision are fully in place and well maintained. However, the childminder does not ensure that children's daily attendance is accurately recorded. This is a breach of requirement that is also associated with the Childcare Register. Suitable arrangements are in place to safeguard children if the childminder has a concern about their welfare. She is aware of the signs and symptoms that may suggest a child is at risk of harm and of the need to report her concerns to the Local Safeguarding Children Board. In addition, the childminder has

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provision

appropriate systems in place for recording accidents and any medication administered, which contributes to protecting children's well-being. She also keeps a fully stocked first aid box and holds a relevant first aid certificate, which enables her to deal appropriately with any minor accidents.

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provision

Relationships with parents and carers are generally new and so are developing gradually. The childminder encourages the sharing of information through daily discussion with them, including a set of suitable policies and procedures to keep parents informed about the provision. There are also some general strategies in place that the childminder implements to help parents support their children's learning at home. The childminder does not currently care for any children who attend other settings. However, she is aware of the importance of liaising with other early years provisions where her minded children might attend in the future, to maintain continuity of learning and development. The childminder is also aware of the importance of working closely with other professionals.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are

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actions)

The requirements for the voluntary part of the Childcare Register are

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To meet the requirements of the Childcare Register the provider must:

 keep a daily record of the names of the children looked after on the premises and their hours of attendance (compulsory part of the Childcare Register)  keep a daily record of the names of the children looked after on the premises and their hours of attendance (voluntary part of the Childcare Register)

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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 EY463391 Local authority Lewisham Inspection number 940127 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 3 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

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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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