Childminder in Barnet

Inspection report for early years provision

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Unique reference number EY288395 Inspection date 15/12/2011 Inspector Seema Parmar

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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 registered in 2001. She lives with her husband and four children aged 15, 13, 10 and four years of age. They live in Hendon, in the London Borough of Barnet. Childminding mainly takes place in the downstairs part of the home. There is a secure garden for outdoor play. The childminder works with assistants to meet the needs of Jewish children from the local area. They offer care from Monday to Thursday between 9.00am and 3.00pm and Fridays from 9.00am to 12.30pm term time only.

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Description of the childminding

The childminder is registered to care for six children under eight years; of these, not more than three may be in the early years age group. When working with an assistant, she may care for no more than 12 children under eight years; of these, not more than six may be in the early years age group. When working with two assistants, she may care for no more than 12 children under eight years; of these, not more than nine may be in the early years age group. There are currently eight children in the early years age range on roll.

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Description of the childminding

The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder takes children to local parks.

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The overall effectiveness of the early years provision

Overall the quality of the provision is inadequate.

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The overall effectiveness of the early years provision

The childminder has a strong commitment and clear vision for the setting, in promoting children's home language. However, the learning and development requirements are not being met as children have no opportunities to develop their communication, language and literacy skills in English. Children's individual needs are considered in the daily routine and activities provided, encouraging all children to participate at their own pace. However, children have no opportunity to learn about diversity to help them understand the society they live in. Partnership with parents is a strength of the setting, resulting in parents feeling supported and reassured by verbal and written communication in a language that is familiar to them. Some use of self-evaluation is made, however this is not fully effective in identifying and focusing on key areas for improvements. Therefore, the childminder does not demonstrate a suitable capacity to make improvements.

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The overall effectiveness of the early years provision

Overall, the early years provision requires significant improvement. The registered person is given a Notice to Improve that sets out actions to be carried out.

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further?

This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 To comply with the requirements of the EYFS the registered person must take the following action by the specified date:

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further?

 improve knowledge and understanding of the Early Years Foundation Stage in order to provide children with an educational programme that will enable them to make progress towards the early learning goals in communication, language and literacy (LD1) 12/01/2012

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further?

To improve the early years provision the registered person should:

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further?

 develop further the systems for observations in order to identify children's next steps in learning and highlight their achievements to enable an effective review with parents of the progress and development of their child  improve the programme for knowledge and understanding of the world through providing activities and resources in order to develop children's awareness and understanding of diversity in society and of the world around them.

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the early years provision

The Childminder's ethos and strong commitment to promoting children's home language threads through all aspects of their care, providing reassurance and familiarity for children. However, the exclusivity of this impacts on other areas of children's learning in particular regarding, communication, language and literacy, with regard to English. This results in the overall learning and development requirements not being met.

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the early years provision

The childminder demonstrates that she has a good knowledge of how to safeguard children in her care. For example, she knows what to do, if she has concerns about a child, and is familiar with the Local Safeguarding Children Board procedures. The childminder takes active steps to promote children's safety; she carries out visual checks daily and has written risk assessments in place for indoors, outdoors and for outings.

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the early years provision

The childminder organises her home and play resources very well to enable young children to make choices freely and safely. The childminder keeps accurate records, including attendance and children's personal details. These steps help to ensure children remain safe in her care. Although the childminder has completed a self-evaluation to highlight strengths of her provision, this fails to identify and address key areas for improvement.

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the early years provision

The childminder actively provides and creates opportunities for children to begin to know about their own culture and beliefs. However, the childminder is not able to demonstrate an adequate knowledge and understanding of anti-discriminatory practice. As a result, children have no opportunities to extend their knowledge and gain an awareness of other cultures and beliefs. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 The childminder demonstrates, through discussion, that she has developed good links with schools where children move on to, in order to promote their continuity of care and learning. The childminder values working in partnership with parents. Children's emotional well-being is nurtured, as the childminder gathers detailed information when they first start, as well as any specific requirements to support their welfare and routines. Children benefit from close communication systems

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the early years provision

between parents and the childminder. Written feedback from parents state, that they are very happy with the care offered and hold the childminder in high regard.

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and outcomes for children

Children show they are happy and enjoy their time with the childminder. She and her assistants are warm and friendly towards the children, giving them lots of cuddles and attention. Children access toys and resources easily promoting their independence skills and choice. The childminder and her assistants spend time supporting the children in their play. Children have fun playing and show delight, as they push various buttons on a selection of programmable toys, as they find out why things happen and how things work. Children experience a wide range of activities, which are interesting and encourage learning. The childminder demonstrates through discussion how children are learning and developing. However, the system in place for observations and planning for next steps do not fully demonstrate how children are progressing towards the early learning goals. The childminder exclusively uses the children's home language to communicate

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and outcomes for children

and deliver a range of meaningful activities. For example children join in happily in story telling, counting, singing, action rhymes and constant adult dialogue, in a language that is reassuringly familiar to them. However, this is not supported by or combined with any use of familiar English words, numbers, songs, labels, books or letters. This impacts on all the areas of children's learning, their progress towards the early learning goals, and hinders the development of skills that will contribute to their future economic well-being. Children have some opportunities to learn about their natural environment as they go to parks, collect leaves and investigate mini bugs such as snails. The childminder makes Hala, special bread for Sabbath every Friday with the children to take home to share with their family. However, children have few opportunities to learn about understanding and respecting different cultures and beliefs.

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and outcomes for children

Children follow routines that support their good health and well-being, such as hand washing. Children enjoy healthy and nutritious meals and snacks that support their individual dietary needs. For example, they enjoy meals such as, schnitzel - homemade chicken nuggets, pasta, vegetables, chicken and soup with cous cous and a selection of fruits. During circle time, children get plenty of exercise as they energetically march and dance to festive songs for Hanukkah. The childminder holds a valid first aid certificate and this enables her to have the knowledge to confidently deal with any potential minor injuries that children may be prone to. The childminder shows an understanding of how she helps children to be safe with gentle reminders, as they play. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 The childminder recognises the importance of having a consistent approach and

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and outcomes for children

being a positive role model. She has built close and loving relationships with the children. As a result, children are happy and settled in her care. 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 4

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Stage

The extent to which children achieve and enjoy their learning 4 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 3 The extent to which children develop skills for the future 4

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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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