Childminder in Bexley

Inspection date

Previous inspection date 29/09/2014 17/11/2009

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early years provision

This inspection: 2 Previous inspection: 3 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 thoroughly enjoy play and activities with the childminder. She promotes their communications skills well through her effective interaction.  A wide range of play-based activities means children gain good skills that prepare them well for the next stage in their learning, including school.  Children form secure attachments with the childminder. As a result, they gain a good sense of belonging in her care.  The childminder effectively reflects on her childminding service to continually develop her service, which benefits children positively.  The childminder provides a safe and child-friendly environment. As a result, children can move around freely and make independent choices about what they play with.

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It is not yet outstanding because

 There are fewer natural resources for the children to explore, match and sort.  The childminder is not consistently sharing ways that parents can enhance their children's learning at home.

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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 observed the children playing and interacting with the childminder.  The inspector viewed documentation and looked at children's assessment records.  The inspector held discussions with the childminder about her service.  The inspector looked at written feedback form parents.

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Information about the setting

The childminder registered in 2009. She lives with her husband and two children in the Welling area of the London Borough of Bexley. The ground floor is open plan and is the main play area for children. There is an upstairs bathroom and a garden for outside play. The childminder's home is close to local schools and has good public transport links close by. The childminder is registered on the Early Years Register, and both the voluntary and compulsory parts of the Childcare Register. There are currently two children on roll in the early years age group. The childminder walks and drives to local schools to take and collect children. The childminder attends the local toddler group.

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

 provide a wide range of natural materials to enable young children to become engaged and interested in explorative play

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

 strengthen the effective partnership with parents further to include suggestions for activities to try at home to enhance the children's learning and development.

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who attend

The childminder works closely with parents to find out about their children's interests and abilities when they first start. This means she is able to support children in feeling comfortable and ready to learn from the beginning. The childminder demonstrates a good knowledge of how children develop and learn through play. For instance, she makes frequent observations of them, assessing their achievements in order to plan activities tailored to each child's individual needs. This helps children to move onto the next stage in their development. The childminder has a good knowledge of where children are in their development and supports them well through using effective teaching methods. As a result, children make good progress.

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who attend

The childminder supports children's language and communication skills effectively. She engages them well during play and they thoroughly enjoy her involvement. The childminder frequently ask questions that prompt children to think. For example, during the inspection when children played with a bus and play people she asked 'How many people can fit in the bus'? The child counted the seats aloud and replied 'three', the childminder added one more play figure and asked how many people now needed to fit in the bus. The child counted the figures and worked out that there was one too many to fit in the bus. This challenges children's problem solving skills well and promotes their understanding of more and less. With younger children, the childminder uses lots of repetitive language to help them learn new words. She sings songs that they enjoy and they join in with the actions well. The childminder repeats words after children have said

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who attend

them to reinforce the correct pronunciation. Consequently, all children learn to communicate well according to their starting points.

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who attend

Children develop good skills to aid their readiness for school. For example, the childminder constantly talks to them as they play, teaching then to count, recognise colours and follow instructions. However, there are few natural resources for younger children to explore, match and sort to engage their interest and support their concentration levels further. Children investigate paint and textures as they use conkers to make patterns. They love to do puzzles completing simple tray puzzles easily. Next, the childminder gives the children puzzles with more pieces to challenge them further, which enhances their learning and development.

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who attend

The childminder takes time to give parents good feedback about their children's achievements and development on a daily basis. She shares children's development folders with examples of children's progress. This provides the parents with a good written record of what children have done and highlights their achievements. However, the childminder does not consistently offer suggestions to parents about how to support their children's learning at home. This does not fully promote a consistent approach to supporting children's progress.

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

Children settle into the childminder's care quickly as she offers a safe and welcoming environment where children feel at ease. She is sensitive to children's physical and emotional needs and responds well to ensure that she promotes their well-being successfully. For example, she effectively supports children who are potty training by regularly asking if they need to use the potty and acting promptly when they ask for it. This gives the children confidence and helps them learn to manage personal tasks. Children behave well because the childminder is a good role model, treating them with kindness. She offers consistent praise and guidance to them about what is acceptable behaviour. Therefore, they learn to manage their feelings and emotions well.

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

Children know they must use hand-sanitising cleanser after going to the toilet. They wash hands before lunch as they understand that they have been playing and their hands are dirty. The childminder caters for all children's dietary requirements. She ensures that no child feels different by providing similar alternatives to meet all children's individual needs. Children drink regularly and enjoy the food they are given. This helps them to learn about healthy eating. Children benefit from daily outside play either in the garden or on trips to local parks. As a result, children learn to adopt healthy lifestyles in the childminders care.

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

Children learn about effective safety procedures. They take part in regular fire drills, learn about road safety when they are out, and the childminder teaches them to use the park equipment safely. Children receive lots of praise for their efforts and positive behaviour, which means they develop good self-esteem and confidence. Consequently, children gain the skills they require to ensure they are ready for school.

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provision

The childminder demonstrates a good understanding of her responsibility to meet the safeguarding and welfare requirements of the Early Years Foundation Stage. She works consistently to implement a wide range of policies and procedures that underpin her good practice. The childminder has recently undertaken training in safeguarding to update her knowledge of the local child protection procedures. She demonstrates a good understanding of what she would do if she felt a child might be at risk. There is a comprehensive policy, which she shares with parents to inform them of her duty to protect their children. This ensures children are safe and protected in her care.

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provision

The childminder robustly risk assesses her home to promote children's safety. For example, she checks her home before children arrive each day to ensure it is safe for them to play in. She uses a good range of safety equipment, such as plug socket covers and gates to prevent access to areas that may pose a hazard. The childminder thoroughly risk assesses all outings before taking children out. She monitors children when they are using equipment, which promotes their safety while allowing them to learn to take risks.

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provision

The childminder effectively reflects on her service to identify her strengths and areas for further development. She uses the Ofsted self-evaluation form to note her priorities for improvement. The childminder asks parents and children about their opinions of the service she provides. She identifies her training needs, in particular she wants to develop her knowledge of special educational needs, and has identified training to help her achieve this. This shows that the childminder has a clear vision for the future of her service that will continually support children's individual needs.

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provision

The childminder has good relationships with parents. She gathers effective information from parents about their children, which help her to meet children's care and learning needs successfully. The childminder provides good feedback to parents about their children's health and wellbeing, and overall shares good details of their development. Because of the close relationships the childminder forms with parents, she is able to talk to them about her service and tailor this to meet both parents and children's needs. As a result, the childminder provides an inclusive service where each child is nurtured, respected and included.

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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 EY390991 Local authority Bexley Inspection number 844656 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 2

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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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