Childminder in Southwark

Inspection date

Previous inspection date 24/11/2014 30/04/2009

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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 2 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 The childminder has an effective approach to managing children's behaviour. Consequently, children behave well and learn to share and take turns.  Children receive attentive and nurturing care which helps form a strong bond with the childminder that supports their well-being.  The childminder works well in partnership with other professionals where children attend more than one setting.

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It is not yet good because

 The childminder does not understand how to effectively extend children's learning through providing support and guidance where necessary.  The childminder does not monitor her practice to identify strengths and weaknesses or seek the views of the parents to form concise action plans to enable her to improve the quality of service she offers.

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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 looked at the facilities and resources available for children's use indoors.

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Inspection activities

 The inspector looked at samples of children's assessments and the planning documents.  The inspector took account of the views of parents.

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Information about the setting

The childminder registered in 2000. She lives with her husband and two children in a three bedroom first floor flat, in the London Borough of Southwark. The living room is used for childminding purposes. The property is close to local schools, parks and transport services. The childminder currently has two children on roll in the early years age range. The childminder is registered on the Early Years Register and on the compulsory and voluntary parts of the Childcare Register.

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must:

 develop understanding of how children learn through play during adult-led and child-initiated activities to promote and extend their learning.

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

 develop robust monitoring procedures to continually identify strengths and weaknesses, including seeking the views of parents, to drive improvement and outcomes for children.

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who attend

The learning environment is spacious which allows children to move and play freely. The childminder provides a selection of resources for children to play with. She changes them round in the afternoon to maintain children's interest and help them practise different skills throughout the day. Children are supported by caring interaction with the childminder. However, the childminder has a limited understanding of how to effectively promote and extend children's learning. For example, she interacts enthusiastically with the children as they play but does not always know when to allow them to direct their own play. This demonstrates that the childminder has a limited understanding of how children learn. Consequently, children are not able to make consistent progress.

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who attend

The children attend other early years settings for the majority of the week. Consequently, the childminder is not the main care provider. However, she understands the importance of sharing and gathering information from staff at the other settings. This helps to provide continuity of care and helps to meet children's specific learning needs. The childminder supports children's emerging language skills by reading a variety of favourite, familiar story books. She takes the children to the library which gives them access to a greater range of books. The childminder models words to increase children's vocabulary, and sings songs and rhymes which children enjoy joining in with. This helps to develop children's communication and language, and physical skills as they repeat the words and follow the actions. The childminder uses letter magnets on the fridge and alphabet songs on the bus to help children practise letters and sounds.

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who attend

The childminder promotes children's physical development adequately both indoors and outside. For example, children run after birds in the park, go on the large play equipment, such as swings and slides, and kick balls under her close supervision. The childminder teaches children about the world they live in. For example, she takes the children to the shops and encourages them to select food, pay and receive change. She draws the children's attention to the different people in the local community. The childminder helps children to learn, and link what they see, with positive images of diversity in books and the resources they play with. As a result, children develop some awareness of diversity and learn to respect differences.

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who attend

The childminder completes detailed observations of the children and talks about their learning and development with their parents.. She understands, and helps staff at the other settings that children attend to prepare, the progress report for children aged two. This shows that she is working in partnership with other professionals to support children's learning needs.

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

Children benefit from a caring and secure bond with their childminder. They enjoy cuddles with her when tired or needing some reassurance throughout the day. This helps to develop their sense of belonging and self-esteem.

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

The childminder understands children's individual needs well as she gathers a range of information from parents when children first start. This enables her to tailor their care to meet their needs. As a result, the childminder knows each child's likes and dislikes and can identify changes in them. For example, she talks about a child being a fast learner who is able to share and interact well with other children above the expected developmental level. This demonstrates that the childminder places a high importance on knowing children well and this helps her to meet children's needs.

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

There are effective measures in place to promote children's safety indoors and outside. The childminder carries out thorough daily risk assessments to identify hazards and minimise them, such as using locks on doors in the kitchen so that children do not access knives. The childminder checks the outdoor play environment and visits local amenities to check and minimise any dangers. The childminder takes reasonable steps to help teach children how to keep safe in an emergency as she practises emergency evacuation procedures with them. In addition, she speaks to children about road safety. This shows a commitment to helping children learn how to keep themselves safe in their play and when out in the local community. The childminder is particular about teaching children to learn the importance of hygiene routines through washing their hands appropriately after going to the toilet and before snack and meal times. In addition, children begin to practise self-care at an early age and

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

they are able to put on, and remove, their shoes and coat. This shows children develop good awareness about hygiene practice and self-care to support their health and well- being. The childminder uses meal times as a social occasion and children enjoy sitting and eating together at the kitchen table. Children are encouraged to serve themselves their own food and pour water which supports their independence skills ready for school. The childminder prepares healthy options like pasta and chicken, sandwiches, rice and fruit and ensures children have access to fresh drinking water. This promotes children's health well.

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

Children's behaviour is effectively managed as the childminder is consistent in her approach to behaviour management following her clearly written policy. She believes in setting some boundaries and reminding children when they display inappropriate behaviours. The childminder supports children to work cooperatively together. For example, the childminder suggests playing nicely and sharing. The childminder uses age- appropriate strategies and this helps children behave well.

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provision

The childminder has made some changes to her provision since her last inspection. She has spent time developing the planning and assessment procedures and recording children's learning and achievements against the early learning goals. However, she has not developed a sound understanding of how to extend children's learning. This means that she is unsure when to join in to enhance their ideas through asking questions or introducing additional resources. Consequently, the childminder is not able to fully to maximise children's learning.

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provision

Children are protected well as the childminder has a clear understanding of safeguarding and child protection issues. She has an appropriate safeguarding policy to follow in the event that she has a concern about a child in her care. The childminder carries out appropriate risk assessments and daily safety checks so that children play in a safe environment. This promotes children's safety and welfare well.

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provision

The childminder shares information with parents. However, she does not have any arrangement in place to encourage parents to share their views to help her plan relevant improvements to her provision. As a result parents are not fully involved in this aspect of her provision. The childminder works flexibly to help parents. For example, she gives children breakfast when parents are in a hurry to get to work. There is a regular verbal exchange of information about children's care and learning. The childminder receives information from the nursery as the main care provider for the children in her care.

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provision

The childminder's self-evaluation is not effective in identifying the current strengths of her provision and the areas of development, such as a further understanding of how children learn and improving the quality of her teaching to extend children's learning. As a result she has not identified any specific training needs to improve the quality and effectiveness of her teaching.

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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 107377 Local authority Southwark Inspection number 816931 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 3 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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