Childminder in Enfield

Inspection report for early years provision

p.1

Unique reference number EY271632 Inspection date 01/12/2011 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 registered in 2003. She lives with her partner and two children aged 14 and 11 years. She lives in the London Borough of Enfield, close to shops, parks, schools and public transport links. The whole of the house is used for childminding, except the master bedroom. The childminder has a dog as a pet. The childminder is registered to care for a maximum of five children under eight years at any one time, of these, three may be in the early years age range. She is currently minding one child full time and two children on a casual basis in the early years age group. She also offers care to children aged five to 11 years. The childminder is registered by Ofsted on the compulsory and voluntary parts of the Childcare Register. The childminder collects children from the local school and regularly attends several toddler groups.

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

The childminder offers good quality care in a welcoming and inclusive environment. She is beginning to identify children's learning priorities so that overall the children make good progress. They enjoy a wide range of activities to stimulate and challenge them. Partnerships with parents and others are effective. The childminder's system for self-evaluation is developing but does not always fully underpin and secure ongoing improvement.

p.4

further?

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

p.4

further?

 develop further the use of observations and assessments of children's progress to identify learning priorities and use them to plan relevant and motivating learning experiences for each child  improve the use of reflective practice, self-evaluation and informed discussion, which includes feedback from parents, to identify the setting's strengths and priorities for development.

p.4

the early years provision

The childminder has a good knowledge and understanding of her role and responsibility to keep children safe. She understands the different signs of abuse and the procedure she needs to follow. Interagency links are made with This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 professional bodies where appropriate. The childminder and family members over the age of 16 have had all the appropriate checks. Children's environment is risk assessed and a safe environment is maintained. The childminder is able to fully explain how she risk assess every outing to ensure children remain safe. Since last inspected, the childminder has maintained a paediatric first aid certificate and completed a course on safeguarding children. Policies and procedures are regularly reviewed to ensure they contain updated information and generally support the service she delivers. The childminder has begun the process of evaluating her

p.4

the early years provision

service and has a satisfactory knowledge of strengths, although is less aware of weaknesses She is beginning to use feedback from parents to assist in this process.

p.5

the early years provision

The childminder provides a child-friendly environment to encourage children's play and learning. Colourful toys and equipment are stored at low level and are easily accessible to children, who make confident selections. Young children are encouraged to explore sensory resources, which incorporate natural materials. The childminder is effective in supporting learning through the use of resources and by engaging children in play. She is very experienced, and this shines through in her knowledge of individual children. The childminder works in partnership with parents to establish effective starting points for every child. She uses this information effectively to monitor children's development and plan for future learning. She is continuing to develop her skills further to plan more effectively for children's learning experiences by identifying their next steps. The childminder has a good understanding of the Early Years Foundation Stage framework and uses

p.5

the early years provision

this successfully to support learning and development. As a result, children make good progress.

p.5

the early years provision

There is a clear focus on establishing routines and practices closely linked to children's home experiences. Children have opportunities to meet and develop relationships with other people. They do this through visits to local toddler groups, children's centres, shops and libraries. This gives children first-hand experience of meeting people from a variety of cultures and religions or with disabilities. Toys and play resources present positive images of diversity, which the childminder uses to allow children to explore their thoughts and feelings. Children are learning about other countries and their own communities through special occasions and events. This builds their own sense of self-worth, as well as their familiarity with and acceptance of others.

p.5

the early years provision

The childminder's relationships with parents and carers are positive and well established. Parents are provided with information through daily discussions and by looking at their children's work and photographs of them at play. Parents value the childminder's knowledge of childcare issues. They share concerns and discuss next steps to support continuity between home and the setting. They are encouraged to play a key role in settling children into the setting. The childminder regularly shares developmental records and seeks feedback from parents through questionnaires. The childminder currently works in partnership with other early years professionals and exchanges developmental information on a regular basis to ensure that she provides continuity and consistency in supporting welfare and developmental needs. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.5

and outcomes for children

Young children separate well from parents and settle quickly at the setting. They build secure relationships with the childminder because she works closely with parents to achieve this. Children enjoy close physical and eye-to-eye contact. As their self-awareness and confidence increases, they are helped to gain independence. Young children find ways of expressing their feelings. They are learning manners and have good skills in managing their own behaviour. All children achieve a sense of belonging at the setting. They bring comforters and toys from home, have their own resources, and follow familiar routines. This results in younger children developing skills in anticipating what is coming next and feeling reassured. Children enjoy a range of resources which support their understanding of diversity. For example, they select books to share with the childminder which explain differences between people. The childminder talks to

p.6

and outcomes for children

children about playing safely, and children comply with the boundaries that are set for them.

p.6

and outcomes for children

Children lead active lifestyles while at the setting. They are active both inside and out. They enjoy walking the dog, running through leaves and collecting a range of interesting objects to use later in play and learning. They engage in a range of physically challenging, outdoor activities at the setting. They also use local community facilities which allow them to practise and enhance their skills. As a result, children develop coordination, balance and control. Making choices is an important part of meal times, and children help shop for and choose meals from a healthy menu. Children learn about personal hygiene. They engage in hand- washing routines and are beginning to understand why this is important. While younger children rely on the childminder for most personal hygiene tasks, the older children are independently able to use the toilet and wash their hands.

p.6

and outcomes for children

Children enjoy coming to the setting; they have lots to choose from and can help themselves from resources. Younger children are encouraged to share their feelings through both verbal and non-verbal means of communication. Emerging language is supported through conversational interactions, repetitive language, story-telling, and rhymes and songs. Young children are clearly listening, absorbing and experimenting with sounds. They hear clear diction and are encouraged to babble and express themselves. Some clear words emerge. Young children are alert and investigate things that challenge their expectations. They work out how to put train tracks together to make a full circuit or how to manipulate dough into shapes using a range of tools. They have opportunities to explore size, shape, numbers and colours through books, songs and rhymes, bricks, shape-sorters and puzzles. They have access to a variety of interactive games and experiment with

p.6

and outcomes for children

levers and buttons on pop-up toys. Children always receive positive interactions from the childminder and are making good progress in their learning and development as a result of the service they receive. This impacts positively on their development of skills for future learning. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.6

Annex A: record of inspection judgements

The key inspection judgements and what they mean

p.7

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.7

children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

p.7

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.7

Stage

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

p.7

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

p.7

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.7

Annex B: the Childcare Register

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

p.8

Annex B: the Childcare Register

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

p.8