Childminder in Lambeth

Inspection date

Previous inspection date 20/06/2014 09/03/2012

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early years provision

This inspection: 3 Previous inspection: 2 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 have access to a well resourced environment which satisfactorily supports their all-round development and emotional well-being.  Children benefit from the good relationship they enjoy with the childminder, which means they feel very safe and secure.  The childminder supports and encourages children's developing independence well, enabling them to build confidence in their ability to do things for themselves.

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It is not yet good because

 The childminder has not fully established systems to gain children's individual starting points and learning needs on entry. In addition, her systems to observe and assess children's achievements are not fully secure to help identify and plan for children's next steps in learning, in partnership with parents.  The childminder does not fully use the outdoor area to help children learn about natural world, so does not fully promote their awareness of the world around them.  The childminder does not evaluate the effectiveness of her provision. Therefore, she does not continually improve her service or secure good outcomes for children.

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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 held discussions with the childminder about her practice.

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Inspection activities

 The inspector looked at the areas of the premises used for childminding and sampled relevant documentation.

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Inspection activities

 The inspector observed the children's activities and the childminder's interaction with the children.

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Information about the setting

The childminder registered in 1997. She lives with two adult daughters. The home is situated in Brixton, located in the London Borough of Lambeth. The childminder lives close to shops, parks and transport links. All areas of the ground floor are used for childminding purposes. There is a fully enclosed garden for outdoor play.

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Information about the setting

The childminder is registered on the Early Years Register, and the compulsory and voluntary parts of the Childcare Register. She offers care from Monday to Friday. She is currently minding three children, two of whom are in the early years age group. Children attend on a full-time or part-time basis.

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must:

 improve the systems for assessment, to ensure regular, systematic observations and assessments of each child's achievements across the seven areas of learning are in place, and that planning fully identifies their next steps in learning

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must:

 encourage parents to contribute to the assessment process, including an initial assessment of their child's abilities and interests at the start of the placement in order to build on what children already know

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

 make greater use of the outdoor area to give children more opportunities to investigate the natural world

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

 develop the use of self-evaluation to assess the strengths of the provision and areas for development, in order to promote effective outcomes for children.

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who attend

The childminder provides children with a suitable range of appropriate resources and play opportunities which soundly promote their learning. They enjoy a balance of free play and planned activities. However, the childminder's systems for observations and assessments of children's learning are not fully effective. She is not fully aware of children's initial interests and abilities when they first join her setting. In addition, she does not consistently observe and assess children's ongoing learning. This means that she is unable to effectively identify and plan for children's next steps in learning from the start. The childminder helps children learn through daily routines and everyday activities. She uses these occasions to promote children's understanding and use of mathematical language. For example, she encourages children to explore shape, space and measure, as the children play with puzzles and shape sorters. The childminder teaches the children to

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who attend

count the doll's fingers and praises their achievements when they succeed. This builds their positive sense of self-esteem and confidence. Children enjoy using their imaginations, for example, as they use small world sets, dolls and role-play resources. There are opportunities for children to be creative at painting activities. They enjoy dipping their brushes in different colours and making marks on paper. The childminder reinforces children's awareness of colour as she identifies the blue, yellow, white and black paint. Children have access to a wide range of books, both in the childminder's home and at the local library, to support their interest in literacy. They enjoy regular singing sessions with the childminder and join in with familiar words and actions. Children's language skills are developing well and they are becoming confident communicators. The childminder extends their skills by giving a running commentary during activities. Consequently, she

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who attend

encourages children to develop important skills ready for the next stage in their learning and the move to school.

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who attend

Children enjoy daily physical play opportunities in the garden and on walks to school. In addition, the childminder takes children to the local park where they play on large equipment, such as swings, slides and roundabouts. This provides children with opportunities to develop balancing, climbing and coordination skills. However, children are not always encouraged to explore the natural world as they play in the fresh air. This means they have fewer opportunities to develop their awareness of the world around them. The childminder provides children with a range of electronic equipment, such as laptops, computer tablets and talking toys, which help them to develop their awareness of information and communication technology. Children are confident in how to operate these resources, for example knowing how to turn them on and off.

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

Children have positive relationships with the childminder. They are emotionally secure in her care. Children benefit from access to a wide range of resources that promote all areas of learning. There is a selection of toys that are stored in toy boxes at floor level and on the tables. These enable children to make choices and follow their own interests during play. However, the childminder does not make the best use of resources to plan effective learning experiences for children based on their specific learning needs. Therefore, she does not enable children to make the best possible progress in their learning. Toys and books are of suitable quality and the home is clean and well maintained. Children have plenty of play space where they move around freely and safely. Parents are responsible for providing meals. The childminder provides fresh drinking water and healthy fruit snacks. This helps children to develop an understanding of healthy eating habits. The

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

childminder makes sure children benefit from fresh air and exercise. They go out on a daily basis. Therefore, children are developing a suitable understanding of the importance of being healthy.

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

Children are cared for in a clean and well-maintained environment. The childminder implements appropriate hygiene routines. These routines suitably develop children's understanding of the importance of washing their hands, for example, before meals and snacks. The childminder takes positive steps to provide a clean and hygienic environment and to minimise the spread of infection.

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

Children learn about staying safe on outings. For example, the childminder helps them to learn the importance of road safety and not touching dogs they do not know.. Children behave well and the childminder uses positive strategies to help them learn right from wrong. She also encourages good behaviour through using continuous praise and reinforcing good manners, such as saying please and thank you. This helps children to develop their social skills, confidence and self-esteem.

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provision

The childminder has a sound awareness of safeguarding issues. She knows the procedures to follow if she has any concerns about a child's welfare and explains her procedures for the use of mobile phones and cameras in the setting. The childminder visually risk assesses her home, prior to children's arrival, to ensure her home environment is safe for children. She verbally demonstrates an appropriate understanding of the importance of supervising children at all times and supervised the children well throughout the inspection. The required documentation and records are in place, and are maintained adequately. These sound measures help to safeguard children.

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provision

The childminder does not fully reflect on the service she provides, evaluate her practice or clearly prioritise targets for improvement. The means she does not continually improve her practice to promote good outcomes for children. She has identified some strengths of her service and has identified areas for development, such as improving her record keeping. She shows a suitable awareness of her own professional development and has completed one training course since her last inspection. The childminder has made progress in addressing some of the recommendations made at her last inspection, although one still requires further attention. For example, the childminder has increased the range of activities and equipment that reflect diversity, introducing a toy wheelchair and dolls of various races. However, the use of the outdoor area still lacks opportunities for children to investigate the natural world, so a further action has been raised in this respect.

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provision

Therefore, the childminder does not fully promote continuous improvement to provide effective outcomes for children.

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provision

The childminder encourages friendly relationships with parents and exchanges verbal information. This communication provides sufficient continuity of care for children. A range of relevant information is on display for parents which keeps them informed about the service provided. The childminder does not effectively monitor children's progress and share details of children's learning with parents. This prevents parents from continuing children's learning at home. The childminder has a clear understanding of the role she plays to aid children's learning and 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 143946 Local authority Lambeth Inspection number 978654 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 3

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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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