Childminder in Hounslow

Inspection report for early years provision

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Unique reference number EY279293 Inspection date 24/03/2010 Inspector Sandra Laura Bates

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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 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.

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

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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

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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 registered in 2004. She is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She is registered to provide care for five children under eight years, of whom no more than three may be in the early years age group. The childminder currently has five children on roll, all of whom attend for a variety of part time hours.

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Description of the childminding

The childminder lives with her husband, and their four children, all of whom are aged over eight years, in a terraced house situated in Feltham, in the London Borough of Hounslow, on the borders of Spelthorne Borough. The house is situated on a fairly busy through road, close to local amenities such as schools, pre-schools, parks and local shopping.

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Description of the childminding

The minding is confined to the ground floor of the house where there is a spacious living area for play and rest. There are also washing and toileting facilities on the ground floor. There is a securely enclosed rear garden for outdoor play, and the childminder also takes children to other outdoor play venues and groups.

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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 supports children's welfare and learning very well. She successfully identifies their individual needs and caters for these effectively. The childminder is extremely competent in helping children to make progress in their learning and development. She involves parents in her self-evaluation process so that their views are taken into consideration when developing her practice. The childminder is highly motivated, and committed to continuing to improve and enhance her service through ongoing monitoring and training.

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further?

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

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further?

 continue to develop systems for self-evaluation so that strengths and weaknesses can be identified and addressed where necessary  develop and implement an effective emergency evacuation procedure, which is practised at regular intervals, and include this in the portfolio of information for parents This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

The childminder is very enthusiastic about her role. She is highly motivated, and proactive about ensuring that her practice is up to date and current in all respects. In pursuance of this aim, she regularly attends training workshops related to all aspects of her service. She acts promptly on recommendations made through the inspection process.

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the early years provision

The childminder arranges her home, and the resources within it, very effectively so that children can easily access play materials and make independent choices. The environment is very warm and welcoming, providing child orientated surroundings where children can play and rest in safety and comfort.

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the early years provision

The childminder has in place a detailed and comprehensive equalities policy which she implements in her daily practice to ensure that each child's individual needs are met. She uses resources, and activities based upon the festivals, and traditions, of a wide variety of cultures to develop children's understanding of the wider world. She continues to develop the range of play materials to include positive images of disabilities, for example.

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the early years provision

The childminder has a secure understanding of child protection issues. She is confident in her ability to recognize any signs or symptoms of abuse or neglect, and knows the steps to take if she has any concerns. Regular training updates in respect of these issues ensures that her knowledge is current and effective.

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the early years provision

The childminder evaluates the quality of her service by using parental feedback forms to find out from parents their opinions about what has gone well, and any areas that they would like to see developed. She uses these forms as a basis for monitoring her strengths and weaknesses. She also uses the Ofsted self-evaluation form, although this is not comprehensively utilised at this time. The childminder values the benefits of making good connections with other providers of the Early Years Foundation Stage, to share expertise and ideas.

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the early years provision

The childminder provides a good range of initial information about her service, her setting and the people within it. She uses daily diaries for each child to keep a close connection between their homes and her setting. These diaries include such things as what the children have eaten and how they have spent their day. The childminder also shares her records of children's achievements so that parents are well informed about the progress that their children make.

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the early years provision

The childminder provides a detailed portfolio of policies and procedures, although this does not currently include an emergency evacuation plan. Parents are provided with individual copies of the policies and procedures, and sign these to indicate their understanding and agreement. All the regulatory documentation is in place and efficiently maintained. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

The childminder is very effective at creating a stimulating and interesting learning environment for children. She establishes children's starting points by carefully observing and assessing what they know, and can do, when they first attend her setting. She continues to monitor and record children's progress towards the early learning goals. This means that she is able to plan effectively for children's next steps. The childminder makes very good use of both her home setting and play venues away from the home, incorporating planned activities into all aspects of the children's day. The childminder is an exemplary role model. As a result, children reflect the care, concern and respect with which she treats them.

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and outcomes for children

The childminder is extremely good at working with the children to extend their knowledge and understanding as they play. For example, she encourages the children to choose curved or straight railway tracks as they put together the train set. This activity also initiates discussion about shapes, and concepts of more and less. She maximises every opportunity to develop their thinking and learning through everyday routines such as meal times, or a quiet time sharing a story. For instance, the children cuddle up to the childminder to enjoy a favourite story about owl babies, joining in with some of the more familiar phrases. The story prompts an animated discussion about what kind of food the mummy owl might bring to feed her babies.

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and outcomes for children

The childminder is a very good at managing children's behaviour so that any minor disagreements are settled swiftly and effectively. Children are generally very considerate of one another's feelings. They are able to cooperate at shared activities, and learn to take turns at using favourite resources. They are very polite and considerate of one another. For instance, children say please and thank you at appropriate times without any prompting from the childminder.

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and outcomes for children

The childminder organises her home in a very clean and well maintained manner. Children reflect her attention to daily cleaning routines, for example, they ask to be allowed to wipe down the table before and after their lunch. Children sit together sociably at low levels stools and table to enjoy the packed meals that their parents provide, and the healthy snacks provided by the childminder. The childminder uses this time effectively to develop children's social skills and independence.

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and outcomes for children

The childminder keeps comprehensive risk assessments and reviews these at regular intervals to ensure that any potential hazards are identified and addressed. Children begin to learn how to keep themselves safe as they move carefully around the home. On outings, the childminder talks to children about the importance of consulting her before speaking to a stranger, or petting a dog for instance.

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and outcomes for children

Children make excellent progress in their learning and development as a result of the skill with which the childminder supports them. They thoroughly enjoy their play, and are actively and happily engaged. Children independently select resources and experiment with how to use these. Children acquire new skills, such as using Makaton signing as part of everyday routines. This means that children This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 are able to develop a new way of communicating, and children with limited speech are fully included.

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and outcomes for children

Children are very secure and confident in the childminder's care. They relate very well to any visitors and take pride in sharing examples of their art work with interested adults. Children cuddle up for a rest on the sofa, whilst taking an interest in the continuing play. They are completely at ease and comfortably go off to sleep. Children develop good personal hygiene practices. For example, children are conscious of the need to blow their noses. The childminder helps them to develop their skills in this respect by encouraging them to blow a feather using both their mouths and their noses. They wash their hands carefully before sitting down for their meals. Children enjoy regular opportunities to play energetically both at home and on outings to other play venues. For example, children dance to music which they have learned at the singing group which they regularly attend. They move their bodies into interesting shapes as they try to stand on their heads,

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and outcomes for children

Children develop a wide range of skills and knowledge across all areas of the Early Years Foundation Stage. The childminder uses a transition form to record the stage that the children have reached in order to help facilitate their move into the next stage in their education. 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 1

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Stage

The extent to which children achieve and enjoy their learning 1 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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