Childminder, Out-of school day care in Hammersmith and Fulham

Inspection report for early years provision

p.1

Unique reference number EY397643 Inspection date 07/12/2010 Inspector Helen Steven

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 assesses 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

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 has been registered since June 2010. She lives with her three adult children and one other adult in a three bed roomed house in College Park in the London borough of Hammersmith & Fulham. The home is arranged over two floors, the ground floor is the main area of the home used for childminding. There is a secure garden used for outdoor play. The family have a two year old dog.

p.4

Description of the childminding

The childminder is registered to care for a maximum of six children at any one time, of whom three may be in the early years age group. She is currently minding one in the early year's age group. She is registered on the early years register, and the compulsory part of the child care register.

p.4

Description of the childminding

The childminder holds a NVQ in children's care, learning and development at level 3. She is a member of the National Childminding Association.

p.4

The overall effectiveness of the early years provision

Overall the quality of the provision is satisfactory.

p.4

The overall effectiveness of the early years provision

Children are happy as they have a sound relationship with the childminder and play in a generally safe environment, although this is not yet organised well to fully support learning. Children enjoy a range of play experiences supporting their learning and development; however, the systems for observation, monitoring and planning are in their infancy. The childminder works alongside parents to meet children's individual needs and is prepared to work together with other agencies should the need arise. Children's home language is supported as the childminder is fluent in both Spanish and English. There are systems in place for required documentation. The childminder has begun to reflect on her service and identifies that she plans to improve her knowledge and develop her systems in order to maintain continuous improvement.

p.4

further?

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

p.4

further?

 improve the risk assessment so that it covers everything with which a child comes into contact, for example, the gap in the banister giving access to the stairs and the fitting of the fire blanket  develop further systems for recording children's progress, including matching observations to the expectations of the early learning goals and identifying learning priorities to inform individual planning  develop further the environment to ensure that it is interesting and attractive for children to explore, play and learn independently, for example, by introducing more natural materials and encouraging children's mobility and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 movement

p.4

the early years provision

The childminder has an adequate knowledge of the signs and symptoms of possible child abuse and how to refer any concerns to ensure children are safeguarded. She has undertaken risk assessments for her home as required; however she has overlooked the hazard posed to children by the large gap in the banister enabling them access to the stairs. In addition, the fire blanket in the kitchen is not fitted to enable it to be used swiftly in the event of a fire. Through discussion the childminder demonstrates that she risk assesses outings to ensure children's safety and has recorded details of some of these assessments and basic route details for others. The childminder has adopted written policies and procedures from the local authority to keep parents informed of her methods. All required records are in place to promote children's health and welfare. There are systems in place to collate written observations, photos and art work in children's folders. Children's

p.5

the early years provision

next steps in learning is not currently identified to inform planning and enable the childminder to monitor their progress. The childminder has begun to self-evaluate in order to identify her strengths and priorities for development. The childminder has a valid first aid certificate to enable her to treat the children appropriately in the event of an accident. She holds an NVQ level three qualification in childcare and is keen to develop her knowledge by undertaking ongoing training, for example, by refreshing her knowledge of Makaton.

p.5

the early years provision

The children are cared for mainly within the living room area, the childminder sets out a selection of resources which are age appropriate. They are focused on a small area within the room and are primarily made from synthetic materials. Children's home language is supported as the childminder speaks in both Spanish and English and she makes use of duel-language books. The childminder has positive relationships with parents; she makes them feel at ease and communicates verbally each day. Parents report that they are very happy with the way their children are cared for. They can see their children are happy and are becoming more independent. A noticeboard is available to provide information such as the weekly plan. The childminder has a positive attitude to working alongside other agencies as and when the need arises in order to support children's individual needs.

p.5

and outcomes for children

Children enjoy a range of activities both inside and outside the home which support children's development in all areas of learning to ensure they are making satisfactory progress. Children are settled, happy and enjoy the company of the childminder. They have the opportunity to socialise with their peers when they attend local drop in groups. Their independence is encouraged as they are This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 supported in feeding themselves and have some opportunities to self select toys. Children enjoy removing and replacing items in baskets and playing with stacking cubes. They develop an awareness of number names through songs and the childminder commentates during play using phrases such as 'teddy wants one more'. Children are introduced to the pleasure of books as they can access them independently from low level shelving and by sharing books with the childminder

p.5

and outcomes for children

who uses props such as plastic animals and pictures to enhance her stories. Children draw on a screen and then swipe the display to make the marks 'magically' disappear. They undertake arts and crafts activities although some are adult directed, thus reducing children's creativity. Children explore sounds as they bang plastic bricks together accompanying the childminder?s singing and move their bodies spontaneously every time they hear the ringtone on a mobile phone. Children start to role play by feeding teddies sitting beside them at snacktime. Children begin to explore technology by pressing buttons on toys to achieve sounds and movements. Children show fondness for the childminder's dog, gaining an understanding of how to respect animals. They pick up toy animals and imitate the sound of the dog. Outings to local playgrounds and drop in groups enhance children's physical development and enable them to develop an awareness of their

p.6

and outcomes for children

local community. When given the opportunity, children use their increasing mobility, for example, to connect with people. They show delight as they walk between adults and access toys they can reach on the table. The childminder observes children's play to decide what activities they are interested in to support their learning; however the system is not fully embedded to identify children's next steps, map their progress and to influence individualised planning.

p.6

and outcomes for children

Children are developing an understanding of healthy lifestyles as they are offered healthy snacks and meals, for example, grapes, apple puree, pasta bolognese, fish cakes and bean casserole. They enjoy fresh air and exercise as they go regularly to the local park and drop in groups. Children are learning to share and happily give toys to other children and visitors. Children are motivated by the childminder who praises and encourages their efforts with 'Bravo' and lots of claps. Children are initially shy when visitors enter and snuggle in to the childminder for comfort and demonstrate that they feel safe, by gradually interacting with others. Children are helped to keep safe as the childminder has started to organise fire drills; however she has reflected in her records that she needs to address the reasons why the evacuation took three minutes in order to ensure that children are kept safe in a real emergency.

p.6

and outcomes for children

This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.7

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

Early Years Foundation Stage

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

p.7

Stage

The quality of the provision in the Early Years Foundation Stage 3

p.7

Stage

The extent to which children achieve and enjoy their learning 3 The extent to which children feel safe 3 The extent to which children adopt healthy lifestyles 3 The extent to which children make a positive contribution 3 The extent to which children develop skills for the future 3

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