Childminder in Waltham Forest

Inspection report for early years provision

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Unique reference number 153661 Inspection date 15/03/2011 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 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 1995. She lives with her husband and children in a house in Highams Park, in the London borough of Waltham Forest, within easy walking distance of shops, parks, nurseries and schools. The whole of the premises except the bedroom on the first floor are used for childminding and are easily accessible. Toilet facilities are on the first 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 six children at any one time. The childminder has four children on roll, all of whom are in the Early Years Register and they attend at different times of the week. The childminder is registered on the Early Years Register, and the compulsory and voluntary parts 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 outstanding.

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The overall effectiveness of the early years provision

The childminder meets the needs of children in the Early Years Foundation Stage (EYFS) commendably. The childminder works in partnership with parents and other settings to ensure that children are making excellent progress in all areas of their learning and development. Children's welfare is additionally exceptionally well supported. The promotion of inclusion is exemplary. The childminder supports all aspects of inclusion very well including children's individual backgrounds, and their understanding of the wider community and disability is equally well promoted. The childminder's capacity to maintain continuous improvement is very good.

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further?

To further improve the high quality early years provision the registered person should consider:

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further?

 establish a two-way flow of information with other early years providers to ensure a collaborative approach to ALL children's learning and development is fully achieved

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the early years provision

All major aspects of the steps taken to safeguard children are exemplary. For example, the risk assessments in place are extensive and every journey and outing This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 is rigorously assessed for safety. The childminder's knowledge and understanding of child protection issues and procedures is excellent and this is matched by the extensive policies and procedures in place which further safeguard children. There are excellent systems in place that promote children's good health and well-being, including steps taken to prevent the spread of infection. In addition medication, sickness and infectious illness procedures ensure the best interests and welfare of children at all times. The record keeping and documentation, that is required for the safe and efficient management of the childminder's organisation, is extensive, very well maintained and regularly reviewed and updated.

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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 immunisations, allergies and sleep pattern. Children have access to a very good range of resources, play materials and books that reflect diversity, different cultures and disability. The childminder is knowledgeable with regard to children with learning disabilities. Specialist staff working with the extended services are welcome to visit the home and give advice and guidance about the best ways to offer further support.

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the early years provision

The childminder continually and rigorously evaluates and reflects on her practice, and her self-evaluation is extremely effective in supporting and defining her knowledge and understanding of the EYFS. The childminder consistently sets herself new targets and reviews aspects of her practice to ensure that that her methods are effective in meeting the needs of the children and their parents and that she is achieving best practice. The childminder works in partnership with parents and children to access all necessary support to ensure that she is offering an exemplary service to the children and families she looks after. The childminder consistently attends training and conferences and updates her knowledge and understanding of the EYFS through a number of different sources, such as; reading literature; researching subjects and organising relevant workshops through the local childminding networks in which she has a voluntarily involvement. The

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the early years provision

childminder is also a mentor for childminders in the local community.

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the early years provision

All aspects of engaging parents are outstanding. For example, a daily two way flow of information includes information about children's learning and development. Furthermore, daily home diaries are completed by the childminder so that parents are fully informed about their children's daily practical care and routine. There are excellent systems that ensure that parents work in partnership with the childminder to share in the assessment of children's learning and development. Overall, the childminder has effective links with the other agencies who are delivering the EYFS for most of the children in her care. For example, she obtains information about children's progress, activities and learning from the settings and incorporates these into her own planning for children's individual needs. However, this procedure has not been fully established for children who attend primary school. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Children are making excellent progress towards the early learning goals. Children demonstrate an interest and enthusiasm for learning which the childminder encourages and supports. Planning for children's learning and development are extensive and detailed, incorporating all the areas of learning into medium term and weekly planning. In addition, planning takes into consideration children's individual needs, abilities and interests. Planning also remains flexible so that chance opportunities for learning are taken advantage of to fully promote children's interest and understanding. Children enjoy exploring different aspects of themes for learning, for example during water play children identify a range of sea creatures and the childminder reflects on a time when they travelled by public transport to the seaside, collecting pebbles and exploring sand play. Children have very good opportunities to develop their creative and malleable skills as they make

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and outcomes for children

boats from recyclable materials and race them in the local stream. They explore the texture of paints, create paintings, which are also based on problem solving as they explore their different ranges of sized feet, which is extended as they learn propositional language. Children enjoy listening to stories that the childminder reads and they also sit on the soft cushioning in the reading area, browsing through the range of books. Children also enjoy initiating their own play and choosing their own play materials. For instance, children decide to build a tower using different shaped wooden blocks, during this activity the childminder talks to children about size, shape and space as well as reinforcing the sequence of counting. This helps children develop their problem solving and reasoning skills. There are excellent systems in place to observe and document children's progress and capabilities; these include very effective plans for the next steps in children's

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and outcomes for children

progress and development. In addition, the variety of systems for observations in place ensure that the childminder knows children very well and that she is able to support their needs and inform parents about children's progress and development. Children's understanding of diversity and difference is enhanced as they celebrate festivals and special events throughout the year. There are very good systems in place that ensure regular and planned discussion, activities and experiences that promote understanding of their own backgrounds. All children are encouraged to access all toys and resources regardless of their gender. This ensures that children learn to value aspects of their own lives and the diverse society in which they live. Children are exceptionally well settled, confident and frequently approach the childminder for cuddles, demonstrating very good levels of security and wellbeing in the care of the childminder. The childminder

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and outcomes for children

demonstrates rigorous levels of commitment and dedication to promoting children's understanding of being healthy and safe. For instance, pictorial signs in the bathroom and individual towels help to remind children about hygiene procedures that can help prevent ill health and minimise the spread of infection. In addition, children also have their individualized personal hygiene bag which contains personal belonging's, such as their toothbrush. Risks and hazards are sensitively discussed with children so that children learn about manageable risks and making choices about safety and behaviour that will lead to good outcomes. For example, they confidently jump off the low level garden wall and safety climb the breakfast stool. Children know the reasons for the monthly emergency This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 evacuations procedures because the childminder explains to them the purpose of

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and outcomes for children

being prepared for emergencies. This is further reinforced as they have visited the local fire station and the children dress fire fighters hats. Children enjoy home cooked healthy and nutritious meals and snacks that are provided by the childminder. They learn, through the food they grow and eat, about the nutrients, vitamins and minerals they need for good health. Children know why it is good for their bodies to exercise and spend time outdoors in the fresh air; they enjoy playing in the garden using a variety of outdoor play equipment and resources organised by the childminder. In addition, the children extend their physical skills on the recreational equipment at the local park, soft play areas and climbing walls. They are developing independence and contribute effectively towards the welfare of others, for example, as they dress their coats, learn to eat with cutlery and older children respect the needs of the younger children as they play along side each

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and outcomes for children

other. Children are developing skills that will contribute to their future economic well-being as they use information and communication technology, and use role- play to support their learning. There are very good systems in place to manage children's behaviour and to discuss these with parents sensitively so that children's self-esteem and confidence are appropriately maintained. 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 1 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 1 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 1 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 1

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Stage

The extent to which children achieve and enjoy their learning 1 The extent to which children feel safe 1 The extent to which children adopt healthy lifestyles 1 The extent to which children make a positive contribution 1 The extent to which children develop skills for the future 1

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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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