Childminder in Barking and Dagenham

Inspection report for early years provision

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Unique reference number EY340016 Inspection date 24/05/2010 Inspector Rufia Uddin

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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 2006. She lives with her three children aged 12, 11 and seven years in Dagenham in the London borough of Barking and Dagenham. The whole of the ground floor of the childminder's house is used for childminding and there is a fully enclosed garden available for outside play. There are shops and local amenities within walking distance. The childminder attends toddler groups and walks to the local school to take and collect children. The family has two dogs. The childminder is registered on the Early Years Register and the compulsory and the voluntary parts of the Childcare Register. The childminder is registered to care for a maximum of five children under eight years, three of whom may be in the early years age range. The childminder is currently caring for three children in the early years age range. Care is provided on a full or part-time basis throughout the year. The childminder also offers care to children aged five to 11 years.

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Description of the childminding

The childminder is a member of the National Childminding Association.

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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

Children are happy and well settled in an inclusive setting where they are respected and valued as individuals. They are healthy, safe and have developed secure relationships with the childminder and her family. The childminder's clear understanding of their individual needs contributes to the good progress they are making in their learning and development. Effective partnerships are developed with parents and other providers, ensuring that children's needs are met. The environment is welcoming and all children are valued and respected. The childminder has vision and ambition and is able to see what she does well but hasn't yet focused her self evaluation to fully extend her practice.

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further?

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

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further?

 further develop opportunities for parents to be informed about their child's next steps of development to help them to play a more active role in their child's learning at home  further develop opportunities to promote children's awareness of disability.

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the early years provision

Children's safety is given high priority as the childminder ensures that detailed and effective risk assessments are in place for areas used by the children, both indoors and outdoors. Outings, including those to and from the local school and park, are also fully risk assessed and this ensures that hazards for children are minimised. In This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 case of emergency, children are familiar with the evacuation procedure as this is practised and discussed with them, and as a consequence, children are learning how to keep themselves safe from an early age. Children are kept safe when they are on trips and outings. Younger children are secured appropriately in a buggy. Older children learn about road safety as they walk to and from school. The childminder has a good understanding of her role in safeguarding children in her care. She has policies and procedures relating to safeguarding and she ensures

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the early years provision

that parents have a copy of this information as well as discussing it at the onset of a placement.

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the early years provision

Children benefit because the childminder has a good range of toys and resources which cover all areas of learning. Low level, child friendly storage systems, which are labelled with both words and pictures, promote independence and enable children to make their own choices in a safe environment. Children are valued and respected as individuals, are confident in the childminder's care and have appropriate opportunities to learn about the wider world. Although there is a limited range of activities to promote children's understanding of disability, the childminder promotes inclusion by welcoming all families, helping new children to settle quickly, and offering additional support where appropriate. Children have access to an adequate range of play resources designed to develop their understanding of diversity, these include multi-cultural dolls, puzzles and books. Children explore their community as they visit the local library, park and

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the early years provision

toddler/carer group. The childminder demonstrated an awareness and knowledge about the procedures to follow in the event of children attending who have special educational needs and/or disabilities or English as an additional language.

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the early years provision

Effective settling in procedures enable parents to share what they know about their child, and parents receive an information booklet about the childminder's service before their child's placement begins. The childminder makes parents welcome in her home, shares information and discusses the children's progress with parents each day. Parents are provided with a copy of all the childminder's policies and procedures. These are discussed in detail to ensure they are well informed about her service and how she meets children's individual needs. Observations of children's progress are informally shared. Children gain significantly from the good partnerships that exist between their parents and the childminder. There is a good shared knowledge and understanding of the best ways to nurture each child and meet their welfare and learning needs. The childminder is aware of the need to share information with other early years

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the early years provision

settings to support children's learning, and has clear links with other providers to promote a collaborative approach to children's learning. The childminder is ambitious and has started to formulate plans for the future development of her service and has identified the further development of opportunities to promote children's awareness of disability as an area for further improvement.

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and outcomes for children

The childminder has impressive systems in place to ensure that all children make good progress across all areas of learning. There is a robust system for finding out This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 children's starting points when they arrive at her setting. Detailed observation and assessment records are in place, which are linked to the Early Years Foundation Stage, and these are used to record and monitor children's development and to identify their next steps of learning. The childminder plans and adapts activities according to children's individual needs to ensure that each child has the opportunity to reach their full potential. Flexible weekly plans are in place to allow the childminder to respond to children's interests and to ensure that each child is happy and engaged in their learning and play. Independence is promoted as children are encouraged to make their own choices from the good range of toys

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and outcomes for children

and resources available, and there is a very good balance of adult-led and child initiated activities. The childminder interacts with the children well ensuring that she takes the time to get to know them properly, for example, knowing their favourite series of books and their favourite characters.

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and outcomes for children

Children make good progress in their social skills and confidence as they have regular opportunities to attend local toddler groups, library sessions and sit together with the childminder and other children for meals and snacks. They participate in outdoor activities on a daily basis, including taking walks to and from the local school and in the local park, as well as engaging in a wide range of physical activities in the garden. The childminder encourages children of all ages to use information and communication technology, including a computer, as well as push button toys, books and telephones. The childminder encourages the use of mathematical language when children play, for example, by talking about shapes as they draw and colour. Children's language skills are encouraged as the childminder constantly talks with them while they play, asking questions, counting and suggesting different activities. The childminder encourages children's

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and outcomes for children

confidence and self-esteem by enthusiastically praising them and making them feel valued. The childminder has started to complete observations on the children and has identified children's starting points and next steps, and she has linked these to the general planning of activities and children's interests. Observations of children's progress are informally shared with parents. However, continuity of learning for children is not fully developed because parents are not made aware of their child's next steps for development to enable them to more effectively support their learning at home.

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and outcomes for children

The childminder encourages healthy eating by providing nutritious home-cooked meals, snacks and drinks. Hygiene procedures are promoted as the childminder talks to children about why they need to wash their hands at appropriate times and provides equipment such as child-sized toilet seats. The childminder has clear, appropriate house rules to ensure children know what is expected of them. The childminder uses positive techniques to encourage children to behave well. Praise is used effectively to reward wanted behaviour, such as saying 'please' and 'thank you' and helping to tidy up after an activity. Children are well behaved, they have very good manners and respond positively to the childminder's routines and consistent boundaries. The childminder knows them very well and ensures that methods used for behaviour management are appropriate to each child's age and understanding. Children are quite happy to help with tidying up, and through the

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and outcomes for children

positive role modelling provided by the childminder, younger children are learning to take turns and share. They respond very positively to the praise and encouragement they are given throughout the day. 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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