Childminder in Hertfordshire

Inspection report for early years provision

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Unique reference number EY381948 Inspection date 13/12/2010 Inspector Jane Nelson

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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 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.

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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 2008. He lives with his wife in a house in Hounslow in the London Borough of Hounslow. The living room on the ground floor of the property and a small dedicated play room behind the garage are used for childminding. A bedroom on the ground floor and the first floor of the premises are not used for childminding. There is access to an enclosed garden at the rear.

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Description of the childminding

The childminder is registered to care for a maximum of six children under eight years, three of whom may be in the early years age range, when working on his own. He also offers care to children aged over five years to 11 years. This provision is registered by Ofsted on the compulsory and voluntary parts of the Childcare Register. The childminder works with his wife who is also a registered childminder. When working together they may care for a maximum of eight children under eight years, six of whom may be in the early years age range. They are currently caring for five children, four of whom are in the early years age range. The childminder collects children from the local schools and attends several toddler groups on a regular basis. The childminder is a member of Hounslow Children Come First Quality Assured Network.

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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's individual needs are well known by the childminder and reflected in the daily routine and the good range of play experiences he and his co-childminder provide. Positive relationships with parents are promoted and result in information being shared well. Partnerships with other settings are effective. Documentation and written records are well maintained and most contain all the relevant information. Self-evaluation is used effectively to identify areas for future development.

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further?

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

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further?

 develop further the use of observations to include and identify what next for children and how they will be supported in achieving their next steps consistently  review the safeguarding policy and procedure to include the steps to be taken in the event of an allegation of abuse being made against a member of the household or co-childminder. 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 supervises children well and reminds them to be careful and safe in their play. The required records of risk assessment are maintained and indicate these are regularly reviewed and used effectively to monitor safety. Records reflect that fire evacuations are held regularly. The childminder has a clear understanding of child protection issues, his responsibilities and the procedures to follow should concerns arise, including the procedure to follow should an allegation be made against himself, or his co-childminder. Although, this is not yet included in the childminder's written policy.

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the early years provision

The childminder has been registered since 2008 but has only recently started work as a childminder with his wife. They work well together as a team sharing all tasks involved in the daily routine and providing positive role models for the children. Well established, written records and documentation are maintained, some by the childminder's co-childminder. Self-evaluation is used extensively and reviewed regularly by the childminder and his co-childminder. This is used as a focus for discussion between them and to identify areas for future development, such as developing his own childcare qualifications. The childminder demonstrates a good commitment to ongoing improvement. For example, he has attended several short training sessions since completing registration, he and his co- childminder have recently joined the Hounslow Children Come First Quality Assured Network, and they are intending to participate in the Every Child a Talker scheme.

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the early years provision

The childminder's home is welcoming and space in the home is organised appropriately to enable children to play, eat, rest and investigate their environment safely. The designated play room at the back of the house is well equipped and creatively organised to promote children's interest and exploration, for example a play den has been constructed with a cardboard box and a sheet in one corner of the room. This area is also used at times during the day to enable children to move freely between the indoor and outdoor environments.

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the early years provision

Positive relationships with parents are promoted and result in information being shared well. For example, information is obtained from parents when children first start with the childminder, enabling them to follow familiar routines and practices and know familiar words in children's home languages. Written daily sheets are completed and given to parents, informing them about their child's day. Information about children's development, recorded in their Learning Journals, is shared regularly with parents. The childminder and his co-childminder are responsive to the needs of individual families and their children and where possible accommodate these needs into their setting well. The childminder speaks the same first language as some of the children who attend, enabling him to reassure parents and provide familiarity for children, while promoting their understanding of English through translation of short phrases and familiar words. Parents' views are

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the early years provision

sought through questionnaires and the responses viewed reflect positive feedback.

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the early years provision

Records and information relating to children's development are recorded and maintained and the systems in place have recently been reviewed by the This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 childminder and his co-childminder. Observations are recorded and illustrated with photographs and examples of children's creative work. A less detailed system is used for children attending the childminder's on a short-term basis. Although children's next developmental steps are usually identified, these are not yet routinely included in all observations demonstrating how children will be supported in achieving their next steps. The childminder works effectively with other settings such as local schools, pre-school groups and other childminders that children attend. Sharing information verbally and attending events such as the Christmas celebration at a local school.

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and outcomes for children

Children benefit from a good range of well planned play and learning experiences in a home-based setting. They are developing skills for the future through their play and as they investigate their environment. A good range of well maintained resources, play equipment and materials is provided and attractively presented to encourage children's interest and exploration. Some of these are easily accessible to children, particularly in the designated play room, enabling them to help themselves and make choices about what they play with.

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and outcomes for children

Children enjoy exploring a range of play resources that are set out in the childminder's living room. A range of utensils such as bowls, spoons and empty containers are set out on a low table with rice grains in them. Children explore the rice, feeling, sifting, pouring and transferring the rice between containers using spoons, their hands and the containers. They concentrate and persist at the activity filling containers and notice some rice spills onto the floor. The childminder introduces some play food to encourage the naming of fruit and a discussion about what you can eat with chips. At the end of the activity they help to clear away and are helped by the childminder's co-childminder to use a hand-held vacuum cleaner to make sure all the rice grains are cleared from the floor.

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and outcomes for children

Children are happy, secure and demonstrate they feel safe in the childminder's care. They smile, listen and initiate conversation with him. They are gaining confidence and developing language as they repeat words he translates, and listen carefully when he reads them a story. Children mark make using magnetic shapes and a pencil on a wipe-off board and on a large, wall-mounted board. They are gaining confidence in recognising and making the shape of the first letter of their name. Children count in their play and excitedly rush to the front door when they hear the letter box, knowing the postman will have delivered letters. The childminder supports children well in their play through talking about what they are doing and including some everyday experiences in their play and learning. For example, he suggests they count the number of letters delivered by the postman, which children confidently do counting one to six, adding a sheet of paper, saying

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and outcomes for children

'that's seven'. Before lunchtime, children are involved in choosing which colour plate to have and selecting their own place mats, promoting their sense of belonging in the childminder's home. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Children have good opportunities to participate in the local community and gain confidence in a larger group of their peers. For example, they regularly attend local parent and toddler groups with the childminder, and accompany him on daily visits to the local school to collect older children. They learn about the wider world through seeing diversity reflected in the range of resources they use daily, such as books, photographs, play figures and dolls. Children hear their own and different languages spoken and experience different events and celebrations.

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and outcomes for children

Children have daily opportunities for fresh air and exercise. They play in the childminder's garden, where they also have opportunities to dig and plant seeds in the summer. At times during the day, they are able to move freely between the play room and the garden. They have fun climbing under a sheet into a den in the play room and climb onto rocking toys in the garden, pushing themselves with their feet to generate the rocking movement.

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and outcomes for children

Children are learning about good hygiene practices as part of their daily routine. They know they need to wash their hands before eating and go with the childminder to the bathroom to do this. They enjoy a good range of healthy and nutritious food. The childminder shows children the fruit they can have at snack time before peeling and preparing it in the kitchen and then serving it to the children as they sit on the floor in the living room. They later enjoy a healthy, home-cooked lunch of rice, steamed vegetables and chickpea curry, sitting comfortably on small chairs at a low table. 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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Early Years Foundation Stage

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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