Childminder in Ealing

Inspection report for early years provision

p.1

Unique reference number EY308143 Inspection date 04/03/2010 Inspector Christine Bonnett

p.1

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 0300 123 1231, 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.

p.1

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

p.2

T: 0300 123 1231 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

p.2

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.

p.3

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).

p.3

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.

p.3

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

p.3

Description of the childminding

The childminder was registered in 2005. She lives with her husband and three children who are aged 16,10 and 6 years in Greenford in the London borough of Ealing. The whole bungalow is used for childminding and there is a fully enclosed garden for outside play.

p.4

Description of the childminding

The childminder is registered to care for a maximum of five children under eight years at any one time, of whom no more than three may be in the early years age group. She is currently minding three children in this age group. She is registered on the Early Years Register, and both the compulsory and voluntary parts of the Childcare Register.

p.4

Description of the childminding

The childminder walks to local schools to take and collect children. The family has chickens, rabbits and a ferret housed in the garden.

p.4

The overall effectiveness of the early years provision

Overall the quality of the provision is good.

p.4

The overall effectiveness of the early years provision

The childminder’s good understanding of the requirements of the Early Years Foundation Stage, and how to implement them effectively in her practice, means that children make good progress in their learning and development. Children are valued as unique individuals and treated with care and kindness within a clean and safe home. Children benefit from the childminder’s commitment to continuously reviewing and developing her practice.

p.4

further?

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

p.4

further?

 further develop systems to self-evaluate the provision to identify strengths and weakness to enhance outcomes for children  improve the record of risk assessments to include all the individual aspects of the home that the children access.

p.4

the early years provision

Children’s welfare is safeguarded effectively by the childminder. She has attended child protection training to keep up-to-date with the indicators of abuse and the procedure for reporting concerns. Risk assessments are carried out and there are no obvious safety hazards within the home or garden. The childminder reviews the assessments each time a child joins her care to ensure they remain appropriate, taking into account the child’s age and stage of development. Although the risk assessments are effective in identifying and reducing potential harm, the record used provides a general overview of the parts of the home to which the children This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 have access. It does not detail all the unique aspects of the home, and the process used to ascertain that they are safe.

p.4

the early years provision

The childminder helps children begin to learn how to keep themselves safe as they join in regular emergency evacuation drills from the home. They also learn how to stop at kerbs when crossing the road, and watch out for cars. All records and documents required for the efficient management of the provision and the safety of the children are maintained in a systematic and orderly way.

p.5

the early years provision

Children have ready access to a range of resources that help to promote their all- round development. The childminder plans a week ahead the range of play equipment and activities to provide. Favourite items are available all the time, and others are swapped over to retain the children’s interests. The play materials are clean and in good condition.

p.5

the early years provision

The childminder has a proactive approach to enabling children to understand the society they live in. As well as having multicultural play materials in her home, such as dolls and books, she provides activities for the children based on the customs and traditions of different faith festivals. For example, the children created collage pictures of divas to acknowledge Diwali. In addition, the childminder is planning to take the children to a nearby Sikh temple to further enhance their understanding of diversity.

p.5

the early years provision

The childminder is fully committed to continuously developing her existing good practice for the children’s benefit. She keeps up-to-date with current ideas and thinking by reading the leading childcare magazines, such as Nursery World. Because of this, she is currently rethinking and enhancing how she includes music more effectively in her practice. She also plans to establish a vegetable patch in the garden to enable children to learn the necessary skills for growing produce. Routine discussions with the parents enable the childminder to evaluate her work to ensure she fully meets the needs of the children. Although self-evaluation is undertaken, the system used does not clearly identify areas of strength and potential weakness to demonstrate how effective changes are in improving outcomes for children.

p.5

the early years provision

The childminder recognises the value importance to the children of working in partnership with parents. She has developed a portfolio containing her policies, procedures and information about herself and her family. This is shown to parents to make them fully aware of the service she provides. Time is made to exchange all relevant information with them regularly. The childminder also encourages parents to support their child’s learning by enabling children to take a favourite library book home with them so that they can enjoy it with their parent or carer in the evening or at weekends. Furthermore, the childminder understands the importance of working with all parties involved with the care and education of the child to ensure consistency of care and coherence in their learning. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.5

and outcomes for children

The childminder maintains a well-presented Learning Journey folder for each child containing detailed observations of them at play. Photographs and examples of artwork are included to illustrate particular activities. The observations clearly demonstrate the child’s level of development in the six areas of learning. The next step in each child’s unique learning journey is identified along with plans of how it will be achieved. The folders are accessible to parents at all times, and used to provide vital information about the child’s progress when they attend other settings delivering the Early Years Foundation Stage, such as schools and nurseries. Because the childminder has a thorough knowledge of the areas of learning, she provides fun and stimulating play experiences for the children. These include going to the supermarket to buy the ingredients for a cooking activity and visiting Hanwell sorting office to watch the post box being emptied and the mail sorted.

p.6

and outcomes for children

Children are active learners as they move confidently around the room selecting play materials of their choice. They approach the childminder with books, which she readily reads to them while asking questions to enhance their vocabulary by making them think and respond appropriately. Children also seek out resources to use as props in songs. For example, they each found a plastic spider and indicated that they wanted to hear ‘Incy wincy spider’. They had great fun joining in and anticipating the actions. The childminder incorporates counting and matching into daily activities, such as counting the number of spots on the dominoes and the number of steps they take. Children have access to programmable toys, such as mobile phones and pop-up activity centres. All these experiences help children to develop essential skills for the future.

p.6

and outcomes for children

Healthy lifestyles are promoted as children have plenty of opportunities for physical exercise outdoors, either in the back garden on the apparatus or in the local park. Some parents supply lunch for their child. However, when the childminder provides lunch she ensures it is nutritious and healthy. Chicken, macaroni cheese and vegetables are included on the menu. She offers fresh and dried fruit at snack time. Children also learn the importance of adopting good hygiene practices as they wash their hands at appropriate times of the day.

p.6

and outcomes for children

Children feel secure and develop a sense of belonging in the home because they have a good understanding of the boundaries of acceptable behaviour. They are reminded gently of the house rules, for example that throwing balls indoors can be harmful to each other and the home. Children play alongside each other and together very well, which creates a warm and relaxed atmosphere. They arrive happily and demonstrate that they feel safe with the childminder by willingly approaching her for stories and songs as well as cuddles. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.6

Annex A: record of inspection judgements

The key inspection judgements and what they mean

p.7

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

p.7

children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

p.7

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

p.7

Stage

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

p.7

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

p.7

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

p.7

Annex B: the Childcare Register

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

p.8

Annex B: the Childcare Register

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

p.8