Childminder in Bexley

Inspection date

Previous inspection date 24/11/2014 12/08/2010

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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 are developing good communication skills as the childminder provides an environment that supports them to do so.  Children are happy, settled and relaxed in the childminder's company, having a strong relationship with her.  The childminder takes action to ensure that children are safe and secure, building on their understanding of safe play through clear support and guidance.  The childminder keeps parents and carers well informed about their children's care and development.  The childminder is keen on professional development, participating in training that builds on her knowledge and understanding.

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It is not yet outstanding because

 The childminder does not engage with other early years settings children attend regarding children's learning so that they work together to promote development.

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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 activities in the home.  The inspector had discussions with the childminder.  The inspector read parents and carers views and opinions of the setting.

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Inspection activities

 The inspector sampled a range of documentation including safeguarding procedures and children's records.

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Information about the setting

The childminder registered in 2000. She lives with her husband and three children in Sidcup, Kent, close to local shops, parks, schools and pre-schools. The whole ground floor of the childminder's house is available for childminding, with a fully enclosed garden for outside play. The family have two cats.

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Information about the setting

The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She is currently caring for two children in the early years age range. She also offers care to children aged over five years to 11 years.

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Information about the setting

The childminder walks and drives to local schools and pre-schools to take and collect children. She attends toddler groups on a regular basis. The childminder has a relevant childcare qualification at level three and is a member of an approved childminding network.

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

 establish partnerships with other early years settings that children attend, to work together to promote the children's learning and development.

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who attend

The childminder plans activities around themes but she also allows children to make choices and lead their own play. This supports children, as they become independent learners in a supportive environment. Children concentrate on activities as they are given time and space to do so. They are inquisitive learners who explore the environment and resources, and are keen for others to join in with them. Children are good communicators using sounds and gestures successfully before developing speech. The childminder supports them well as she understands what they are communicating to her and responds positively. When English is an additional language, the childminder works closely with parents and carers to learn important words so that children feel comfortable and able to follow instructions. Children regularly visit the library bringing books home that they enjoy looking at, turning pages skilfully and with interest.

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who attend

Children develop their mathematical understanding through play, songs and number rhymes. They count bricks, stacking them together, and think about how many items they need when shopping, pretending to write shopping lists with the childminder's help. Children go on many outings in the local area that build on their interest in the world around them and their confidence levels. The childminder knows what children enjoy and builds on learning when planning activities. For example, the childminder planned an outing to the cinema to watch a film about dinosaurs as this was an area that particularly interested children. The childminder provides many opportunities for children to explore textures and ensures that resources are safe for this. Children learn about celebrations when they participate in art and craft activities. Children are developing physical skills as the childminder provides space and a safe environment to manoeuvre. They play on large

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who attend

and small apparatus at parks and toddler groups. When the childminder observed children's interest in buttons and their developing gripping skills, she gave them toys that further built on that, helping children to make good physical progress.

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who attend

The childminder makes regular observations of children, using these to assess learning and make plans for further development. She uses her sound knowledge of how children learn to support children to make good progress in their learning and development. Children benefit from positive interaction as the childminder engages in activities with children as well as playing alongside them, motivating children to participate. She encourages children to be independent learners who are developing strong social skills and self-help skills in preparation for the next steps in their learning. Parents may look at their children's developmental records whenever they wish and the childminder encourages them to add their input, verbally and in writing. She keeps them informed about what children are doing, enabling learning to continue at home. This joint working is supporting children to make good progress.

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

Children feel safe and secure with the childminder. She supports children to understand how to play safely as she gives them clear instructions and guidance. They enjoy a positive relationship with the childminder, being keen to involve her in their play. The childminder provides toys and resources that are suitable for the ages and stages of development of children attending. They are easily accessible, helping children to explore and make choices about what they play with. Regular visits to a variety of toddler groups are helping children to make good personal and social development. The childminder gives this area of development high regard. Children behave well as they become highly involved in activities.

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

Children enjoy daily fresh air playing in the garden, at local parks and on walks. There are opportunities for children to develop their physical skills indoors as well at the childminder's home and toddler groups. This is helping children to understand the importance of fresh air and exercise to a healthy lifestyle. The childminder gives parents advice on what constitutes a healthy diet and ensures that the food they bring in is stored appropriately. She supports children to develop their self-help skills, such as putting on shoes independently, in preparation for when they go to pre-school and school. Children are emotionally prepared for the next steps in their learning.

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provision

Children play in a safe and secure environment. The childminder risk assesses everywhere that children play, at home and on outings, taking action to minimise risks. She has a high regard for children's safety and makes sure that members of her family help to keep children safe, for example, by shutting doors and safety gates behind them. The childminder is aware of her role in safeguarding children and ensures that parents are too. She has participated in safeguarding training and is prepared to help protect children should the need arise. The childminder has detailed written policies and procedures in place, which she shares with parents to give a clear picture of her setting.

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provision

Parents and carers fill in questionnaires, which the childminder uses to help assess her provision and make plans for improvement. The childminder liaises with other childminders, sharing ideas for good practice. She is a keen participator in training that builds on her knowledge and understanding. Training reflects the needs of the children that the childminder is caring for and therefore helps her to promote positive outcomes for them. She has acted on suggestions for improvement raised at the previous inspection. For example, the childminder ensures that parents and carers give her written permission to seek emergency medical advice or treatment and for their children to take part in outings. The childminder uses planning and assessment to help her monitor children's participation in and progress through the developmental stepping stones. This helps her to ensure that children enjoy and benefit from a broad range of experiences.

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provision

Where children attend other settings delivering the Early Years Foundation Stage, the childminder does not have systems in place to share information that helps them to work together to support children's learning and development. Although not currently caring for any children with special needs, the childminder has a clear understanding of how she would work with others to meet children's individual needs. The childminder works closely with parents and carers to ensure that she meets children's needs and that she understands and follows their routines. The use of daily diaries as a two-way form of communication helps the childminder do this. Parents and carers enjoy finding out about their child's day. Overall parents and carers are very happy with their choice of childcare. They write that their children are happy and enjoy a positive relationship with the childminder.

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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 115571 Local authority Bexley Inspection number 813505 Type of provision Childminder Registration category Childminder Age range of children 0 - 5 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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