Vendlekova, Lucia

Inspection date

Previous inspection date 02/04/2014 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

 The childminder invests time in getting to know children and is sensitive to their needs.  Children are happy, settled and eager to explore, which supports them in developing positive attitudes to learning. This means they are well prepared for school and future learning.  Children's language and communication skills are promoted well. Babies and young children are encouraged to learn new vocabulary and are sensitively supported in interacting with others.  Children's enjoyment is enhanced as the childminder ensures that her home is welcoming and children have good access to toys and resources that interest them.

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It is not yet outstanding because

 There is further scope to develop the assessment process of children's learning and development in order to enhance the planning of activities and track their progress.

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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 compulsory part 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 activities in the childminder's house.  The inspector talked with the childminder and the children present.

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Inspection activities

 The inspector looked at children's assessment records, planning and assessment and a range of other documentations, including the safeguarding procedures.

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Inspection activities

 The inspector took account of the views of parents, as given in their written feedback to the childminder.

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Information about the setting

The childminder registered in 2013. The childminder lives with her two children aged two and four in Lee in the London Borough of Lewisham. The childminder lives in a house share arrangement with her landlord and his adult son. The house has been divided so the landlord and his son have sole use of the second bedroom and small kitchen/utility room. Minded children will not have access to these areas. There is also a second floor to the property but children will not have access to this area either. The childminder has use of the living and dining rooms, main kitchen, conservatory, main and third bedroom & en- suite bathroom. Minded children use the main bathroom located on the first floor. All areas used by the childminder are suitable to be used for minding. However, children are generally based on the ground floor in the living room, conservatory & kitchen/diner. The garden is suitable for outdoor play. The childminder has an assistant and currently has

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Information about the setting

four children on roll. She is registered on the Early Years Register and the compulsory part of the Childcare Register.

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

 develop the assessment procedures currently in place by making them more precise, to further enhance the planning and tracking of children's progress

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who attend

The childminder provides a stimulating and welcoming environment for the children. This helps to ensure they are happy and feel secure. She has a thorough knowledge of the Early Years Foundation Stage and a good understanding of how children learn as they play. This means that children's development is promoted well and they are supported in making good progress. The childminder's sensitive interaction with children enhances their enjoyment and further extends their learning. For example, the childminder maintains and extends children's attention to a book as she talks about the animals with the children and uses props to extend their learning.

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who attend

There are good procedures to gather initial information from parents. These enable the childminder to assess children's starting points and understand their needs. However, there is further scope to develop the assessment process of children's progress in order to enhance the planning of activities and track their progress. Consequently, the process is not always clear and tracking is then not as precise as it could be to promote children's development to the optimum. There is good communication with parents, which means that they have opportunities to share daily news about their children and regularly view their child's observations. The childminder also offers support to parents in extending their child's learning at home. For example, she makes sure they are aware of the activities the children have been involved in and songs they have learnt.

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who attend

Children enjoy participating in adult-led activities and are also encouraged to initiate their own play. This offers them opportunities to explore and play independently and to work in a structured environment. Therefore, they are well prepared for school and future learning. Children participate in a wide range of activities that promote their physical development. For example, they enjoy taking part in dancing and singing to music, therefore, developing their skills in balance and coordination. The good use of resources and specific activities means children are offered creative opportunities to learn about each other's culture and ways of life. For example, they listen to songs in Spanish and the childminder learns key words in Spanish and talks about celebrations in Spain. As a result, the children feel valued, respected and appreciated, which enhances their self-esteem.

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who attend

The childminder supports children well in developing the skills they need in order to learn effectively. She plans appropriate activities and resources, which means that children are encouraged to explore further and experiment. For example, they enjoy exploring the texture, sounds and feel of items in the treasure basket. This enables the children to develop their senses and the seven areas of learning within the educational programme. The childminder's sensitive interaction with children supports them in developing good language and communication skills. Children are encouraged to use their home language and learn new vocabulary as the childminder gently introduce new words, incorporating this into their daily play. For example, as the children explore the items in the treasure basket, one child finds a seashell; the childminder tells the child what it is and ask the child how it is said it in Spanish.

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

The childminder gathers a range of information from parents about their child's needs and interests. This aids her in planning appropriate resources and ensures she is able to provide support for each child's individual needs. Toys and resources are well organised and accessible to children, enabling them to make independent choices and initiate their own play. This supports them in developing the skills required for future learning and prepares them well for the transition to pre-school, nursery or school. This is further supported as the childminder takes care to ensure that they are familiar with these environments and so feel less anxious when they start. For example, children are taken on school pickups at the same building some of the children will eventually attend school or nursery.

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

New children quickly settle because the childminder ensures that she understands their needs, preferences and normal routines. These are then incorporated into the daily timetable. For example, children attend groups, play independently, sleep and eat. Children form secure relationships with the childminder. They show that they enjoy her company as they take toys and books to share with her and include her in their play. Children learn to manage their behaviour as the childminder offers them clear explanations. She encourages them through praise and models the behaviour she expects herself.

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

The childminder is attentive and demonstrates to children that she values them each as individuals. Children respond to this and learn to understand and respect each other. They are supported well in developing their self-care skills. For example, children are learning to feed themselves and the older children can drink from a cup without a spout. Children gain a clear understanding of the importance of some healthy lifestyles. For example, the childminder provides fresh fruit, vegetables and a hot meal daily as well as fresh drinking water. The children are encouraged to wash their hands before and after snack, and after playing in the outdoors as well as after using the toilet. The childminder encourages the development of good self-help skills, and children learn about hygiene and develop healthy habits for the future. Good daily practice and ongoing discussions help children develop a thorough understanding of safety. For example, they learn how to use the large

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

play equipment at the park and the garden safely and competently.

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provision

The childminder set high standards for her childcare. She reviews her procedures, ensuring that these meet the requirements of the Early Years Foundation Stage. This supports her in promoting children's welfare and safety. The childminder maintains a positive attitude to improving her practice. She continuously evaluates her work, seeking feedback from children, parents and other professionals to inform this. Therefore, she has a good picture of her strengths and weaknesses and plans relevant changes that improve the provision for children. For example, the childminder is in the process of refurbishing her garden to make it safer and more stimulating for the children. These enable her to better plan children's next steps and therefore, promote their individual development.

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provision

The childminder is continuing to develop her understanding of the guidance in the Early Years Foundation Stage, which supports her in monitoring children's progress. Clear plans for working with other people caring for the children enable her to work in partnership with them. For example, she exchanges information with the nursery school some of the children attend, so they can work together to promote children's development. The childminder's attendance at her local groups and the support from her local authority gives her a good understanding of the role of other professionals. Therefore, she knows where to seek further help for children should the need arise. Her effective procedures for working with parents mean that they are well informed of their child's progress and activities. For example, the childminder ensures that parents have frequent opportunities to view their child's observation record.

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provision

Children's welfare is consistently promoted, as there are thorough safeguarding arrangements. The childminder has attended additional training in this area and has chosen to implement written policies and procedures. Therefore, she has a good understanding of the process to follow should she have any concerns about a child. The childminder thoroughly reviews risk assessments and ensures that hazards are minimised or removed. This contributes to children playing happily and safely and means that they have a positive childcare experience that forms a good base for their future learning.

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The Childcare Register

The requirements for the compulsory 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 EY468536 Local authority Lewisham Inspection number 936430 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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