Childminder in Medway

Inspection date

Previous inspection date 02/07/2014 11/10/2012

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early years provision

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

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This provision is good

 Children practise and build up skills, concepts and ideas. The childminder supports their learning, joining in, extending and making it fun, so that children's interest is stimulated through shared attention.  The childminder builds secure attachments with the children and instils a sense of well- being as children are safe and feel secure with her.  The childminder provides a well-organised and welcoming learning environment. Consequently, children are confident, motivated and make independent choices in their play.  The childminder works enthusiastically in partnership 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 shares children's achievements with parents and encourages their feedback, but does not consistently use this information to enhance their learning.  Children have fewer opportunities to handle and explore a variety of natural objects that help them learn about the world in which they live.

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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 spent the majority of inspection time observing the childminder's interaction with children. She also discussed the childminder's self-evaluation process during the inspection.

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Inspection activities

 The inspector looked at children's records and learning journeys and sampled a range of policies which included safeguarding procedures.

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Inspection activities

 The inspector took into account the views of parents through the information provided by the childminder.

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Information about the setting

The childminder registered in 2012. She lives with her partner and three school-aged children in the Camberwell area of the London Borough of Southwark. The childminder's home is situated on the second floor of a block of maisonettes that is accessed by either stairs or a lift. Most areas of the home are used for childminding except for the bedrooms. There is no access to a garden on the premises, so the childminder takes children out each day to local parks nearby. The childminder is registered on the Early Years Register and both the compulsory and voluntary part of the Childcare Register. She currently has four children in the early years age range on roll, most of whom attend on a part-time basis.

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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, for example by including their views about their children in learning journals and planning of activities

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

 extend the range of natural resources for children to explore, handle and closely observe to further support their understanding of nature and the world in which they live.

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who attend

The childminder provides an inclusive environment and welcomes all children. She gathers relevant information from parents to ensure she understands each child's background, needs and starting points before she starts caring for them. She asks parents to fill in detailed registration forms and she talks to them during settling-in visits. This ensures that the childminder knows the children very well and is aware of their routines, interests and learning needs. The childminder makes regular observations of children's achievements and uses these effectively to identify next steps for learning and to build on what children already know and can do. Consequently, children make good progress in their learning. In addition, the childminder is aware of the need to complete the progress check for children aged two and to share this with parents when the need arises. This allows the childminder to identify any gaps in children's learning so parents are clear about the progress their

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who attend

children are making. The childminder keeps parents well informed. She talks to them every day so that they know about their child's day and the activities undertaken. The childminder also shares children's learning journals with parents, which they use to support their child's next steps for learning at home. Both systems of sharing information offer parents a good insight into their children's day and their progress and development. However, the childminder does not always use the feedback from parents' comments and views in the learning journal to show a fuller picture of development and to further inform planning.

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who attend

Children benefit from a well-presented, interesting, and calm learning environment. They enjoy the variety of activities in the home as the childminder provides a good range of learning experiences. As a result, the quality of teaching is good. This is because the childminder skilfully supports children's learning by effectively interacting with them during free play, adult-led activities and story times. This ensures children are interested in the activities provided and are motivated to learn. Children select their resources and play alongside the childminder in the living room or out in the hall but will always check back with her if they need a quick cuddle and reassurance. Young children show high levels of concentration as they examine the toys around them and try to make sense of what they hear and see.

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who attend

The childminder encourages their early language development effectively as she constantly talks and sings to the children as they play. Young children respond well using a range of non-verbal and verbal communication skills. For example, they use sounds such as 'bah', 'bah' as they use the play phone or use words such as 'daddy' when the childminder listens attentively as they speak. The childminder successfully fosters children's interest in books by making sure children can easily choose them for themselves. Young children enjoy cuddling up on the childminder's lap to listen to their favourite story before rest time. They also enjoy music time, moving their body and making sounds as the childminder sings their favourite rhymes to them as they play. Young children are beginning to play imaginatively with the pretend cooker and play food set, enabling them to re-enact real life experiences.

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who attend

The childminder provides a good range of operational toys which enable children to solve problems and find out how things work. For example, as they press, pull and turn buttons to make balls roll through toys that light up and make sounds. This promotes children's awareness of technology. However, children have fewer opportunities to explore and handle a variety of objects and natural resources that help them learn about nature. Nonetheless, the childminder is aware of young children's needs as they express tiredness and their need to have a cuddle. Together, these experiences help prepare children well for the next stage in their learning and eventually for school.

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

Children show strong attachments to the childminder who is caring and attentive to their needs. They benefit from consistent routines that help them settle quickly and feel secure and comfortable. The childminder offers gradual settling-in visits, involving parents in this important process. This enables children to build positive relationships with the childminder, each other and her family, which helps them to feel happy and reassured in her care. Children quickly learn the rules and expectations because of the childminder's calm, consistent approach. As a result, they behave well, are learning to share and take turns. They also make a positive contribution as they sing a tidy up song while all helping to tidy away toys. The childminder provides a stimulating and well-resourced environment including a good range of toys and books to help children learn about diversity. Play materials are arranged thoughtfully, so children's independence as learners is very well

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

encouraged. They express their own ideas about what activities they want to do and select play materials confidently. Additionally, the childminder provides good support to prepare children for any move to other early years settings or schools. She provides opportunities for older children to practise writing and for younger children to feed themselves.

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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. Regular risk assessments also take place to support the children's safety indoors and prior to outings. In addition, children learn to take responsibility for keeping themselves safe when outdoors. For example, they practise the green cross code and know to stand behind the kerb before crossing the road. Children also participate in regular fire drills with the childminder, which helps them to understand what to do in an event of an emergency.

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

The childminder follows careful procedures for changing nappies to help minimise the risk of cross-contamination, such as using a mat and washing her hands afterwards. The childminder has completed food hygiene training and follows careful procedures when preparing food to prevent the risk of food contamination. She stores and prepares food provided from home carefully to ensure children's health is protected. Children benefit from regular meals and snacks according to their needs and they are beginning to understand why they need to wash their hands before meal times to prevent germs from spreading. Fresh air and exercise is also part of the 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

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

develop their physical skills. This also helps children learn that exercise keeps them healthy.

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provision

The childminder has a clear understanding of her responsibilities in relation to the learning and development requirements. She knows the children she cares for well and ensures that they take part in a varied range of activities that are well matched to their interests and needs. She monitors their achievements carefully to make sure that all children are making good progress in their development. In addition, the childminder fulfils her responsibilities in meeting the safeguarding and welfare requirements. She implements a range of policies and procedures which are shared and discussed with parents. This includes a well-written safeguarding policy and related procedures to help protect children while they are in her care. For example, the childminder has a clear understanding of the suitability procedures to notify Ofsted of anyone living or working on the premises, including when considering employing an assistant to work with the children. The

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provision

childminder has completed relevant training to make sure she has up-to-date child protection knowledge. She has a clear understanding of the steps to take if she has any safeguarding concerns relating to the children in her care. She also maintains all of the required paperwork for childminding and records are well organised and up to date. This includes appropriate systems in place for recording risk assessments, accidents and any medication administered, which contributes to protecting children's health, safety and well-being. Furthermore, the childminder holds a valid first aid certificate and there is a well stocked first aid box, which enables her to deal appropriately with any minor accidents.

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provision

The childminder shows she enjoys her work and is committed to continually developing her practice. She evaluates her practice well, for example, she makes good use of links with other childminders, local children's centres and the support of the local authority to keep up to date and gain new ideas. The childminder is keen to continue to improve her practice through on-going training and has good links with support agencies to enable her to do this. She is proactive in addressing the recommendation from her previous inspection and as a result, children now enjoy a wider range of mark-making experiences.

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provision

The childminder has good relationships with parents, which helps her to meet each child's needs. She keeps them well informed on a daily basis. For example, she provides parents with comprehensive information about their child's well-being, meals and activities they have taken part in. Parents have access to a wide range of useful policies, procedures and other written information. They have commented that they are very happy with the service provided and are pleased at how well their children have settled in the childminder's care. However, the childminder does not make sure parents' views are consistently included when promoting children's learning and development. Nonetheless, the childminder ensures she works closely in partnership with other early years settings that children attend. For instance sharing information as appropriate and making sure she has a clear picture of children's experiences over the course of the week. This means

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provision

children benefit from a consistent approach to their learning.

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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 EY442947 Local authority Southwark Inspection number 964983 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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