Childminder in Barking and Dagenham

Inspection report for early years provision

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Unique reference number EY331949 Inspection date 03/02/2010 Inspector Jennifer Liverpool

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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 was registered in April 2006 and is a member of the National Childminding Association (NCMA). She lives with her husband and child aged seven years in Barking, Essex, close to shops, parks and schools. The childminder’s home is situated on the first floor of a block of flats, with no lift access. The whole of the childminder’s home is used for childminding, with the master bedroom used only for undisturbed sleeps. There is a communal outdoor area and local park that are used for outdoor play.

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Description of the childminding

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

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The overall effectiveness of the early years provision

Overall the quality of the provision is satisfactory.

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The overall effectiveness of the early years provision

Children's welfare is promoted through sound procedures and daily routines that ensure that their health is well-maintained and that they are kept appropriately safe. The process for self-evaluation has been introduced and is evolving, although the views of parents are not yet included. The childminder demonstrates a commitment to promoting an inclusive environment for children. Overall, strong partnership with parents and very positive links with support networks enhance children's learning. Children make good progress in their learning and development because the childminder actively responds to children's interests and provides purposeful play that result in children becoming active learners.

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further?

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

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further?

 involve parents in the self-evaluation process about the provision in order that they can contribute in the decision-making for improving the outcomes for children  extend the risk assessment to identify potential hazards outdoors to ensure children are safe when taken on outings  improve the system for observational assessments by clearly identifying the next steps in children's learning and development in order to ensure that children continue to make good progress at their own pace This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

Children are appropriately safeguarded. The childminder is aware of the signs and symptoms of abuse and she has an understanding of the Local Safeguarding Children Board procedures. This means that she can act in the children's best interest. The childminder has undertaken risk assessments on the premises, ensuring that any potential hazards identified are immediately addressed. This allows children to play freely and safely on the premises. There are risk assessment forms for trips, although the childminder has not yet completed these to identify and address possible hazards to ensure that children are safe when on outings. The childminder's home is appropriately organised to allow children privacy for sleeping and the low level storage of toys also enables children to explore and self-select the toys they want to play with. Overall, a suitable range of toys and resources and the childminder's positive attitude towards inclusive

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the early years provision

practice supports children's care, learning and development.

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the early years provision

The childminder has established good working relationships with parents. Daily feedback, a care diary and regularly sharing children's observational assessment reports promote continuity of care and ensure parents know how their children are progressing. During the inspection, parents comment that they are happy with the care provided and the progress that their children are making. There are systems in place to ensure that policies and procedures are available to parents so that they are informed of the provision for their child. While the childminder welcomes parents' input when planning for their child's care and learning, she has not yet considered how to include parents in the review and development of her practices and procedures.

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the early years provision

The childminder has appropriately addressed the actions and recommendations made at the last inspection. As a result of this, children are progressing well; they learn the importance of good hygiene and benefit from a range of safety measures indoors. The childminder is developing links with external agencies and partnership with other carers, which enables her to keep up-to-date with childcare practices. The childminder has begun to self-evaluate her practice and documentation of this clearly highlights her strengths and the standards of care and learning for children. She is starting to take into account areas of her practice to develop, demonstrating a commitment to bring about some improvements to the outcomes for children.

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and outcomes for children

Children and their parents are greeted and welcomed on their arrival. The childminder's home is warm and inviting to children as their paintings are displayed, recognising their own contribution and to appreciate the work of their peers. The childminder is responsive to children's needs and follows young children's individual routines for sleeping and eating, thus ensuring consistency of care. She monitors young children's food and drink intake and keeps a record of their care routines, which is shared with parents. This helps to ensure that children This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 remain healthy. Children are beginning to make choices about their own play from an appropriate range of age-appropriate toys stored at levels that they can access. The provision of toys that extend children's knowledge of diversity and the wider world is adequate. Children have access to larger play equipment that promotes

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and outcomes for children

physical skills when visiting the local park. They are provided with lots of opportunities to explore nature during walks and see animals on visits to the farm. Children are beginning to record their observations of animals and the things that they see from their trips, which demonstrate how well children use their observation to make sense of the world.

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and outcomes for children

The childminder has placed great emphasis on developing the quality of the educational programme for children and as a consequence of this, the provision for children's learning and development is good. The childminder ensures that children are provided with a wide range of activities that appeal to children's interests as she begins to make links between the activity plans and the regular observational assessments she makes of children's progress. The assessment system, although fairly detailed, does not clearly indicate how the childminder uses these observations to plan the next steps in children's learning and development to ensure that they continue to make good progress. However, photographic evidence of children's play and samples of their work indicate how children progress over a period of time. The childminder clearly demonstrates in practice how she caters for children's different abilities by adapting activities accordingly.

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and outcomes for children

For example, older children are encouraged to describe the textures of objects that they choose from the treasure basket, while younger children are encouraged to discover the texture of materials through exploration and touch. Children are beginning to record their observations when drawing pictures of the fruits that they are about to eat. Good opportunities for counting, matching and recognition of shapes are incorporated into the daily routines, such as mealtimes and story sessions. Children are starting to learn the concept of time as an egg timer is used to let them know when the session for watching the television has ended. Young children confidently express their feelings and needs verbally and through gestures. Children's communication and language is developing well as the childminder asks questions to encourage them to think and express their ideas. The childminder introduces the children to simple French words when labelling

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and outcomes for children

items, thus enabling children to become aware of different languages.

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and outcomes for children

Children are helped to learn about how to keep themselves safe through gentle reminders and when practising fire emergency evacuation. They are encouraged to enjoy a healthy lifestyle through regular opportunities for short walks and enjoying a range of freshly cooked meals. Children are beginning to learn the importance of good personal hygiene as they are supported to wash their hands at routine times and brush their teeth after meals. The childminder washes the hands of younger children after each nappy change. Children behave well and benefit from praise, encouragement and rewards. They learn to respect each other through important social skills, such as sharing and taking turns. 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 3 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 3 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 3 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 3

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Stage

The extent to which children achieve and enjoy their learning 2 The extent to which children feel safe 3 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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