Childminder in Barking and Dagenham

Inspection report for early years provision

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Unique reference number EY258558 Inspection date 17/12/2009 Inspector Sandra Daniels

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Type of setting Childminder to 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 rates council children’s services, and inspects services for looked after children, safeguarding and child protection. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 08456 404040, 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.

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Royal Exchange Buildings St Ann's Square Manchester M2 7LA

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T: 08456 404040 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Introduction

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of the registered early years provision. ‘Early years provision’ refers to provision regulated by Ofsted for children from birth to 31 August following their fifth birthday (the early years age group). The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and welfare, known as the Early Years Foundation Stage.

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Introduction

The provider must provide a copy of this report to all parents with children at the setting where reasonably practicable. The provider must provide a copy of the report to any other person who asks for one, but may charge a fee for this service (The Childcare (Inspection) Regulations 2008 regulations 9 and 10).

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Introduction

The setting also makes provision for children older than the early years age group which is registered on the voluntary and/or compulsory part(s) of the Childcare Register. This report does not include an evaluation of that provision, but a comment about compliance with the requirements of the Childcare Register is included in Annex B.

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Introduction

Please see our website for more information about each childcare provider. We publish inspection reports, conditions of registration and details of complaints we receive where we or the provider take action to meet the requirements of registration. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Description of the childminding

The childminder was registered in 2003. She lives with her partner and one child aged eight years in Dagenham, Essex. The premises are close to local schools, shops and public transport routes. The whole of the premises is registered for childminding and there is a fully enclosed garden for outside play. The childminder is registered to care for a maximum of six children under eight years, three of whom may be in the early years age group. She is currently caring for two children aged one-year and three-years and one older child after school hours. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She also is a member of the National Childminding Association (NCMA).

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The overall effectiveness of the early years provision

Overall the quality of the provision is good.

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The overall effectiveness of the early years provision

The childminder provides a child-friendly environment that stimulates children's interest and is very well organised. Children's individual needs are a top priority for the childminder and there is a gentle introduction to raising children's awareness of diversity of the wider world. The childminder promotes the children's welfare effectively. She has developed effective systems to monitor children's progress and supports all areas of learning well. The childminder brings about improvements to her practice over time though she is not yet completely confident at using self- evaluation.

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further?

To further improve the early years provision the registered person should:

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further?

 develop further the systems for self-evaluation in order to maintain continuous progress.

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the early years provision

Children's welfare is very well-supported. The childminder carries out detailed risk assessments on the premises and on every outing to ensure hazards are minimized. She has a thorough knowledge and understanding of child protection issues and of the correct procedures to follow should she have any concerns for the welfare of a child in her care. The safeguarding children policy meets requirements and is shared with parents, together will other policies and procedures, at the start of each placement. All required records and documentation are maintained to promote children's good health, such as accident and medication records. All paperwork is very well organised and accurately maintained. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 The childminder has effectively addressed the recommendation from the last inspection. Although she does reflect on the service she provides, a formalised

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the early years provision

system for this is yet to be put into place. The childminder is able to identify her strengths and areas for development, and is fully committed to maintaining continuous improvements in order to maximise outcomes for children. She has attended many training courses and workshops since her last inspection and is currently working towards a Level 3 qualification in childcare.

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the early years provision

There is an extensive range of resources available for children that are maintained in a clean and safe condition. They are able to easily and safely access these, effectively promoting their developing independence. For example, toys for young toddlers are at floor level, whereas some activities suitable for older children are on higher shelves. The childminder has developed positive, informal relationships with parents. Information is shared with parents from the start about their child, which results in a cohesive and consistent approach to children's learning and care. Comments from parents show that they highly value the relationship and the care that she offers the children.

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and outcomes for children

Children learn how to keep themselves healthy by taking regular drinks, by being encouraged by the childminder to make healthy choices at snack times. In addition, they are encouraged to adopt good personal hygiene practices such as, how to use the toilet properly and about the importance of washing their hands afterwards. The childminder supports children's health by caring for them appropriately if they become unwell and following infection exclusion period recommendations. She works with parents to ensure she maintains children's sleeping and eating routines and supports them at potty and/or toilet training time. Children learn about keeping themselves safe, for example, when crossing roads whilst out walking with the childminder. They receive gentle reminders about safety indoors, in order to minimise accidents.

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and outcomes for children

Children generally behave well as they respond to the childminder's calm, consistent and positive approach. They begin to learn about the consequences of their behaviour and are encouraged through clear, consistent management, to be caring and kind to each other. They make choices and decisions about their care and the activities they participate in which supports them to become active, inquisitive and independent learners. Children's welfare is effectively supported by the good practices of the childminder.

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and outcomes for children

The childminder supports children's learning and development well. As a result, children make good progress towards the early learning goals in relation to their starting points and capabilities. Activities are linked to children's interest and as a result they maintain their concentration for long periods, exploring new aspects to their play. For example, children develop problem solving skills as they post different shapes into the shape-sorter and complete simple jigsaw puzzles. They learn about social skills as they play with dolls, washing their clothes, dressing them and putting them to bed. Children's speech and language develops and their This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 vocabulary is skilfully extended by the childminder as they look at a book about methods of air travel and discover a micro-light. Children enjoy home based and outdoor activities equally and also enjoy going to various toddler groups with the

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and outcomes for children

childminder. The childminder makes observations of children as they play and uses these effectively to identify each child's next steps in learning. Regular evaluations and assessments are completed and are linked to the Early Years Foundation Stage (EYFS) to ensure that all six areas of learning are covered equally. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex A: record of inspection judgements

The key inspection judgements and what they mean

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Annex A: record of inspection judgements

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

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children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

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and managed?

The effectiveness of leadership and management in embedding ambition and driving improvement The effectiveness with which the setting deploys resources 2 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 2 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 2 The effectiveness of the setting’s engagement with parents and carers

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Stage

The quality of the provision in the Early Years Foundation Stage 2

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Stage

The extent to which children achieve and enjoy their learning 2 The extent to which children feel safe 2 The extent to which children adopt healthy lifestyles 2 The extent to which children make a positive contribution 2 The extent to which children develop skills for the future 2

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Stage

procedures set out in the guidance available from Ofsted’s website: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Met

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Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Met

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