Childminder 115494

Inspection date

Previous inspection date 15/12/2014 06/10/2008

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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

 The childminder has developed strong affectionate bonds with the children. As a result, she promotes their emotional well-being effectively.  Children become confident talkers because of the highly effective way the childminder promotes communication and language development.  The childminder promotes children's knowledge of healthy lifestyles effectively by including them in food choices and implanting active daily routines.  The childminder provides a good range of activities that challenges children's learning and development well.

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It is not yet outstanding because

 The childminder does not always share ideas of how children's learning and development can be extended in the 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 childminder playing with the children.  The inspector spoke with the childminder.  The inspector viewed children's observation and assessment records.

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Inspection activities

 The inspector sampled policies and procedures, including safeguarding, risk assessments and complaints.

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Information about the setting

The childminder registered in 1992. She lives with her husband and two grown up children in Welling, in the London borough of Bexley. The home is close to local schools and good public transport links. The whole of the ground floor is used for childminding and there is a garden for outside play. The childminder is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. The childminder walks or drives to local schools to take and collect children. She attends the local parent/toddler group.

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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 has a good understanding of children's learning and development. She gets to know children's individual needs when they first start by discussing them with parents. This means she has a good base to develop her planning. She makes regular observations of the children to see where they can develop further, or benefit from more challenging activities to help them move forwards. The childminder uses her observations effectively to plan activities that consistently challenge children's learning and help them make good progress.

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who attend

The childminder has been caring for children for many years. As a result, her knowledge of child development is good. She provides a wide range of activities that cover the areas of learning well, and are interesting and exciting to keep children engaged and motivated. For example, they attend various groups throughout the week such as sing-a-long time at the local library, and toddler groups. Children thoroughly enjoy playing with the childminder. For example, she joins in with a tea party asking for a cup of tea, which a child makes. The childminder then extends the activity even more by adding in real food for instance, raisins and mini biscuits. The children love to pretend they are cooking with the food, and use a toy food mixer to pretend to make a cake. The childminder uses effective language to develop this, asking how long the cake needs to cook. Children state it needs an hour, which shows they are becoming aware of time. The childminder then

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who attend

asks the child to share out the raisins. She asks who has the most. The children count the raisins to find out. The childminder introduces mathematical language to challenge the children's thinking. For example, after the children have counted how many each person has, the childminder asks 'Is this even? Who has more? Who has less?' This means that children learn the concept of adding and subtracting well. As a result, children develop good skills that prepare them well for the next stage of their learning and development.

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who attend

The childminder employs effective teaching methods. For instance, she chats enthusiastically to the children while they explore and play. She positively promotes the development of their communication and language skills by sometimes pretending she does not know. For example, when they are singing songs together she says she cannot remember how 'twinkle twinkle little star' goes. The children sing the song for her showing they know the words and tune well. The childminder understands the hurdles to possible delays in children speech, such as, a child using a dummy. She works closely with parents to reduce the time children are reliant on this comforter. Consequently, children's speech develops quickly and they become confident talkers.

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who attend

The childminder works well with parents offering a good settling in period. This enables her to find out full details about the children's care needs, routines and developmental starting points. She talks to parents daily about children's achievements, and highlights activities children have particularly enjoyed. However, she offers fewer suggestions of how to extend children's learning at home. Consequently, parents are not always fully involved in their children's learning.

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

Children clearly enjoy their time with the childminder. They demonstrate they are happy and relaxed in the childminder's care. They include her in their play, and seek her out for comfort and reassurance. This gives them confidence to explore from a secure base. Children benefit from a stimulating and well-resourced home that supports their all-round development effectively. Toys and resources are age appropriate, and made easily accessible. This ensures children develop good independence as they make choices about what they play with.

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

The childminder works closely with parents to gain all of the necessary information to meet children's individual needs. This includes details of their health and dietary requirements, and written agreements to administer medication. All of the required information and necessary consents from parents are in place. This contributes to the continuity of care between parents and childminder.

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

Children behave well due to consistent boundaries and positive encouragement by the childminder. She provides clear guidance for them, telling them when and why the behaviour is not acceptable. This helps children to learn right from wrong. Children benefit from a good range of activities that promote healthy lifestyles. For example, they are out of the home on a daily basis attending groups and playing in the park. The childminder prepares healthy food and snacks for them. She is very aware of food safety. For example, she cuts grapes to ensure they are not a choking hazard. Children are able to help themselves to fruit if they are hungry, and their drinks are always within reach. As a result, children learn to recognise their own needs.

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provision

The childminder has a good understanding of the local procedures for safeguarding children. She is confident in recognising any signs and symptoms and knows where to call for advice or report a concern. She is committed to attending further training. The childminder has all the necessary documentation to enable her meet children's needs. She carries out a thorough risk assessment procedure within her home, and on all outings that she takes children on. This means children's safety is promoted effectively.

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provision

The childminder has strong relationships with parents. She provides good feedback to them about children's health and wellbeing, and shares good details of their development. Because of the close relationships with parents, the childminder is able to talk to them about her service and can tailor this to meet both parents and children's needs. The childminder demonstrates a good understanding of her strengths and areas for development. She constantly reflects on the service she is providing to ensure it meets the needs of the parents and children. For example, the childminder reviewed the swimming activity she takes children to. She realised this was not fully meeting all children's needs. Therefore, she decided to change the venue to ensure it was more child-friendly and provided children with greater physical challenge. The childminder provides an inclusive service where each child is nurtured, respected and included.

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provision

The childminder has strong links with local schools and nurseries. She attends events on behalf of, and with, the parents offering them good support. She provides a firm link between the settings and parents, giving feedback to parents from the nurseries when needed. She is aware of children's key person and liaises with them about children's progress and development. This means the childminder can effectively complement children's learning and development within her setting.

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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 115494 Local authority Bexley Inspection number 813503 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 3

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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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