Childminder in Bromley

Inspection date

Previous inspection date 09/10/2014 29/09/2009

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 The childminder has a good understanding how children learn, which help to ensure that children make good progress from their starting points.  The childminder uses positive interaction promoting children's communication and language skills being sensitive to young children's developing interests.

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It is not yet good because

 The childminder has not obtained an enhanced disclosure and barring service check for every person aged 16 and over who lives on the premises where childcare is provided.  The childminder has not developed the use of natural materials so young children can learn through their senses.

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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 carries out observations of children indoors.  The inspector sampled a learning journal.

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Inspection activities

 The inspector sampled a range of documentation including policies and procedures, risk assessments, fire drills and the accident and medication book.

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Inspection activities

 The inspector observed care routines including hand washing, a snack and meal time.  The inspector spoke to a parent.

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Information about the setting

The childminder registered in April 2006. She lives with her husband and two children in the London borough of Bromley, within walking distance of local amenities, including shops, park and schools. The childminder has a small dog and cat. The whole of the ground floor and the bathroom on the first floor is used for childminding purposes. There is a garden available for outdoor play. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She currently has two children on roll, of these one in the early age group. The childminding service is available from 7am until 6pm, from Monday to Friday all year round.

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must:

 obtain an enhanced disclosure and baring service check in respect of every person aged 16 and over who lives on the premises on which the childcare is provided.

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

 improve further the opportunities for young children to explore with all their senses, for example, by providing a range of every day natural objects for young children to explore and investigate in their play.

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who attend

The childminder has a good understanding of how to meet the learning and development requirements. She uses this knowledge effectively to observe, assess and plan for children's learning and development. The childminder has a strong understanding how children learn, which ensures they make good progress from their starting points. Ongoing formative assessments of children enable the childminder to track children's progress to the broad stages of development. This means the childminder is effective in knowing what children do well and where to target future support. She uses themes to plan a range of appropriate activities and experiences for children to cover the seven areas of learning for example, animals and colours. The childminder reintroduces themes as children grow, supporting children's interests over time. This means it reminds children of previous approaches and encourages them to make connections between their experiences. The

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who attend

childminder understands the requirements to complete a progress check for two year-old children when applicable. The childminder promotes children's communication and language skills well. Plans show she is concentrating on looking at books, naming objects, using picture cards, song rhymes and sound games. The childminder looks at a book with young children teaching them the names, actions and sounds of animals making learning active and fun. She says, 'A lion, what does a lion do?' The childminder allows time for children to try and copy her roaring sounds. She uses an assortment of animals as visual references to help children learn the names of animals. The childminder has a good understanding of child development, aware that young children's understanding is much greater than their ability to express thoughts and ideas. She provides a narrative for what children are doing, interacting well with them, while following their interests. The childminder looks at another

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who attend

book with children naming single objects in the pictures for example, a chair. She makes links to what children know for example, 'It's like your chair'. The childminder counts four cows saying, 'one, two, three and four'. This means children are developing an awareness of number names through the enjoyment of other activities. Children therefore are learning the key skills needed for the next steps in their learning and school.

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who attend

Children experience early role-play and they explore a good selection of play food. The childminder role models sticking two halves of the same vegetable together. This means that children's interests develop further through shared attention, posing different ideas to extend their play. Children use a plastic knife to cut through the play food. They develop their physical skills while learning to manipulate tools safely. The childminder introduces a doll and teddy extending the activity to make a tea party. This means children stay motivated and interested. The childminder gains children's attention by calling their name. She then uses open questions to ask young children to find different objects to assess their level of understanding for example, 'Where's your spoon?' She gives children praise when they use the spoon imaginatively pretending to stir food in the saucepan. However, the childminder has not developed the use of natural materials. Therefore, young children

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who attend

do not explore the characteristics of natural objects in order to further develop their physical skills and to use their senses.

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who attend

The childminder points to children's nose, eyes, tongue and ears. This helps children to develop an awareness of their own identity and being different to others. Children access a range of resources that promote positive images of people from different cultures and backgrounds for example, white and black dolls, books and small world figures. The childminder gives children opportunities to taste different foods and celebrate religious festivals making craft activities for example, a diva lamp. She takes children to local groups and events in the community so children can mix with other children to develop their personal and social skills. Children visit a farm nearby to learn about respecting living things. They visit the local parks so children experience using larger play equipment, which enhances their large muscle skills.

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

The childminder does not fully promote children's well-being due the weakness in leadership and management concerning suitability checks. However, the childminder has formed suitably secure and emotional attachments with children and is sensitive to their needs. Children settle well and have a sense of belonging that enables them to feel confident and self-assured, promoting their well-being. The childminder is also consistent at asking children to help tidy away the toys when they have finished playing with them. This means children are developing their independence and self-help skills. The childminder role models using good manners, which supports children's awareness of social skills.

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

The environment is welcoming and adequately resourced covering the seven areas of learning. Young children can self-select and choose toys from several low shelving units and older children can access craft and writing materials to support their literacy skills. The childminder supports children's decisions as to what they want to play with indoors and outdoors and is flexible to meeting their needs. She labels the toy boxes with words and visual references to help children make decisions about their own learning.

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

The childminder carries out risk assessments of the premises and for outings. This means that risks are minimised and reduces hazards to keep children safe. She teaches children about road safety when out and about. Children hold hands when crossing the road and she uses a buggy for young children. The childminder uses identification bands and she shares the lost child procedure with parents. She practises fire drills with children and displays the evacuation procedure.

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

The childminder keeps young children occupied and motivated in their play therefore children behave appropriately for their age. The childminder supervises young children well. She stays close to children when they stand on an up-turned plastic tray and says, 'be careful', enabling children to take a few safe risks. The childminder reminds children about not tripping on the play food on the floor as they learn to negotiate the space around them. This means that children are developing a sense of their own personal safety.

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

The childminder follows parent's requests for their children's diet and provides meals that are healthy and nutritious. Young children eat their lunch sitting in a highchair, suitable for their age of their development. Drinks are readily available and the childminder helps children manage their hygiene routines for example, washing their hands. She follows her nappy changing procedures, which helps to protect children from cross-infection. Children have opportunities for physical exercise playing in the garden or visiting the local park adopting a healthy life-style.

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provision

The childminder has satisfactory knowledge of the safeguarding and welfare requirements. However, the childminder has not met a legal responsibility to ensure every person aged sixteen and over who lives on the premises has a disclosure and barring service check. This is a breach of the Early Years Statutory Framework, however, in this particular case has a minimal impact on children's well-being. The childminder has a set of written policies and procedures downloaded from the internet. She adapts them so they reflect her practice and shares them with parents. These include a behaviour management policy and complaints policy. Her safeguarding policy includes information about the procedures to follow when there are concerns about a child at risk of harm, allegations against adults and the use of mobile phones. The childminder has an up-to-date first aid certificate and first-aid kit that is accessible to respond to any emergency quickly.

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provision

The childminder has a suitable knowledge of the Early Years Foundation Stage. She uses this information to make regular observations of children's learning and development and to plan the educational programmes. This means the childminder is able to monitor children's individual progress to ensure that no children fall behind. Scrutiny of children's assessment records show that children are making steady progress in relation to their starting points. The childminder shares children's learning journals with parents and they have opportunities to share their views about their children's learning and development.

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provision

The childminder keeps confidential records of children's personal information, contracts, accidents and of any medication given to children. She has parental permissions for photographs and touching animals on the premises, which supports children's well-being. The childminder has appropriate relationships with parents and other professionals. The childminder exchanges information about children's care, learning and development verbally, using a daily dairy, making the learning journals accessible and texting, sharing photographs during the day. This means that parents remain informed of their child's progress to support home-learning. Parents comment that they are very satisfied and state that the childminder is flexible and reliable and that children are always making things and learning new topics. They also comment that the childminder provides children with a balanced diet and they tidy up after themselves at home.

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provision

The childminder carries out a written self-evaluation of her practice that identifies areas for improvement. She observes younger children and listens to the views and opinions of older children about what they like to do. Parents complete a questionnaire to help identify the strengths and any areas of weakness for development. Since the childminders last inspection she has improved her knowledge and understanding of the Early Years Foundation Stage. For instance, she has attended training and sought advice and support from the local authority to help her drive improvement. The childminder also continues to seek the support from other childminders and the local area.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are

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actions)

The requirements for the voluntary part of the Childcare Register are

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To meet the requirements of the Childcare Register the provider must:

 ensure that any person who lives on the premises where childcare is provided who is 16 years and over has an enhanced disclosure and baring service check (compulsory part of the Childcare Register).  ensure that any person who lives on the premises where childcare is provided who is 16 years and over has an enhanced disclosure and baring service check (voluntary part of the Childcare Register).

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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 EY332829 Local authority Bromley Inspection number 815123 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 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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