Childminder in Enfield

Inspection report for early years provision

p.1

Unique reference number EY253467 Inspection date 28/02/2011 Inspector Carolyn Hasler

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 was registered in 2003. She lives with her husband, adult child and child aged seven years in Enfield Wash. an area within the London Borough of Enfield, close to shops, parks, schools and public transport links. The whole of the ground floor and one bedroom on the first floor of the childminder's home is used for childminding. She keeps a rabbit as a pet.

p.4

Description of the childminding

The childminder is registered to care for a maximum of four children under eight years at any one time, no more than three of which may be in the early years age range. She is currently minding five children in this age group. She also offers care to children aged over five years to 11 years. The childminder is registered by Ofsted on the compulsory and voluntary parts of the Childcare Register.

p.4

Description of the childminding

The childminder has a BTEC qualification in Childhood Studies and has attended a large number of specific training courses. She collects children from the local school and goes to several toddler groups regularly. She is a member of an approved childminding network.

p.4

The overall effectiveness of the early years provision

Overall the quality of the provision is good.

p.4

The overall effectiveness of the early years provision

This childminder offers a welcoming and friendly service; she provides good quality with some aspects of outstanding care. There are successful measures in place to acknowledge children's individuality. Overall the childminder has effectively introduced the Early Years Foundation Stage into her practice. Very good communication between parents and the childminder mean that the childminder has the information on which to base care arrangements. There is a consistent approach to service improvement, including addressing recommendations from the last inspection. The childminder is enthusiastic and is keen to address weaknesses and implement change.

p.4

further?

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

p.4

further?

 Improve the risk assessment records so that it includes information on who conducted it, date of review and any action taken following a review or incident (Documentation) 01/04/2011

p.4

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 placement of posters or visual aids, enabling children to effectively use these to promote behaviour and support hygiene routines

p.4

the early years provision

The childminder is meeting regulations and duties to safeguard children and demonstrates a good knowledge of safeguarding procedures. She understands her responsibility to ensure that children are not left unsupervised with others and is able to demonstrate that she has been vetted appropriately by Ofsted. There are systems in place to risk assess the premises promoting children's safety. The childminder has maintained a programme of training on childcare issues and shows interest in continuing this to address areas of weakness within her practice. She has joined her local childminding network and this has helped her to access guidance and support from her coordinator. She has recently had funding to re- design her outdoor play space and has succeeded in successfully extending children's learning environment in this way. The childminder has effectively met recommendations raised at the previous inspection, improving outcomes for

p.5

the early years provision

children, for example by practising regular fire drills with children, and shows commitment to further developing her skills and knowledge to support her childminding practice. The childminder has successful procedures in place, such as accident and incident records, risk assessments of the premises and outings, and fire safety checks which all help her to review how effective systems work. Her self-evaluation is an accurate appraisal of the settings effectiveness and recognises what needs to be done to secure further improvements. Children have access to a well planned environment. This includes both inside and outside spaces which are used successfully as learning resources. The environment is welcoming, it provides quiet spaces, areas to play at floor level and low level tables and chairs for table top games. In addition, the outside spaces have been planned to allow children access to a range of physical activities, provide creative

p.5

the early years provision

areas; and places to explore the natural world. The childminder shows an awareness of the importance of providing children with dens and hiding places so that they can play imaginatively in private. Visual aids to support children's learning of new skills, such as how to behave or wash hands, are in place but often too high for children to see easily to be effective. Toys and equipment are stored at low level and are easily accessible to children. They are of good quality and well maintained. Overall the childminder understands how to use resources successfully to ensure children maximise learning. The childminder has a secure knowledge of children's starting points and follows children's learning journeys successfully through observations, which are closely linked to the different areas of learning. Next steps are identified and the childminder is able to show children's progress through her profiles. Children are making good progress as a result of the

p.5

the early years provision

environment they are in. The childminder gets to know children well. On initial contact with parents information is collected on children's unique qualities, routines and development. This provides the childminder with an overall picture and a good knowledge of children's starting points and allows her to tailor care for individual children. This improves outcomes for children. The childminder appropriately and actively This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 promotes equality and diversity. She does this in a variety of ways including ensuring that toys and play resources build children's awareness of differences in ethnicity, culture, religion, gender, disability and special educational needs. In addition, she introduces children to special events and celebrations throughout the calendar year that promotes their understanding about how other people live and

p.5

the early years provision

celebrate their lives. The childminder has highly positive relationships with parents and carers. Parents are very well informed about all aspects of their child's achievements, well-being and development. For example, effective daily diaries and verbal discussions on a daily basis ensure that information is shared and any concerns about children are acknowledged and actioned. The childminder is pro-active in providing parents with relevant documentation to support child development where parents show concerns. She shares practical skills and inspires parents to be enthusiastic in contributing to children's achievements and development through sharing systems to record and assess progress. The relationship between the childminder and parents enriches children's learning experiences. The childminder provides tailored guidance and information about all aspects of her service. She seeks the views of parents and uses this within her self-evaluation. Parents are very happy with the

p.6

the early years provision

service they receive and acknowledge the good work that the childminder achieves. The childminder builds strong relationships with other settings where children attend. There is a two-way flow of information with regard to individual development profiles. The childminder successfully liaises with parents and other settings facilitating the sharing of information. She understands the importance of establishing good working relationships between all parties to ensure continuity of care and to promote children's achievements and well-being.

p.6

and outcomes for children

Children make significant gains in their learning; their individual progress is consistently good and often excellent in relationship to their capabilities and starting points. Children are happy and enjoy their time while at this setting. They are enthusiastic and motivated to learn and are engaged in a variety of indoor and outdoor activities to promote this. There is a good mix of child-led and adult-led activities. Children's interests are valued as a good learning tool and extended in a multitude of ways to support their achievements. All children separate well from their parents and appear happy and settled. They are building secure and strong attachments to the childminder. There is a sense of children feeling included and belonging. They build a strong sense of self. For example, children have their own place to store their things, their photographs are displayed on the walls and additional photographs are available within the book

p.6

and outcomes for children

corner to help them feel important. They feel special to the childminder because she acknowledges their individual needs and values their contribution to the setting. Children build an awareness of their community through a sense of responsibility to help with tasks, such as sweeping up rice after games and sharing activities with their peers. Children are forming friendships and are able to play and learn independently or jointly share experiences with others. They generally show caring attitudes towards each other. They play safely and are building an This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 awareness of the boundaries which help them stay safe while they play. Behaviour is good. Policies and procedures and documentation which underpin safety are generally used effectively to support the settings good practice. Children lead active lifestyles while at the setting. They are active both inside and

p.6

and outcomes for children

outside. They are encouraged to take part in action songs and rhymes. On wet days children dress appropriately and are able to access the outside spaces for fresh air. Although resources are limited to those that can be used safely and can be dried children enjoy these with enthusiasm. Children have a wide range of climbing equipment to choose from and can access push and ride cars, tricycles and scooters. They have access to ball games and also a trampoline. Some resources encourage cooperation from others. All resources encourage children to become aware of their own bodies and build skills in balance, control and manipulation of movement. Children are encouraged to make healthy choices within their diets. Posters help children learn what foods are good for them. They are offered choice and provided with healthy snacks and meals which take account of their individual needs. Children are learning where food comes from; they have

p.7

and outcomes for children

been growing strawberries, carrots and onions in their garden. All children are learning about personal hygiene. While younger children rely on the childminder for most personal hygiene tasks, older children are independently able to use the toilet and wash their hands. Children play a full and active role in their learning, show great curiosity and desire to explore and are inquisitive learners. They are encouraged to listen and take part in discussion around everything they are involved in. This includes discussions about every day routines and learning experiences. They make excellent progress against their capacities because the childminder and parents work closely together to support this. Children are beginning to understand that written word has meaning. They have opportunities to access and enjoy stories through books. They are familiar with handling books; enjoy turning pages and reading stories from

p.7

and outcomes for children

pictures. Their attention is drawn to written word on cartons and boxes within the role play; play food equipment. They are encouraged to recognise their names in written form from their coat pegs and on photos and labels within the play space. They have opportunities to practise the skills for writing using different mediums. Children are recognising numbers, colours and shapes within their every day world and this is promoted by the childminder who points these out. Resources to support problem solving are varied. Children explore and experiment with matching equipment, construction both giant and small and a range of puzzles, shape sorters and sand and water. They are learning a range of mathematical concepts such as time, volume and size as they become familiar with and practise skills in these areas. Programmable toys and props within the role play area provide children with opportunities and experiences to explore information,

p.7

and outcomes for children

communication and technology. Children are well equipped with the fundamental skills they can use to extend their learning. 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.8

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.8

children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

p.8

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

p.8

Stage

The quality of the provision in the Early Years Foundation Stage 2

p.8

Stage

The extent to which children achieve and enjoy their learning 1 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 1

p.8

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.8

Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Met

p.9

Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Met

p.9