McKean, Johanne

Inspection date

Previous inspection date 08/09/2014 14/06/2011

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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

 The childminder has developed warm and caring relationships with all children and ensures their needs are well met, fostering their security.  Children have access to a good range of toys and equipment and enjoy playing both inside and outdoors freely.  Children's health is well fostered and children make nutritious choices about food and drink, aiding their good health.  The childminder has developed good partnerships with parents to support children's learning and development consistently.

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It is not yet outstanding because

 The childminder does not consistently incorporate all areas of learning into her planning for the garden area to extend the children's skills further.

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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 gained written feedback from the parents through use of questionnaires.

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Inspection activities

 The inspector spent time observing practice and interaction between the childminder and the children.

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Inspection activities

 The inspector looked at the childminder's self-evaluation and discussed how the childminder intends to drive improvement.  The inspector sampled a range of documentation, including the safeguarding policy.

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Information about the setting

The childminder registered in 1995. She lives with her husband and two adult children in New Eltham, London. The whole of the ground floor of the premises is used for play activities with supervised access to the first floor toilet and bathroom. There is a large fully enclosed garden area for outdoor play activities. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder currently cares for seven children, of whom, four are in the early years age group. The childminder also works with another childminder. The childminder supports children who speak English as an additional language, and she supports children with special educational needs and/or disabilities.

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

 develop planning for the garden area to extend children's experiences across all the areas of learning to provide them with more varied experiences outdoors.

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who attend

The quality of the childminder's teaching is good, enabling children to make strong progress in their learning and development. They benefit from a wide range of stimulating activities that offer them challenge and capture their interests. The childminder plans different activities for children to explore to develop their understanding of the world. Children have visited different places of interest to learn about animals and where they live. Children talk about different celebrations of parties and Christmas and look at photographs to remember their past experiences. Children enjoy playing with the role-play equipment and know where things are kept. For example, they put on dressing-up clothes and paraded around showing off their new outfits. Very young children enjoyed playing with bags and carried them around transporting objects inside. Children used mobile phones for their make-believe play, pretending to chat to someone on the other end,

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who attend

using their imagination with confidence. Children enjoyed role play and acted out various roles. They took orders for lunch, as they acted out being the waitress, confidently writing the orders for food, developing good writing and literacy skills.

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who attend

Children benefit from the childminder's good organisation of space and resources as they independently access toys to make their own decisions about what they do and play with. They also decide whether to play inside or outdoors, accessing the garden when they choose. This helps the children enjoy purposeful child-initiated play. Children explore the large space, playing throwing and catching games as well as running around to exert themselves, stopping and changing direction at speed with confidence. Children push dolls around in the buggy and learn how to ride bicycles with skills. The garden offers children good opportunities to develop their physical skills. The childminder also takes children to the local allotment where they grow different food and tend to it. As a result, children learn about food sources and care for living things. However, the childminder does not maximise the learning opportunities outdoors by planning for all areas of learning and

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who attend

development. As a result, she does not fully exploit opportunities to extend children's learning and skills outdoors as well as she does indoors.

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who attend

The childminder makes effective use of topics to extend children's learning. For instance, children grew some grass as part of a topic about a hungry caterpillar and they sampled the food the caterpillar ate. They learnt about mathematical concepts such as the caterpillar growing bigger after eating and extended their language skills by learning words such as cocoon. The childminder further extended children's learning through creative activities such as making and painting a caterpillar.

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who attend

The childminder uses good systems to assess children's learning and development and she makes effective use of this information to plan children's next steps for learning. She uses national guidance documents to help her track individual children's progress, identifying next steps for each child to help them continue to make good progress in all areas of learning. The childminder works with parents to establish their child's initial needs and abilities when they first start in her care. This enables the childminder to plan for each child effectively. The childminder regularly observes what children can do and identifies where they need support. She discusses this with parents and works collaboratively with them to provide a consistent approach in helping children to make progress, for example in managing children's behaviour or supporting them with toilet training.

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who attend

Children who learn and speak English as an additional language are making good progress. They speak mainly English in the childminder's setting which supports them in preparation for their transition to nursery and for later life.

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

Children feel comfortable and happy in the childminder's care because she makes them feel welcome and meets their needs consistently well. The childminder works closely with parents to follow children's individual routines from home to provide each child with consistency so they feel content and secure. The childminder knows how to comfort and tend to the needs of the youngest children as they gurgle and babble, so they feel reassured. The childminder supervises children closely to ensure their safety and well- being. When children climbed over the tunnel, she stood close by to remind them to be careful not to hurt others. This helps to develop children's understanding of safe practices and think about their needs of others.

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

Children learn safe and healthy practices with good support from the childminder and her co-childminder. Very young children have ample space to move around safely and gain strength in their movements; they show confidence using the climbing frame or climbing into the push-along car. As a result, children show increased control and coordination. Children apply sun cream and help younger children, rubbing cream on to their arms. They understand that it stops them from burning in the sun.

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

Children enjoy healthy snacks such as fresh fruit which they help themselves to throughout the day. They are also able to help themselves to a drink, learning how to tend to their own needs with confidence. Children learn how to manage their personal care needs of going to the toilet or use a potty with good support from the childminder. They have also developed good hygiene habits as they wash their hands at appropriate times, helping to minimise the spread of germs. Daily outdoor play contributes to the children's good health as they run around and get fresh air and exercise.

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

Children show high levels of confidence. This is because the childminder talks about things personal to individual children. For example, the childminder talks about siblings and new transitions of going to nursery, valuing children's personal experiences. Children are well behaved and the childminder supports them in taking turns and sharing equipment. She talks with children to help them understand fairness and any conflict is quickly resolved, meaning children develop good personal and social skills. For example, the childminder explained to children that younger children wanted to play with the car and asked if they would mind letting them have a go. Children were kind and took turns; the childminder praised them, making them feel proud. This supports the children in developing courtesy and important skills for the future.

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provision

The childminder has good knowledge of the learning and development requirements. She works in partnership with parents and others involved in the children's lives to meet each child's specific needs consistently well. The childminder is keen to enhance this further by improving the literacy experiences for children, building on what she has in place already. This demonstrates her commitment to improving outcomes for children. Since her last inspection the childminder has taken steps to evaluate her practice to identify her strengths and areas for further development. The childminder seeks the views of children and parents through the use of questionnaires. Older children help younger children share their views by asking them questions and recording answers. Younger children enjoy the social experience commenting that they enjoy playing with their friends and they like it when their mummy comes to get them. The childminder has attended different courses to

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provision

help her understand the needs of younger children, for example 'Being two. This has helped her to understand children's behaviour and how they play.

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provision

Parents receive good information about their child on a daily basis through a contact book and regular verbal communication. Parents have commented that they are pleased with the levels of communication and feel well informed about their child's day. The childminder encourages parents to add information in the contact book about their child's well-being, and learning. This helps her to strengthen their partnership working even further to benefit the child and it enables her to promote continuity and consistency of care.

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provision

The childminder has a good knowledge of the safeguarding and welfare requirements to protect children and help to keep them safe. All of the required documentation to support the safe management of her childminding practice is in place and well maintained. The childminder works closely with her co-childminder to do this to make certain they meet requirements and safeguard children. The childminder makes good use of risk assessments to identify potential hazards and to check the premises are secure to protect children's welfare. The childminder maintains a current paediatric first-aid certificate, enabling her to treat any minor accidents or injuries the children may have. The childminder has a secure understanding of her responsibilities regarding the protection of children and has attended relevant training to develop her knowledge further. She is fully aware of the possible signs that may indicate a child is at risk, and understands the

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provision

reporting procedures she must follow to help to keep a vulnerable child safe.

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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. We re-inspect nurseries and pre-schools judged as requires improvement within 12 months of the date of 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

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Grade Judgement Description

is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. Met There were no children present at the time of the inspection. The inspection judgement is that the provider continues to meet the requirements for registration. Not met There were no children present at the time of the inspection. 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 128797 Local authority Greenwich Inspection number 840769 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 7

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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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