Childminder in Enfield

Inspection report for early years provision

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Unique reference number EY100970 Inspection date 15/12/2011 Inspector Siobhan O'Callaghan

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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 2002. She lives with her husband and two adult children in Enfield, North London. The home is close to local shops and schools. The whole of the ground floor is used for childminding purposes. There is an enclosed garden available for outside play.

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Description of the childminding

The childminder is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. She may provide care for a maximum of four children under eight years at any one time. Of these, not more than three may be in the early years age group. She is currently caring for one child in the early years age group who attends on a part-time basis. The childminder attends local Children Centres and childminding support groups with her minded children. She currently supports children who speak English as an additional language. The childminder is a member of the National Childminding Association.

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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 provides a welcoming and generally inclusive home environment for all children. Their welfare is promoted through many secure practices alongside robust safeguarding procedures. Children are supported to make good progress overall in their learning and development. There are successful partnerships with parents which overall supports children's continuity of care and learning in the provision. The childminder is continually reviewing her practices and improving her skills. Consequently she is duly focused on initiating continuous improvement within her provision.

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further?

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

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further?

 develop further the children's linguistic diversity, and develop opportunities for them to use their home language in their play and learning  develop further opportunities for parents to review their children's progress regularly and contribute to their children's learning and development assessments.

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the early years provision

The childminder has established a comprehensive range of policies and procedures to support her childminding practices. She has robust systems in place This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 to ensure that all adults in the home undergo essential suitability checks. The childminder has a competent knowledge and understanding of safeguarding children procedures. She is aware of her duty to work in partnership with parents and outside agencies to promote children's welfare. The childminder organises a clean, safe and comfortable home environment. She has successful risk assessments in place to monitor and remove potential hazards to children. There are positive procedures in place to support the safe conduct of outings and the childminder ensures that parental consents are in place for all these events.

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the early years provision

The childminder organises a bright and accessible home environment. Children are able to make independent choices from a good range of quality resources. The childminder effectively interacts with children to ensure that they are engaged and have their individual needs met. Her resources positively represent children's home backgrounds and cultures to support their sense of belonging. Consequently, the childminder is focussed on promoting equality and diversity in her provision. However, children have limited opportunities to share and use their home languages, to further support their self-esteem. The childminder values working in partnership with parents and with all professionals involved with children. There are no children currently attending with special educational needs and/or disabilities. However the childminder has attended recent disability and equality awareness training to enhance her practices. Recent communications from parents

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the early years provision

demonstrate that they are happy with the care their children receive. Parents' comments include. 'The childminder is very professional. I am very satisfied with the care she gives my daughter. My child is happy and relaxed in her company.' These positive partnerships support children's continuity of care. Although, the childminder is yet to fully engage parents in their children's observation and learning assessments.

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the early years provision

The childminder demonstrates a strong capacity to improve as she continually develops her knowledge and skills. Since her last inspection she has attended numerous courses to develop her practices with children. For example, she has attended courses to extend her skills in promoting creative and sensory play. She has also attended training to support her in developing her observations that she records to monitor children's progression. Consequently she is duly focused on improving learning outcomes for children. She has also attended training in first aid and safeguarding children to support her in further promoting children's welfare. The childminder has made good progress in addressing recommendations raised at her previous inspection. Her continuous self-evaluation ensures that she is always looking at ways to improve her provision for children and parents.

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and outcomes for children

The childminder plans a stimulating range of activities and experiences to support children's progression across the six areas of learning. She ensures that children have good opportunities to play both indoors and out in the local community. They regularly visit the library and the local children centre which compliments their learning experiences. Children enjoy opportunities to engage in both adult-led and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 free play activities. They respond well to the childminder's positive interaction as she effectively follows their lead. For example, children are delighted when the childminder engages within their imaginative role-play. She responds positively to the children's offers of tea and toast. These impromptu experiences are sensitively used to extend children's learning as the childminder encourages problem solving skills. For example, by encouraging them to think about how many cups they need

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and outcomes for children

for everyone. The childminder maintains informative observations of children's achievements. She includes lots of photos of the children at play and evidence of their art work. There are clear next steps recorded for their future learning to ensure that all children are supported to make progress.

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and outcomes for children

Children are happy and content in their environment. They confidently initiate their own play and help themselves to a good range of quality resources. The childminder effectively organises her home, furniture and resources to promote children's independence and safety. For example, children have their own small table and chairs to aid their comfort, and there are individual cots for sleep purposes. Children are developing good communication and language skills as the childminder continually speaks with them. They enjoy stories together and chat happily about what they are doing and what they are planning to do later. Children confidently explore a range of electronic resources to support their knowledge of cause and effect. For example, they know how to use electronic books and to how to create sounds with activity toys. Children are developing successful hand-eye- coordination skills as they draw with chalks and effectively piece puzzles together.

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and outcomes for children

They enjoy participating in energetic play when they visit the park and access a range of challenging resources.

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and outcomes for children

Children's welfare is promoted through many successful practices within the setting. For example, the childminder teaches children about the importance of road safety, and following responsible rules. Children engage within regular evacuation drills to support their awareness of how to keep safe. The childminder vigilantly supervises children and models safe practices such as no running in the home. Children demonstrate that they feel safe and secure as they clearly enjoy the warm interaction they receive. Children's health and well-being is given due focus. For example, the childminder works in partnership with parents to promote healthy eating practices. Children are developing purposeful hygiene habits as they are supported to wash their hands at appropriate times of the day. Children are polite and respectful as they follow the childminder's positive role model. She encourages them to develop important social skills as she focuses on praising their

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and outcomes for children

responsible behaviour. Overall, children are developing many valuable skills which help to set secure foundations 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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