Childminder in Hackney

Inspection report for early years provision

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Unique reference number EY236766 Inspection date 17/06/2011 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 2003. She lives with her children in a flat, in the London borough of Hackney, within easy walking distance of shops, parks, nurseries and schools. The whole of the home, except the children's bedrooms are used for childminding.

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Description of the childminding

The childminder is registered to care for a maximum of three children under eight at any one time. There are currently three children on roll, all of whom are in the early years age group. 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 good.

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The overall effectiveness of the early years provision

The childminder organises a warm and welcoming environment for children where their individual needs are valued and respected. Children are making good progress in their learning and development, within a suitable and inclusive environment and many aspects of diversity are reflected well. The childminder develops positive relationships with parents, which contribute well to children's welfare and learning needs being met. The childminder has effective systems of self-evaluation and is able to ensure her provision develops continuously.

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further?

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

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further?

 identify children's next steps to consistently inform future planning  establish a two-way flow of information with other early years providers to ensure a collaborative approach to children's learning and development is fully achieved.  continue to develop daily procedures to promote children's independence to ensure they take part in the preparation of snacks.

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the early years provision

The provider has established effective records, policies and procedures to support the safe and efficient management of the Early Years Foundation Stage. The childminder has a clear knowledge about child protection procedures and knows This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 where to make referrals. She has an up-to-date first aid certificate. This ensures, if the children have any accidents or any concerns arise about the well-being of children, that correct procedures are followed. Children's safety is given due emphasis as robust risk assessments are completed to ensure that the environment is safe and secure for them. Further risk assessments are in place for all the outings that children enjoy whilst attending the provision. The childminder obtains parental consent for outings and emergency medical advice and treatment for all children in her care. This ensures all children are cared for in an emergency

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the early years provision

The childminder has designed an effective layout of good quality toys and resources in the home, to ensure children can access these easily. The childminder also makes good use of the recreational services within the community, for example, the local children's centre and toddler groups. This ensures children's learning and development is enhanced and feeds into the continuous improvement of her 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 sleep routines and allergies. Children are provided with an effective range of resources that foster an awareness of diversity in society, for example, they learn about different cultures.

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the early years provision

The childminder's systems of self-evaluation are effective and she has identified areas for development. The childminder demonstrates a positive approach to working in partnership with outside agencies to further develop her provision. For example, she has implemented advice from her early years teacher to re-organise the environment so that all children can fully access resources and activities at their level. In addition, the recommendations raised at the previous inspection have been met. The childminder has established strong relationships with the parents. They are informed about their children's learning and development through daily discussions, samples of their children's work and some written observations. It is evident through both discussions with parents and their comments within questionnaires that overall they are extremely happy with the service provided. The childminder cares for children who attend other early years

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the early years provision

settings. However, she has not established systems to ensure a two-way flow of information is shared about children's learning and development. The childminder is fully aware of other professional organisations involved within the Early Years Foundation Stage and she has knowledge about caring for children with learning difficulties. Speech therapists and other specialist workers are welcomed into the home to observe the children, if necessary, and their advice is valued.

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and outcomes for children

The childminder is proactive and she has made excellent relationships with the children in her care, this ensures the outcomes of children's learning are to a high standard. The childminder has created a calm, welcoming environment and has effectively organised the playroom with a wide range of good quality toys and activities according to children's ages and stages of development. The childminder This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 ensures that resources are accessible and this supports children to make their own choices and promote their independence and self-esteem. During activities, the childminder stimulates the children's thinking effectively by asking a good range of open questions to support their learning. For example, as children role play with animals at a zoo, talking about feeding and their characteristics. The childminder encourages the children to think why a giraffe has a long neck. This helps to

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and outcomes for children

support children's knowledge and understanding of the world around them. The childminder has effective procedures for the use of starting points, based on all the children's needs which are collated from parents and used to plan for the children; and the use of an organised assessment procedure, which includes next steps, does allow children to progress well. However, next steps are not identified in all assessment documentation. As a result children's individual needs are met because the childminder has a good understanding of them. The childminder applies clear and consistent boundaries, so that all children develop knowledge of what is expected and display good behaviour. The children enjoy their time at the provision, as they become excited chasing each other through a tunnel, they laugh and have much fun. The childminder supports children to use a wide range of equipment and tools safely, for example, when using cutlery, using scissors and

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and outcomes for children

during malleable play. Children are developing their imagination as they role play through a range of themes and celebrations, for example, they talk about the stars shining at night time. The childminder extends their thinking and they build stars with building blocks. This helps to develop their problem-solving skills. Children also like the challenges of puzzles. Children understand how to keep themselves safe from harm by participating in a regular fire evacuation practise and learning about road safety and stranger danger when out in the community.

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and outcomes for children

Children are learning to adapt to a healthy lifestyle well. For example, they enjoy healthy snacks and meals according to their individual needs. Some parents provide children lunch and the childminder stores and prepares in hygienic conditions. Children participate in a wide range of physical activities, for example, when visiting the recreational areas they ride wheeled resources, playing on soft play equipment. This is further extended when children play on the recreational equipment and run at the local park. Children are becoming independent in their self-care skills as they learn to zip coats for outdoor play, wash their hands before a snacks. However, there is less emphasis for them to be able to independently prepare their own snacks. Children are developing independence and contribute effectively towards the welfare of others, for example, when tidying toys away and respecting the needs of each other as they play along side each other. Children's

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and outcomes for children

understanding of diversity and difference is enhanced as they create cultural resources, taste foods and take part in the celebrations of festivals and special events throughout the year. 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 developing skills that will positively contribute to their future economic well-being as they use information and communication technology, and are inquisitive learners. This ensures they are equipped with skills for their future learning. 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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