Childminder in Waltham Forest

Inspection report for early years provision

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Unique reference number EY404474 Inspection date 27/05/2010 Inspector Lynn Palumbo

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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 2010. She lives with her husband and child in a house in the London borough of Waltham Forest, within easy walking distance of shops, parks, nurseries and schools. The whole of the ground floor is used for childminding. Toilet facilities are on the ground floor. There is a fully enclosed garden for outside play.

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Description of the childminding

The childminder is registered to care for a maximum of four children under eight at any one time. There are currently three children on roll, two of whom are in the early years age group. The childminder is registered on the Early Years Register, and the compulsory part of the Childcare Register.

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Description of the childminding

The childminder is a member of the National Childminding Association. She walks to local nurseries and schools to take and collect children.

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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 successfully promotes most aspects of the Early Years Foundation Stage framework requirements within a suitable and inclusive environment and many aspects of diversity are reflected well. She knows the children well, as a result they are happy, secure and settled. She develops positive relationships with parents, which contribute well to children's welfare and learning needs being met. The childminder has effective systems of self-evaluation and is able to ensure her provision develops continuously.

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further?

To fully meet the specific requirements of the EYFS, the registered person must:

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further?

 improve the record of risk assessment so that it identifies aspects of the environment that need to be checked on a regular bases and includes information on who conducted it, date of review and any action taken following a review or incident. (Suitable premises, environment and equipment) 11/06/2010

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further?

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

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further?

 establish systems to involve parents as part of the ongoing observation, assessment and planning cycle to ensure they are fully involved with their child’s learning. 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 has a clear knowledge about child protection procedures and knows where to make referrals. She has an up-to-date first aid certificate. This ensures, if the children have any accidents or any concerns arise about the well- being of children, that correct procedures are followed. Although the childminder has a record of risk assessments in place, they are not sufficiently detailed to ensure children's safety while playing. This does not ensure any potential hazards are promptly identified and minimised within all areas of the home and is a breach of a requirement of the Early Years Foundation Stage. The childminder obtains parental consent for outing’s and emergency medical advice and treatment for all children in her care. This ensures all children are cared for in an emergency without delay. The childminder maintains safeguarding records, for example, she has a record of children’s hours of attendance and records accidents accurately.

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the early years provision

The childminder shares all her policies and procedures with parents at the outset to ensure they are well informed.

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the early years provision

The childminder has designed an effective layout of good quality toys and resources in the home and garden, to ensure children can access these easily. The childminder also makes good use of the recreational services within the community, for example, the local children’s centre and library. This ensures children’s learning and development is enhanced and feeds into the continuous improvement of her provision.

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the early years provision

The childminder demonstrates that she has valuable knowledge about children’s welfare and family background. For example, she is fully aware of children’s health, dietary and care requirements, such as their sleep routines and the stage of potty training. Children are provided with an effective range of resources that foster an awareness of diversity in society, for example, they learn about different cultures. The childminder’s systems of self-evaluation are effective and she has identified areas for development. These include developing the system to obtain the parents and children's views about her provision.

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the early years provision

The childminder has established strong relationships with the parents. They are informed about their children’s learning and development through daily discussions, samples of their children’s work and written observations. However, the childminder has not yet fully established systems to involve parents’ in contributing to the observation, assessment and planning cycle, to ensure they are fully involved with their child’s learning. Parents have expressed their positive views of the childminder’s provision to the inspector, they say, ‘The childminder has given my child so much confidence, and he can now speak in simple sentences.’ ‘I am so pleased the childminder has given me the opportunity to express my own views about my child’s learning, reading is an important part of children’s development.’ The childminder is fully aware of other professional organisations involved within the Early Years Foundation Stage and she has

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the early years provision

knowledge of Makaton. Speech therapists and other specialist workers are welcomed into the home to observe the children, if necessary, and their advice is valued. 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 has developed effective assessment systems and uses photographic evidence alongside the observations she conducts. The observations provide information about what the children have achieved and their next stage of development.

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and outcomes for children

Children are happy to explore the resources in the play areas and they soon choose a toy or an activity. They quickly become engrossed in their play or creative work. For example, they play a variety of instruments as they dance to familiar nursery rhymes. Children’s speaking and listening skills are developing very well. Children enjoy selecting books and listen to the childminder. They become engrossed in stories which include ‘Brown bear, brown bear what do you see?’ and interact well, identifying animals, they say, ‘the fish is crying’ and give a gentle kiss on the book. Children develop their writing by mark making, the childminder extends their learning by writing their name and encouraging them to pronounce the letters of their name. Children have good opportunities to develop their numeracy and problem solving skills as they align puzzles and learn to carefully judge how much sand will fill different sized containers. In addition, children count

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and outcomes for children

beyond 10 and begin to understand numbers are sequenced. Children have a broad range of experiences to develop creatively. They know their colours and are free to paint on a variety of material. Children sing and dance to ‘music and dance’ sessions. In addition, they manipulate play dough. Children develop their imagination by playing with their dollies, by feeding, dressing and washing. This enhances children’s concept of their own personal hygiene. Children develop their knowledge and understanding of the world excellently. They explore the childminder’s garden, locating snails and discuss their characteristics. This is further extended when children visit the farm and learn about animal habitats. Children are growing tomato plants from seed, and they regularly water and know they require sunlight to grow. Children develop an understanding of a diverse society as they read a variety of cultural books; eat West Indian foods and a

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and outcomes for children

variety of fruits from around the world. All children are encouraged to access all toys and resources regardless of their gender. This ensures children are learning about a diverse society.

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and outcomes for children

Children have good opportunities to learn about healthy lifestyles. In the childminder’s garden, they kick and throw balls with control. They ride bikes and challenge their physical skills on the soft play equipment at the local children centre. In addition, they climb on recreational equipment at the local park. The childminder prepares nutritious and well-balanced home cooked meals and children take pride in washing their hands before eating. Overall, there are effective measures within the setting to ensure that children play safely. However, at times the childminder does not remind children to play safely, for example in the hallway, children are not reminded to walk and subsequently slip over on the wooden flooring. Children enjoy playing together and have a mutual respect for each other. The childminder manages children's behaviour calmly and well. They respond positively to praise and to good role modelling.

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and outcomes for children

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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