Childminder in Bexley

Inspection date

Previous inspection date 08/12/2014 08/12/2008

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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 happy and settled in the childminders care and have formed secure attachments with her due to her friendly, caring approach.  Children's communication and language skills develop well because the childminder continually interacts with them, extending their language using questions and introducing new vocabulary during activities.  Children are cared for in a safe, secure environment where comprehensive risk assessments identify and minimise any potential hazards.  Children make good progress in their learning, due to the childminders accurate assessment of their development.  The childminder uses reflective practice effectively to analyse her childminding practice and to identify and implement changes to further improve her setting.

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It is not yet outstanding because

 Hand drying practices do not fully minimise the risk of cross infection.  The childminder does not fully support children to learn about other cultures and customs.

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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 lounge, kitchen and garden areas.

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Inspection activities

 The inspector looked at suitability of household members and checked evidence of qualifications, such as a paediatric first aid.

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Inspection activities

 The inspector reviewed and discussed the childminders reflective practice and self - evaluation.

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Inspection activities

 The inspector spoke to the childminder about the progress of children and how she uses her observations to identify next steps for individual development.

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Inspection activities

 The inspector sampled documentation, such as policies and procedures, and attendance, medication and accident records.

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Information about the setting

The childminder registered in May 2008. She lives with her husband who is also a registered childminder and their four children in a three bedroom house in Abbey Wood, in the London Borough of Bexley. The whole of the downstairs is used for childminding. Bathroom facilities are on the first floor. There is a fully enclosed garden available for outdoor play. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She is currently caring for five children on a part time basis, one of whom is in the early year's age group.

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

 improve hand drying procedures to minimise the spread of infection

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

 further extend children's understanding of the world around them by introducing a wider variety of festivals and religions.

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who attend

The childminder demonstrates a good understanding of how young children learn and develop and as a result, children are making good progress. The childminder knows the children in her care well to effectively support each child's learning in line with their current interests, skills and abilities. For example, the childminder uses an activity making sandwiches for lunch to encourage children's concept of different shapes. She asks children about the shape of the bread and helps them to recognise that bread is rectangular in shape. She then cuts the bread in half and praises children enthusiastically when they recognise the resulting triangle shape independently. Resources are stored at low-level in the playroom enabling children to make choices about what they would like to play with. This supports children's independent choice and decision making skills. The childminder has additional activities and equipment in a garden shed and rotates these

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who attend

regularly to offer more choice. A wide range of outdoor play resources are available in the garden area for children to choose from. This enables the children's learning to be promoted indoors and outside.

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who attend

The childminder is aware of the different areas of learning and provides activities to promote these in her home setting and on outings in the local community. For example, children enjoy growing different fruits, herbs and vegetables, such as strawberries, cabbages and peppers in the garden. This enables children to develop their physical skills and their understanding of the world. This enhances their communication and language, and social skills as they talk about what they are doing and share tools. The childminder encourages children's mathematical and problem solving skills by counting with them during daily routines and play activities, praising them as their counting skills develop. Children's understanding of the world around them is supported thorough outings in the local area. The childminder takes children to the local and children's centre, as well as the daily school run.

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who attend

Children's communication and language skills develop well because the childminder continually interacts with them. She extends their language through asking children questions and introducing new vocabulary during activities. For example, at lunchtime, the childminder encourages children's recognition of different fruits and salad vegetables, introducing more complex ones such as mango and cucumber. She enhances children's confidence and self-esteem well because she praises their identification of fruits such as banana, apple and orange. The childminder uses knowledge gained from training courses designed to promote children's language skills. For example, when a child says a word incorrectly, the childminder repeats this word appropriately in conversation without the child feeling as if they have made a mistake. For example, when a child tells her 'I didn't get a ticker', the childminder shows empathy and repeats 'oh don't worry if you didn't get

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who attend

a sticker today'. This helps children to hear words correctly pronounced, helping to shape their language gently. The childminder celebrates some festivals with the children throughout the year to enhance children's understanding of the world around him. However, these are very traditional festivals, such as Easter and Christmas. Therefore, children have fewer opportunities to increase their understanding of other cultures or religions to increase their awareness of diversity and difference.

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who attend

The childminder has established positive relationships with parents and carers, and keeps them well informed about their children. She works closely with parents to support different stages in children's development such as toilet training and feeding themselves. This consistent approach further enhances children's progress and development. Therefore, children are learning the skills they will need for their future.

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

Children form secure attachments showing strong levels of belonging and independence as they investigate and explore the wide variety of toys and activities. Children are happy and settled in the warm, welcoming family orientated setting, moving between the different rooms. They enjoy investigating and exploring the wide range of activities and resources, and the childminder is on hand to encourage and support their play.

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

The childminder liaises closely with parents at the start of their children's placement with her to find out all about children's individual care needs, daily routines, current stage of development and interests. This information is recorded on child record forms and enables her to meet individual requirements and aid the settling-in process. The childminder promotes children's independence by encouraging them to manage their own personal care routines. For example, when children are old enough, she encourages them to manage their toileting needs and has equipment such as, toilet trainer seats and step-up stools to help children learn to be independent. She encourages children to put on their own shoes and coats, supporting them as required. This helps children to prepare for the move onto nursery and school, where they have to be more independent.

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

Children's good health and well-being are promoted well within the setting. They develop an understanding of the importance of fresh air, exercise and a healthy diet through the opportunities the childminder provides to support this. For example, the childminder ensures that she provides children with a nutritious, well balanced diet that incorporates plenty of fresh fruit and vegetables. A rolling two week menu is in place and displayed for parents and the childminder ensures that the meals and snacks she provides are in line with individual dietary requirements. Generally, the childminder has good hygiene routines in place to protect children from cross infection and to support them to develop independent hygiene practices. For example, the childminder reminds children to wash their hands after using the toilet and before helping to prepare their lunch. However, children use a communal towel in the bathroom area, which does not fully minimise the

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provision

The childminder is secure about her role to protect all children in her care. She shares her safeguarding policies and procedures with parents. Therefore, they are fully aware of her responsibilities with regards to recording and reporting any concerns relating to child protection. The childminder has a specific safeguarding folder and this has contact details for her local safeguarding team, referral procedures and a guide on what the childminder should do if she has concerns about a child's welfare. The childminder has completed an e-safety course and has a secure understanding of how to promote children's safety when using the internet and when taking photographs of them enjoying activities. For example, she obtains parental consent for taking photographs of children and once she has shared photographs with parents, she deletes these images from her camera. The childminder minimises hazards in her home and on outings through the effective use of risk

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provision

assessment and safety procedures. This helps to ensure children's ongoing safety. For example, the childminder locks her front door when children are present. She keeps the keys on a high key hook, near the front door, which are inaccessible to children but are available for quick access in an emergency.

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provision

The childminder demonstrates a positive attitude towards the ongoing development of her practice. She has completed numerous courses since her last inspection. These include appropriate childcare qualifications to level 3, Level 2 Award in Food safety and catering, and safeguarding. The childminder has worked closely with her co-minder to incorporate information learnt from training courses into their childminding practice. The childminder has effective systems in place to monitor and reflect on her provision. For example, she collects parental views on her service through questionnaires and uses suggestions made to further enhance her practice. The childminder has established positive partnerships with parents. She ensures that they are informed about their child's development and progress and shares her written policies and procedures to make them aware of how her childminding setting operates. Parents

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provision

are happy with the care their children are receiving, commenting positively in questionnaires. The childminder has developed partnerships with other early year's settings that children attend which ensures continuity in their care and learning. She is also aware of the importance of working with any other professionals involved in a child's care.

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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 EY372149 Local authority Bexley Inspection number 844352 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 4 Number of children on roll 5

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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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