Childminder in Tower Hamlets

Inspection report for early years provision

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Unique reference number EY259697 Inspection date 14/03/2011 Inspector Shaheen Belai

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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 2003. She provides minding from a second floor flat situated in Isle of Dogs, within the London borough of Tower Hamlets. The children have access to the whole of the premises situated all on one level. Access to the premises is via stairs.

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Description of the childminding

The childminder is registered to care for a maximum of six children under eight years of age; of these three may be in the early years age range. The childminder currently has four children in this age range on roll, who attend on a part-time basis. She also cares for older children aged five years and over. The childminder is also registered to work with an assistant. The childminder is registered on the Early Years Register, the compulsory and voluntary parts of the Childcare Register.

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Description of the childminding

The childminder takes and collects children from Arnham Wharf Primary school. 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 satisfactory.

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The overall effectiveness of the early years provision

The children are settled and happy in the childminder's care as she has developed effective relationships with them and their parents. Children's individual needs are well known to the childminder and they are met sufficiently well. Children access a range of resources to contribute to their learning and development. All required documentation is in place and this helps underpin the childminder's service and contribute to children's welfare. The childminder has an adequate knowledge of the Early Years Foundation Stage framework and is beginning to implement appropriate systems to assess children's progress in their learning. The childminder is keen to further develop her knowledge and service, she has met recommendations from her last inspection and gains periodic feedback from her local authority coordinator. She has only recently begun to self-evaluate her provision, allowing her to identify some of her main strengths and weaknesses.

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further?

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

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further?

 complete a paediatric first aid course that is approved by the local authority and obtain a valid first aid certificate (Suitable people) (also applies to the Childcare Register) 31/05/2011

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further?

To further improve the early years provision the registered person should: This inspection was carried out under sections 49 and 50 of the Childcare Act 2006  review the frequency of the current system for observational assessment, ensure they reflect all six areas of learning, identifying the next steps in learning and progress is monitored towards the early learning goals  extend further a culture of reflective practice and self-evaluation to identify strengths and areas for improvement, and explore further and regular training.

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the early years provision

Children are safeguarded because the childminder has recently attended training in child protection. In addition she acknowledges and implements her policies and procedures on safeguarding. For example, she carries out regular risk assessments and is aware of how to address complaints. Children are able to explore and play in an environment that is safe because the childminder has a sound understanding of carrying out daily safety checks and implements this in practice. Fire safety equipment is in place and is regularly checked, and children participate in regular evacuation drills. However, the childminder has allowed her first aid training to lapse, which is a requirement of registration. This breach impacts on the health of the children and her suitability. Documentation is in place and maintained well, this includes gaining written parental consent for seeking emergency medical treatment. The childminder has gathered relevant information from parents,

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the early years provision

allowing her to address children's individual needs.

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the early years provision

The childminder has developed positive partnerships with parents and has provided them with copies of all her policies and procedures. This keeps them informed of how she promotes children's overall well being. She respects parental wishes on their personal preference of how they are to be kept informed daily about their child's day, for example via the sharing of a daily diary or exchange of verbal information at collection. Parental feedback is positive and praises the service provided by the childminder, this includes the venues the children attend daily, the feedback they receive daily and the positive bond developed between the children and the childminder. The childminder is aware of the value of developing partnerships with other agencies, for example other settings the children may attend. This promotes continuity of care.

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the early years provision

Children access an adequate range of age appropriate resources, which are carefully organised to allow for them to develop their independence in making choices. All children are valued and included and have equal access to the selection of play materials. The childminder works alongside parents to ensure she identifies the individual needs of children, follows their care routines and plans a daily routine to reflect this. For example, she is aware of children's home languages, she serves food as parents inform her when provided by them, provides for special diets and children rest as required. This supports the approach of providing an inclusive environment.

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the early years provision

The childminder has the capacity to improve her service and has taken positive steps to address recommendations from her last inspection. This has impacted on This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 supporting children's health and promoting safeguarding. Self-evaluation has not been fully explored consistently; this therefore impacts on the childminder not being robust in identifying her strengths and weaknesses. For example, she has not attended training to address weaknesses and update her knowledge in relation to fully implementing the Early Years Foundation Stage.

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and outcomes for children

Children are happy and settled in the care of the childminder. This is because she supports individual settling-in and knows the children well. The children present a strong, trusting and close relationship between them and the childminder. She is very warm in her approach; she listens to the children and engages with them as they play. Children happily explore the range of resources set out for them at low level. For example, they enjoy playing with the toy kitchen, nursing their dolls or sorting the construction bricks. They explore additional resources to extend their play, such as using baby wipes to clean their dolls or blankets to put the dolls to sleep. The childminder interacts with them to help them solve problems, for example counting beads or exploring how to operate a range of battery operated toys. Children enjoy looking at books, self selecting from a range or sitting with the childminder to look at them together. Young children repeat words as they are

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and outcomes for children

pointed out by the childminder, such as naming animals or the sounds they make. Painting activities are offered to offer children opportunities to interpret their ideas using their creative skills or promote their mark making skills. Children have opportunities for physical play, mainly indoors to support their mobility skills, and develop confidence in using large equipment. Children have some opportunities indoors to support their physical development, they steer toy pushchairs with skills around furniture or learn to connect bricks together. Daily outings in the community such as attending soft play centres or attendance at parent and toddler groups ensure children participate in accessing resources and equipment that allow for them to learn to climb, balance, ride and jump. The attendance at these venues also offers opportunities for children to socialise with other children.

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and outcomes for children

The childminder has a general understanding of the Early Years Foundation Stage in relation to assessing children's development. The childminder does plan daily activities to reflect the six areas of learning and is able to demonstrate a fair knowledge of children's basic learning. Yet the systems to monitor children's learning are not robust to identify progress towards the early learning goals, identify consistently the next steps in children's learning and inform the daily planning to be reflective of each child's individual progress. This is because observational assessment has only recently been introduced.

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and outcomes for children

Children learn to be safe through general reminders from the childminder, such as the danger of walking around with scissors in their hands or about road safety when they go out every day. Children are developing a sense of right and wrong because the childminder sets appropriate boundaries and has a reasonable expectation of their behaviour. The childminder encourages them to share, be caring towards others and provides a positive role model to demonstrate an This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 environment of respect. Children are learning about people's differences and similarities through a developing range of resources, including a selection of books, dressing up clothes, puzzles and dolls. These reflect diversity in a positive manner, support children developing a positive identity of themselves and others.

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and outcomes for children

The children are cared for in a clean and hygienic home, where they are supported to follow suitable routines that promote their health. For example, the children are providing with appropriate resources to become independent in washing their hands before handling food and locate tissues to clean noses when dirty. Children access drinking water throughout the day as their individual cups are readily accessible to ensure they remain hydrated. The childminder provides meals and snacks for the majority of children unless parents express a specific wish tor provide themselves. Children enjoy eating fresh fruit and nutritious muesli bars for snacks. For main meals, children receive a healthy and nutritious diet which is planned according to children's likes and special diets. 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 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 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

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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: Not Met (with actions)

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Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Not Met (with actions)

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Annex B: the Childcare Register

The registered provider does not meet the requirements of the compulsory and or voluntary part/s of the Childcare Register.

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Annex B: the Childcare Register

To comply with the requirements of the compulsory part of the Childcare Register, the registered person must take the following action/s by the specified date:

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Annex B: the Childcare Register

 take action as specified in the early years section of the report (Welfare of the children being cared for) 31/05/2011

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Annex B: the Childcare Register

To comply with the requirements of the voluntary part of the Childcare Register, the registered person must take the following action/s by the specified date:

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Annex B: the Childcare Register

 take action as specified in the early years section of the report (Welfare of the children being cared for) 31/05/2011

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