Childminder in Hillingdon

Inspection report for early years provision

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Unique reference number EY423786 Inspection date 06/09/2011 Inspector Katie Dempster

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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 2011. She lives with her husband and three children aged two, six and eight years, in Ruislip, in the London Borough of Hillingdon. The whole of the house is used for childminding and there is a fully enclosed garden for outside play. The childminder's home is accessible to those with limited mobility.

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Description of the childminding

The childminder is registered to care for a maximum of four children at any one time, of these three may be in the early years age range. She is currently minding two children under five and one child over five before and after school. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. The childminder walks to local schools to take and collect children. She attends the local parent and toddler group and is a member of a local childminder support group.

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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 are happy, secure and cared for in a warm and welcoming family home. The childminder spends quality time with the children and uses information she gains from observations to inform planning, consequently children make very good progress in their learning and development. Effective partnerships with parents and other settings are established to help her to meet the individual needs of all the children. Inclusive practise is promoted well and overall children are supported in their awareness of diversity. Self evaluation allows her to mark progress and build on areas for development.

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further?

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

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further?

 increase available resources to support children's awareness of diversity through everyday play .

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the early years provision

The childminder has a good understanding of safeguarding children and has a clear child protection policy in place. Furthermore, she has received training to support her in her role in protecting children. The childminder is extremely well organised, all the necessary records are accurately maintained and regularly updated to support children's safety and welfare. Detailed polices and procedures are shared with parents to keep them well informed of the childminder's practice. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Robust risk assessments are completed for all areas that children use to ensure all risks to children are identified and minimised. These also extend to an assessment carried for each type of outing. This means that children can move around freely and safely, both in and out of the home. The childminder offers an inclusive service and welcomes all children into her care.

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the early years provision

All children are treated with respect and as individuals. The childminder knows the children well, and uses this information to meet their individual needs, likes and dislikes. Children have access to some resources supporting their awareness of difference; however these are limited and not sufficient to ensure diversity is incorporated into everyday play. Partnerships with parents are well established. Parents are kept well informed about their children's achievements, well-being and development. They engage in feedback at drop off and collection times and receive written literature in the form of a daily diary. Parents are invited to make comments in the diary also. This two way flow of communication maintains good continuity of care and learning for children. Parents' views are sought via questionnaires which allow the childminder to create a service which is responsive to its users. Parents comment on the good

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the early years provision

quality communication available how happy they are with the level of care provided. The childminder has established good links with other providers, using their ideas and suggestions to support her planning and practice. The childminder has the necessary skills to maintain continuous improvement. She uses systems of self evaluation to reflect upon her practise, enabling her to identify areas she would like to develop, and to build upon her existing strong practice.

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and outcomes for children

Children have close relationships with the childminder and they enjoy her company. They are very much at home in the childminding environment and show good levels of confidence as they move around freely, choosing equipment and chatting to the inspector. The childminder makes good quality focussed observations of the children, supported with photographs and linked well to the areas of learning. She illustrates how activities support children's learning, with references to the development matters document and identifies accurate next steps, which she follows on in future planning. This clear and efficient process means the childminder can adapt activities and plan effectively for individual children's progress, helping them achieve their full potential. Children are provided with an exciting and stimulating range of activities which supports their learning across all areas. Learning is brought to life as children

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and outcomes for children

experience the life cycle of a butterfly. They watch the eggs break into caterpillars, cocoon and eventually break out into butterflies. During this time children participate in other activities linked to the butterflies to engage their learning and develop skills in other areas. For example, butterfly collages to employ their creative skills and reading the story of the hungry caterpillar to support their communication, language and literacy. They then hunt for mini beats in the garden, complete with picture tick list to evidence what they find to develop their knowledge and understanding of the world. The childminder encourages the use of mathematical language as she asks children to compare how tall their tower is This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 when playing with building blocks. They proudly stand next to their tower and say, 'its bigger than me!'. Children are able to order numbers, recognise shapes and

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and outcomes for children

problem solve as they build a track for their trains. Children learn about leading healthy lifestyles as the childminder reinforces healthy habits such as the benefits of fresh air and outdoor play, and hand washing. Related policies and procedures are used effectively. For example, documentation relating to sick children, the administration of medication and accident reporting. Furthermore, children are offered healthy choices at snack time. They enjoy nutritional meals and snacks such as roast chicken, lasagne and a selection of fruits. Children are learning about safety through first hand experiences. On occasion, before leaving the house they take part in their own risk assessment where they are encouraged to think about the dangers they may come across. They discuss road safety, stranger danger and animals for example. There is suitable behaviour management policy in place, which is effectively and consistently implemented by

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and outcomes for children

childminder. Children are well behaved and take instruction from the childminder well. They are developing close friendships, as they build tracks together and help to look for their friends' favourite toys. 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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