Latest Inspection:
Description of the childminding
The childminder was registered in 2007. She lives with her husband and their two children aged four and seven years, in a house situated in the London Borough of Bromley. With the exception of the second floor of the premises all areas are included in the registration. There is a secure garden available for outdoor play.
The childminder is registered to care for a maximum of four children under eight years, when she is working alone. Of these, two may be in the early years age group. She may care for a maximum of six children when working with an assistant, of whom four may be in the early years age group. The childminder is currently caring for five children under eight years, of whom two are in the early years age group. Four children attend on a part-time basis and one child attends full-time. The childminder employs two assistants and is registered for overnight care. Children over eight years old also attend the setting before and after school. The childminder supports children with special educational needs and/or disabilities and families with English as an additional language.
The childminder is a member of the National Childminding Association. She has achieved a National Vocational Qualification to level 3 in Home Based Childcare (NVQ3). The childminder makes regular use of the local amenities including the library, parks and soft play centres.
The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register.
The overall effectiveness of the early years provision
Overall the quality of the provision is good.
The childminder is dedicated to providing good quality provision with daily opportunities for children to achieve all round development and progress as they learn through play. Children enjoy their day in a well organised warm and welcoming child orientated home, exploring a good range of toys, activities and equipment as they play and learn. The childminder incorporates the individual needs of every child attending into her day to day planning and routines, promoting inclusive practice in the setting. The childminder and her assistants continue to develop their childcare skills through attending relevant training opportunities, effectively incorporating this knowledge into their daily practices. She regularly seeks the views of all parents, children and childminding assistants, using this information to develop self-evaluation of the provision, enabling her to continue to develop the service she offers. The childminder has very strong relationships with all parents, enabling them to be fully involved in their children's ongoing care, learning and progress.
What steps need to be taken to improve provision further?
To further improve the early years provision the registered person should: - encourage children to practise their independence skills, particularly during meal and snack times, enabling them to develop their ongoing life skills
- continue to develop the use of unplanned activities, ensuring they meet the children's personal level of progress while offering a suitably challenging experience.
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The effectiveness of leadership and management of the early years provision
The childminder's strong commitment to her childminding demonstrates her ability to continue to develop her practice and provision to provide good quality care for the parents and children. She implements her well written detailed policies and procedures throughout the setting, ensuring the children's safety at all times. The childminder has undertaken a range of additional training courses and completed her qualification in Home Based Childcare since being registered. She continues to keep abreast of changes relating to registration and inspection, ensuring she meets requirements appropriately. Children are never left with unsuitable adults as the childminder has two assistants available for cover whenever necessary.
The childminder has undertaken a thorough assessment of her provision. She has clear plans for continuing development of the services she offers. For example, she intends to make changes to her garden promoting more outdoor play while improving the play surface to prevent accidents. The childminder has completed all previous recommendations suitably, demonstrating a clear ability to continue to develop and make improvements.
All potential hazards indoors, outdoors and on outings are minimised through the extensive risk assessments implemented on a daily basis. For example, main doors are locked and the keys inaccessible to children preventing them leaving the premises unnoticed. Radiators have been removed and under floor heating added to the property, keeping children safe at all times. Children are developing a very good understanding of the importance of keeping themselves safe. They confidently ask the childminder for help when other children are not sharing the toys and know they must wait for her to supervise them when using the trampoline. Older children understand they should discuss any concerns they may have with the childminder, for example, being bullied.
The childminder is experienced in caring for children with special needs, working closely with their parents and other professionals to ensure appropriate care is maintained at all times. She is able to provide one to one support when required as she works closely with two assistants, ensuring all the children have continuity of care.
The children's welfare and safety is very important to the childminder. She ensures all areas of the setting are safe and secure, regularly cleans the resources and checks they are suitable for the children attending. The wide range of equipment is regularly rotated to promote a stimulating and interesting environment each day. Children freely access a good range of toys, activities and equipment through the well organised planning, incorporating regular learning opportunities about other people and the world about them. They are learning about a good range of different cultures through the children and families using the provision, as they share their language and different festivals they celebrate. The children are learning the importance of respecting others recognising everyone is important. The childminder and her family members provide positive role models at all times.
The childminder has developed very close relationships with all parents. The children say 'they want to stay here for ever'. Parents feel 'they are lucky to have the childminder'; 'she has a nice personality'; 'provides quality care' and 'their children will now eat different foods'. The childminder is able to offer flexible arrangements for parents requiring evening, overnight or weekend care, enabling parents to work shifts when required. The childminder also offers short-time care for children whose parents' need to attend training and development courses. Parents can access an extensive range of information through the childminder's website. The use of e-mails, verbal discussions, written information in daily contact books, telephone calls and text messages enables them to maintain good contact at all times. Extensive information, including the child's personal portfolio, enables parents to be up to date and fully involved in their child's care, learning and development.
The quality and standards of the early years provision and outcomes for children
The childminder has good organisational skills ensuring her home is warm and welcoming when the parents and children arrive each day. The family are very hospitable making everyone feel at home and part of the setting. Children enjoy exploring their boundaries in safety. The home is well organised offering a dedicated playroom and sleeping area on the first floor. Downstairs the children play in the lounge, eat in the dining room and enjoy outdoor play in the safe and secure garden. The toys and equipment are suitably stored in large containers at low level, enabling all children to make their own selections, developing their independence skills as they play. Children's artwork is displayed in the playroom, extending their confidence and self-esteem as they show their friends and parents their latest masterpiece.
The children are developing an excellent awareness of the importance of healthy eating and the value of outdoor play and fresh air. They enjoy healthy nutritious snacks and meals throughout their day, including fresh fruit and vegetables. For example, a mid morning snack includes carrot and cucumber sticks with slices of water melon. The childminder is fully aware of personal dietary needs, ensuring these are incorporated into her menu planning. For example, vegetarian options are always available. Some younger children need help developing their independence skills, as they ask the childminder to feed them with their snack. Children sit together to eat their meals enjoying the social occasion as they share their news. Everyone in the setting uses good hygiene routines at all times. Colour coded hand towels helps to prevent the spread of infection as children wash their hands before meals and after using the bathroom.
All the children enjoy ample opportunities to enjoy fresh air as the childminder walks everywhere with them. For example, to and from school and to local parks. They enjoy playing in the garden on the trampoline, pedalling a bike or practising their climbing, jumping and sliding skills, using the large play apparatus. Younger children particularly enjoy running in the local parks and visiting the local soft play centre. They are developing their physical abilities and learning to take suitable risks under the childminder's supervision. All the children enjoyed opportunities to explore the snow in winter.
The childminder effectively incorporates the Early Years Foundation Stage curriculum into her provision, offering all the children good opportunities to develop and learn as they play. She makes frequent observations using this information to form her activity plans. She ensures all areas of the curriculum are covered equally while incorporating the needs of every child. She has good childcare skills as she sits with the children talking as they play, encouraging new words and counting skills. However, some unplanned activities do not always meet the needs of the child participating, resulting in them quickly losing interest. For example, a young child being encouraged to count six strawberries on a puzzle piece. Children enjoy some one to one time with the childminder when other children are at school or pre-school, enabling them to establish a close relationship with one another. The children enjoy playing with one another, sharing and taking turns with the toys and equipment. Children are able to make good all round progress through a balanced programme of adult led and free choice activities.
The children are confident in the setting as they explore and develop their skills. Younger children are beginning to say more words as they copy the childminder as she talks to them as they play. For example, making a sandwich with the play food, naming the foods and saying finished when their sandwich is complete. Children enjoy playing with the trains and cars lining them up in order as they play. They ride a tricycle competently indoors and explore the climbing equipment outdoors. All the children enjoy regular visits to the local library, exploring the wide range of books available. They understand print has meaning and know how to take care of the books as they use them. Outings to the local cinema and swimming pool are firm hits with the children. Further afield they enjoy visiting the Natural History Museum. Everyone regularly enjoys art and craft sessions and drawing and painting activities. Children enjoy regular opportunities to explore the sand and water outdoors. The children understand the rules of the home, recognising the importance of sharing and playing well together. Younger children tidy the toys away automatically, enjoying the praise and clap from the childminder when they have finished. The childminder and her assistants have a calm and consistent approach to managing the children's behaviour, promoting a calm environment. They regularly praise and encourage the children building their self-esteem and confidence.
Annex A: record of inspection judgements
The key inspection judgements and what they mean Grade 1 is Outstanding: this aspect of the provision is of exceptionally high quality Grade 2 is Good: this aspect of the provision is strong Grade 3 is Satisfactory: this aspect of the provision is sound Grade 4 is Inadequate: this aspect of the provision is not good enough |
The overall effectiveness of the early years provision
How well does the setting meet the needs of the children in the Early Years Foundation Stage? | 2 |
The capacity of the provision to maintain continuous improvement | 2 |
The effectiveness of leadership and management of the early years provision
How effectively is the Early Years Foundation Stage led and managed? | 2 |
The effectiveness of leadership and management in embedding ambition and driving improvement | 2 |
The effectiveness with which the setting deploys resources | 1 |
The effectiveness with which the setting promotes equality and diversity | 1 |
The effectiveness of safeguarding | 1 |
The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement | 2 |
The effectiveness of partnerships | 2 |
The effectiveness of the setting’s engagement with parents and carers | 1 |
The quality of the provision in the Early Years Foundation Stage
The quality of the provision in the Early Years Foundation Stage | 2 |
Outcomes for children in the Early Years Foundation Stage
Outcomes for children in the Early Years Foundation Stage | 2 |
The extent to which children achieve and enjoy their learning | 2 |
The extent to which children feel safe | 1 |
The extent to which children adopt healthy lifestyles | 1 |
The extent to which children make a positive contribution | 2 |
The extent to which children develop skills for the future | 2 |
Any complaints about the inspection or report should be made following the procedures set out in the guidance available from Ofsted’s website: www.ofsted.gov.uk |
Annex B: the Childcare Register
The provider confirms that the requirements of the compulsory part of the Childcare Register are: | Met |
The provider confirms that the requirements of the voluntary part of the Childcare Register are: | Met |
First Inspection
Inspection report for early years provision
Inspection date 14 May 2008
Publication date 26 June 2008
Type of inspection Childcare
Type of care Childminding
About this inspection
The purpose of this inspection is to assure government, parents and the public of the quality of childcare and, if applicable, of nursery education. The inspection was carried out under Part XA Children Act 1989 as introduced by the Care Standards Act 2000 and, where nursery education is provided, under Schedule 26 of the School Standards and Framework Act 1998.
This report details the main strengths and any areas for improvement identified during the inspection. The judgements included in the report are made in relation to the outcomes for children set out in the Children Act 2004; the National Standards for under 8s day care and childminding; and, where nursery education is provided, the Curriculum guidance for the foundation stage.
The report includes information on any complaints about the childcare provision which Ofsted has received since the last inspection or registration or 1 April 2004 whichever is the later.
The key inspection judgements and what they mean
Outstanding:
this aspect of the provision is of exceptionally high quality
Good:
this aspect of the provision is strong
Satisfactory:
this aspect of the provision is sound
Inadequate:
this aspect of the provision is not good enough
For more information about early years inspections, please see the booklet Are you ready for your inspection? which is available from Ofsted's website: www.ofsted.gov.uk.
THE QUALITY AND STANDARDS OF THE CARE
On the basis of the evidence collected on this inspection:
The quality and standards of the care are good. The registered person meets the National Standards for under 8s day care and childminding.
WHAT SORT OF SETTING IS IT?
The childminder registered in 2007, she lives with her husband and two children aged two and five years. They live in a house in central Bromley. The childminder is registered to care for a maximum of six children under eight years, she is currently caring for three children under eight. The childminder employs an assistant and is registered for overnight care.
THE EFFECTIVENESS OF THE PROVISION
Helping children to be healthy
The provision is good. Children are very well protected from the spread of infection as the childminder applies high standards of hygiene to ensure their good health. The home is clean and well maintained. Effective measures are taken to protect the children's health. For example, they are gently reminded to wash their hands after playing in the garden and before mealtimes. Children have access to warm running water, liquid soap and individual hand towels minimising the risk of cross-infection.
The childminder has effective procedures and policies in place to ensure appropriate action is taken in the event of an accident or a child becoming unwell. Policies and consents are signed by parents to ensure there is a clear understanding between parents and the childminder, and to avoid any delay in seeking or administering medical treatment. The childminder records all medication administered, however, parents are not always asked to initial the medication records to show that they have been informed of this, which weakens the effectiveness of the system to ensure children's safety. The childminder is able to provide appropriate treatment in the event of children having an accident, because she has undertaken relevant first aid training.
Children thrive in the healthy environment where they frequently enjoy fresh air and exercise. They enjoy a varied range of physical activities which helps keep them healthy such as local walks. There are also regular planned outings further a field, for example, the cinema, swimming and natural history museum. All children have access to physical play through the range of resources the childminder provides, which are located both inside and outside. Children enjoy playing on the trampoline in the garden. The younger children have the same opportunity, because there is one in the home which is suitable for their stage of development.
Children enjoy a wide range of healthy meals, which are provided by the childminder, including breakfast, snacks, lunches and teas. All food provision is agreed with parents and children, preferences are taken into consideration and children are involved in the planning of meals. The childminder has a level 2 qualification in food safety. All the children eat together, making it a social occasion which helps children to develop their social skills. Drinks are readily available, ensuring children remain hydrated during the day.
Protecting children from harm or neglect and helping them stay safe
The provision is good. Appropriate safety precautions have been taken to minimise accidents. The childminder has carefully risk assessed her home to ensure children can access all available areas freely and safely. For example, all low-level electrical sockets are fitted with safety sockets, all hazardous materials are inaccessible to the children and the garden is safe and secure ensuring children can play safely outside. There is a detailed emergency evacuation plan in place and as well as being practised with the children there is pictorial evacuation displayed On the wall for younger children to understand.
The childminder ensures children are supervised at all times. Space is well organised and enables children to freely explore and take risks while being protected from harm. Children's artwork is displayed, demonstrating their creativity and valuing their achievements. This helps to give children a sense of belonging. There is child-sized furniture and play resources provided for children to sit and play together, and soft furnishings are available for relaxation. Children access good quality, safe and suitable toys and resources that are well organised to encourage independent choice. Children learn how to keep themselves safe in the home as they are aware of the boundaries in place. For example, they help to tidy away toys after use.
Children's welfare is fully safeguarded. The childminder has effective systems in place to prioritise children's safety. For example, accidents and injuries occurring when children are in the care of the childminder, their parents or the school/nursery are recorded and signed by the childminder and parents. This is good practice and demonstrates that the childminder has a clear understanding of her responsibility to safeguard children. She knows the procedure to be followed if she has a concern about a child, including contact details of social services and the police. There is a comprehensive written child protection policy in place, which informs parents of her role and responsibilities; this is discussed in detail with parents.
Helping children achieve well and enjoy what they do
The provision is good. Children play and learn in a comfortable, calm and secure environment. They enjoy effective and purposeful interaction with the childminder who sits with them and actively supports them in their play. For example, helping children to explore a music mat and encouraging babies in their movement when they attempt to stand. Children show affection to the childminder, often climbing on her lap to cuddle her.
Children confidently select resources and the childminder varies their play through a range of different activities and resources. The childminder is knowledgeable of each child's ability and developmental progress and uses the Birth to three matters framework and the Foundation Stage to aid planning. Children are cared for by a childminder who is keen to develop her knowledge and understanding, she is working towards a level 3 childcare qualification and has attended training on the early years Foundation Stage.
Children are provided with stimulating age appropriate activities such as painting, construction, books, puzzles, musical instruments and clay. Role play is popular and the children enjoy dressing up. Children enjoy playing in the garden and they have planted seeds in their own little pots. The childminder maintains a photographic record of children's activities, outings and artwork; these are shared and enjoyed by both the children and parents.
Children attending after school enjoy their time at the childminder's home. They are able to make choices with regard to their own play activities and they have opportunities to relax, complete their homework and spend time interacting with the younger children. The childminder supports children with their homework if requested. There is also an upstairs playroom that offers additional space and is organised especially for the older children.
Helping children make a positive contribution
The provision is good. The childminder has a calm understanding approach to managing children's behaviour and she ensures all children understand the boundaries in place. If there are any behaviour issues children are given a clear explanation of why certain behaviour is unacceptable. A reward system is in place, which all the children relate to. They aim to get as many stars as possible so they are rewarded with a treat. Children are very settled and well behaved, the childminder promotes a calm inclusive environment. Children develop confidence and self-esteem as the childminder encourages children to try new tasks and build on their strengths. Children learn about the world and their environment through regular local outings and through exploring various cultures and religions.
The childminder provides a wide range of toys and resources, which reflect the diversity of society. These are extended through the childminder's practical knowledge and experience of other cultures. Her positive approach to equality is reflected in her comprehensive written equal opportunities policy. A commitment to embracing and understanding all cultures and religions is reflected both in the childminders policies and in the learning environment. The childminder explains to the children how to value and respect differences, which extends their understanding and respect of their own identity and of others around them.
The childminder has a very positive approach to caring for children with learning difficulties and/or disabilities. She has considered ways of ensuring her practice is fully inclusive. This includes attending further training to develop her knowledge in this field.
The childminder shares good relationships with parents. This is achieved through the childminder recognising that parents are the primary educators of their children and being committed to establishing strong links with parents. Parents are very welcome in the childminders home and daily verbal and written information is shared effectively, which builds consistency of care. Parents with younger children receive daily written feedback, regular written observations and photographs of daily activities. The childminder ensures parents read and understand her policies and procedures. The childminder's complaint procedure lacks some minor detail as the complaints log is missing. Detailed information is obtained about children's needs and the childminder makes time to discuss and understand them.
Organisation
The organisation is good. Children are very settled and confident in their child-centred environment. Play experiences and activities are organised to accommodate children's individual needs. Children are supervised effectively at all times and daily routines are planned to incorporate school collections and individual time with younger children.
Children are cared for in an environment where all adults have been vetted and systems are in place to ensure their safety. A very good range of policies and procedures, which are written by the childminder and regularly reviewed, are in place. They are detailed and underpin the good practice in place. The exceptions are the complaints procedure and the system for recording medication, which both lack some minor detail.
Documentation is used to further promote the care and welfare of children. Records are continually updated enabling the childminder to spend her working day with the children.
The childminder has completed the Introduction to Childminding Practice and first aid training. She ensures that she is up-to-date and knowledgeable of current issues through attending training such as the Early Years Foundation Stage.
Overall the provision meets the needs of the range of children for whom it provides.
Improvements since the last inspection
This is the first inspection.
Complaints since the last inspection
Since registration there have been no complaints made to Ofsted that required the provider or Ofsted to take any action in order to meet the National Standards.
The provider is required to keep a record of complaints made by parents, which they can see on request. The complaints record may contain complaints other than those made to Ofsted.
THE QUALITY AND STANDARDS OF THE CARE
On the basis of the evidence collected on this inspection:
The quality and standards of the care are good. The registered person meets the National Standards for under 8s day care and childminding.
WHAT MUST BE DONE TO SECURE FUTURE IMPROVEMENT?
The quality and standards of the care
To improve the quality and standards of care further the registered person should take account of the following recommendation(s):
improve the system for recording administration of medication
extend the information recorded in the complaints procedures for parents
Any complaints about the inspection or the report should be made following the procedures set out in the leaflet Complaints about Ofsted Early Years: concerns or complaints about Ofsted's role in regulating and inspecting childcare and early education (HMI ref no 2599) which is available from Ofsted's website: www.ofsted.gov.uk