Childminder in Redbridge

Inspection report for early years provision

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Unique reference number EY431283 Inspection date 05/01/2012 Inspector Caroline Preston

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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 partner and son aged three years in Ilford in the London Borough of Redbridge. The home is close to shops, parks, schools and public transport links. The whole of the childminder's ground floor flat is used for childminding and there is an enclosed garden for outside play. The childminder is registered to care for a maximum of five children under eight years at any one time; no more than two of these may be in the early years age range. She is currently minding one child in the early years age group. She also offers care to older children up to the age of 11 years. The childminder is registered on the Early Years Register and on the compulsory and voluntary parts of the Childcare Register.

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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's individual care and learning needs are well met and they make good progress towards the early learning goals. Activities are stimulating and effectively help children to learn and develop. Children are well safeguarded by the childminder who attends regular, safeguarding training. Partnerships with parents are good and they receive effective information about their children's day. However, they have not been asked for their views about the childminding service to enhance the provision. Regular training across different areas of childcare practice helps the childminder to maintain good capacity for continuous improvement.

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further?

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

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further?

 enhance reflective practice and self-evaluation by asking parents for their views on the children's care and education provided.

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the early years provision

Children are well safeguarded because of the childminder's good knowledge of safeguarding issues. She attends regular training to be able to follow correct procedures if concerns are raised about a child. Effective use is made of risk assessments to prevent accidents and reduce possible hazards to children. The home is safe and secure and children are well supervised at all times. All required documentation is in place and supports the running of a good childminding service. This means that children's welfare and well-being are met effectively. Safe resources are used well to stimulate and help children to enjoy learning through This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 play. Children have choice from a varied range of toys that cover all six areas of learning.

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the early years provision

There are currently no children on roll who attend other settings or need support from other agencies. However, the childminder is suitably aware of the need to work in partnership with other settings if the need arises. The childminder demonstrates her ambition and drives improvement by undertaking many new training courses to update her knowledge. She also is part of her borough's childminding network, which demonstrates her strong commitment. For example, she attends an early years provision every two weeks and this helps her to offer children better care and education. Children's individual needs are met robustly as the childminder knows much about each child's background. This means that she promotes equality and diversity effectively. Children have access to a good range of play resources that reflects differences so that they learn to respect others. For example, they play with dolls, books and puzzles about celebrations of different

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the early years provision

The childminder has a highly positive relationship with parents so that daily conversations effectively help to meet children's needs. Polices and procedures are shared with parents, as well as children's progress records. The childminder's self- evaluation supports better provision and helps children progress. Overall the childminder monitors her strengths and areas for development effectively, although parents' views have not been sought about the service so far. She has identified the need for further training, which she has booked with the local authority, to cover different childcare issues.

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and outcomes for children

Children effectively learn about the importance of healthy lifestyles. They visit local shops to buy healthy snacks with the childminder. They discuss what is healthy food and what is not. Children enjoy energetic, physical play and being out in the fresh air in the garden. They adopt good personal hygiene routines. They know to wash their hands before snacks, because they 'are eating food and have to remove any germs'. Children feel secure and develop a good sense of belonging. Those who are new to the setting are settled and happy. Children understand how to stay safe by listening to the childminder and by discussing dangers. They talk about road safety when out and about and learn through being part of a road safety club. Children behave well and understand boundaries of behaviour; they share and take turns when playing with toys. This means that young children learn to show respect for each other and enjoy each other's company.

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and outcomes for children

The childminder's good knowledge of how children develop means that children are offered an effective range of play experiences. Observations and assessments help to show how children effectively progress and build on their learning. Children develop good skills for the future, for example, as they handle and play with programmable toys. They are skilful at using musical toys and turning them off and on. They begin to understand how to use technology that is appropriate for This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 their age and stage of development. Children are confident, for example, when making shapes with play dough, mixing colours and discussing what shapes they have created. They are eager to play with different toys and move enthusiastically from table top activities to floor activities. They interact with each other, watching what each other is doing and joining in. They listen to the childminder, who well

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and outcomes for children

extends their language by listening closely and repeating what they have said in a clearer way. Young children make good attempts to write by handling and using pens and they enjoy listening to stories. They effectively develop mathematical language, for example, by counting toys when playing games. Children investigate toy 'bugs' using a magnifying glass to see in more detail; they look closely and ask questions. Children move with good control and imagination in the garden, effectively showing awareness of space, of themselves and others. 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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