Childminder in Hammersmith and Fulham

Inspection report for early years provision

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Unique reference number EY432734 Inspection date 05/01/2012 Inspector Lorna Hall

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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 2011. She lives with her husband and daughter aged four years in the London Borough of Richmond upon Thames. The whole of the childminder's house is used for childminding and there is a fully enclosed garden for outside play.

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Description of the childminding

The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. The childminder may care for no more than five children under eight years; of these, not more than three may be in the early years age range, and of these, not more than one may be under one year at any one time. Currently one child in the early years age group is on roll.

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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 an extensive curriculum and uses her strong knowledge of how children learn to promote their good progress. The childminder implements most policies and procedures that help safeguard the children, such as reducing hazards through rigorous risk assessment. Partnership with parents is sound; however, the childminder has not increased opportunities for parents to support their children's learning. The childminder reflects on her provision and introduces new ideas in order to continually develop it. Most records required for the safe and efficient management of provision are up to date and meet requirements.

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further?

To meet the specific requirements of the EYFS, the registered person must:

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further?

 keep a daily record of the children's hours of attendance (Documentation) (also applies to both parts of the Childcare Register) 06/01/2012

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further?

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

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further?

 develop systems to encourage parents to be involved in supporting their children's learning and development  carry out regular evacuation drills with the children and record details in a fire log book of any problems encountered and how they were resolved. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

Effective procedures are in place to help protect children's safety. The childminder has good understanding of how to identify safeguarding issues and knows when to liaise with the appropriate agencies. All the records required for the safe and efficient running of the provision are up to date with the exception of the attendance register, which is inaccurate. This is a breach of a specific legal requirement. The childminder uses rigorous and comprehensive risk assessments to promote children's safety within the home and on outings.

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the early years provision

Partnerships with parents are positive and they receive clear information about the business arrangements, activities, policies and procedures. They trust the childminder's good childcare knowledge. However, systems to share children's progress with parents are not yet effective. No children currently attend other provisions, but the childminder understands how she would work in partnership with others when the need arises.

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the early years provision

All the children have equal access to resources and the childminder seeks information that helps her meet their individual care needs. The learning environment is laden with positive images of equality, diversity and disability. This promotes the children's understanding of similarities and differences as they play. The good range of high quality resources meets the needs of all the children. These resources are easily accessible to the children to support their learning. The childminder is calm, organised and knowledgeable and committed to the care and development of young children. She is clear about the strengths and areas to improve within her provision. She has developed support networks that help her reflect on her practice. She acts upon training, for example, by introducing systems recommended by the Food Standards Agency. She has introduced various outings to develop children's physical skills and awareness of their community. The

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the early years provision

childminder also identifies the need to carry out fire drills and is keen to attend further training to further develop her knowledge and understanding. This shows a good capacity for maintaining continuous improvement.

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and outcomes for children

Children make good make progress in a stimulating environment conducive to learning. There are interesting opportunities for them to initiate and investigate things repeatedly. They press buttons and look surprised by the effects of their actions. The children are motivated and interested because learning activities follow their interests. Consequently, they make decisions about their play and revisit favourite activities several times during the session. For example, they build a wooden train track and later introduce new items to create an island. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 The children behave very well, are confident and respond positively to the childminder's use of praise and encouragement. They build secure relationships with the childminder and play harmoniously with the other children. The children make a positive contribution to their learning and know the routines well. For

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and outcomes for children

example, they show independence as they make choices about their play, and take responsibility as they put toys away before lunch.

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and outcomes for children

Good use is made of local resources to promote the children's understanding about plant and animal life. They collect leaves to create beautiful collages, closely observe animals feeding and learn about different birds. Various activities, such as tasting food from around the world, provide good opportunities for children to learn about other cultures.

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and outcomes for children

Children enjoy interesting opportunities to solve problems and explore number and shapes through practical activities. For example, they use different shapes to make beautiful patterns. Good interaction with the childminder promotes their development, especially their language and imaginative skills. For example, the childminder talks with them at their level and they mimic her words and actions. Children develop a good understanding of information and communication technology and skilfully use mini-computers. They follow instructions to press buttons on interactive games that promote their recognition of sounds and letters. This helps children develop good skills to support future learning.

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and outcomes for children

Written observation and assessments are consistently updated to show clearly where the children are in their learning and development and their next steps. The childminder makes good use of photographs to show the children's progress across all areas of learning. However, she has not yet developed systems to discuss with parents their children's progress towards the early learning goals. As a result, this does not help them fully support and contribute to their children's learning and development.

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and outcomes for children

Children show trust in the childminder and a sense of belonging as they confidently involve her in their play. They show coordination and take care of their safety as they bend to pick large and small items from the floor or from a low-level shelf. Children develop a good understanding of safety through well-established routines. They talk to the childminder about safety on outings and during activities, such as pond dipping. However, children have not practised the fire drill to further develop their awareness of safety.

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and outcomes for children

Effective routines greatly promote the children's health and daily they have interesting opportunities for outdoor play. They enjoy healthy and nutritious meals and get excited when they see the childminder preparing lunch. Within the home they learn about good hygiene through consistent routines; they wash their hands at appropriate times and know to use their individual towels. Children take ownership of their health and help themselves to drinking water from their own beakers. 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 3 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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