Childminder in Stockport

Inspection report for early years provision

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Unique reference number EY432200 Inspection date 02/03/2012 Inspector Anahita Aderianwalla

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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 2011. She lives with her husband and two sons aged eight and five years old. They live in a house in a residential area, close to local amenities in Enfield town centre in the London Borough of Enfield. The ground floor of the house is mainly used for childminding along with one bedroom on the first floor. There is a fully enclosed garden for outside play. The childminder is registered to care for a maximum of five children under eight years at any one time, of whom no more than three may be in the early years age group. The family has one cat. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. Currently, the childminder has two children in the early years age range 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

Children make good progress in their development and learning overall, because the childminder provides a good range of age-appropriate activities and plans exciting play opportunities. The childminder has developed strong links with parents to ensure that both parties are well informed and work together to meet any specific requests and needs. Their individual needs are catered for through discussion with parents and frequent observations. The environment is homely and welcoming to all children. The childminder evaluates her activities well, and has identified a range of areas to develop; however, these are not prioritised to secure future improvement and drive forward the quality and standards even further.

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further?

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

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further?

 strengthen the use of self-evaluation to identify the setting's strengths and priorities for development that will improve the quality of provision for all children and include the views of parents  develop the use of observation and assessment of children's learning to identify more clearly children's individual learning priorities, set out in the Early Years Foundation Stage.

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the early years provision

Children's safety is promoted well. The childminder has a secure and strong knowledge of child protection issues and the correct procedures to follow, should she have a concern about a child in her care. The childminder provides a safe environment for children to explore and play in under good levels of supervision. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Daily visual checks of the home and garden help her to maintain safety standards, and take any necessary action as required. These are supported by regular risk assessments to oversee and further promote children's safety. All the necessary written documents and records are in place that meet the welfare requirements and enable the childminder to support children's care and learning needs. The childminder organises her time and has a wide range of toys and resources that are accessible to the children. The childminder is effective in promoting a strong

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the early years provision

sense of security and belonging in the children. She uses robust strategies to support the children in co-operating with others, as they learn to start managing their own behaviour. This means the children have good levels of confidence and self-esteem and are forming positive relationships with those around them; this helps them to value and respect others.

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the early years provision

The childminder raises children's awareness of difference and diversity through positive discussion and provides a range of play provisions that introduce them to the wider world in which they live, to help them respect and accept the similarities and differences. There are successful partnerships in place with parents. The childminder has a range of written policies and procedures that are effectively shared with parents. Parents sign to show they have read and understood the policies to promote continuity and consistency of care. The childminder ensures that parent's needs and wishes for their children are respected and acted upon, and routines are adapted to meet any specific needs or concerns about the children; their achievements and any particular needs are fully discussed. This means that parents feel very happy, secure and fully included at all times. The childminder is able to form positive partnerships with other early years settings

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the early years provision

that children attend, due to her forward thinking and proactive attitude to sharing her planning. This ensures that information about the children's care and learning needs are continuously maintained.

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the early years provision

The childminder is proactive in her self-development. She uses her training and qualifications well to enable her to provide good quality learning outcomes for the children, and to evaluate and reflect on her own practice. She is able to identify strengths, weaknesses and areas for improvement; and address issues as they arise. However, the current self-evaluation system does not fully enable her to focus and prioritise all areas in her practice and does not fully include the views of parents in the process.

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and outcomes for children

Children are secure in the care of the childminder and show a strong sense of belonging. They are very happy and settled and display high levels of confidence and self-esteem. Children have a positive relationship with the childminder. They call her name frequently when needing help or support and are developing skills, such as the ability to work both independently, and with other children. Children fully understand about diversity, as a result of the range of activities and experiences they take part in. The childminder is inclusive in the language she uses with the children, taking into account gender and cultural differences. Children are This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 aware of the need to prevent the spread of infection through the childminder's example of regular wiping and washing of their hands, before meals and after going to the toilet. They are provided with healthy snacks, such as strawberries,

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and outcomes for children

that they enjoy cutting up for themselves, and have easy access to water when they are thirsty. Children have daily access to fresh air. They enjoy regular walks to the park and collect items such as sticks, leaves, and fir cones, which are then used in a craft activity. Visits to the local shops, toddler and music groups help children to socialise with others, and experience playing with a wider range of resources.

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and outcomes for children

Planning provides good support and challenges for the individual children, to ensure that they make progress through all six areas of learning. The assessment systems record the activities, and children's learning journeys contain photographs and evidence of their creative work. Regular observations show that next steps are included and then link back into the main planning, based on the developmental stage, interests and preferences. However, the next steps do not always match the Early Years Foundation Stage learning priorities. There is a range of planned and spontaneous play, which is both purposeful and explorative. Children play both in and outdoors and undertake a balance of adult-led and child-led activities, which results in them being active learners who are creative and able to think critically.

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and outcomes for children

Children love to be creative, enjoy role-play and dress up using a wide range of clothes, which are stored in a wicker box which is accessible to all children. The selection of books provided by the childminder encourages children to sit and listen to a story, or look at the pictures independently. The children are challenged in their learning; they explore letters, numbers and shapes as they play with jigsaws. The childminder takes opportunities to engage children in conversation about their chosen activity. For example, when completing an alphabet jigsaw puzzle, the childminder uses phonic sounds for the letters, and names the different objects that start with that letter. The childminder skilfully interacts and asks frequent open questions, such as, 'what would happen', effectively challenging children to think. Children demonstrate their counting skills in everyday situations and solve problems they set themselves, such as building complex structures when playing

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and outcomes for children

with construction blocks. Through the childminder's patience and humorous approach, with sayings such as 'sharing is fun', children are learning in a positive way to share and take turns. They are well behaved and the childminder's consistent management of their behaviour gives them a positive experience of learning about the effect their behaviour has on others. Children's understanding of diversity, similarities and differences are promoted by activities, such as the celebration of festivals and special events, for example, Chinese New Year. Children can also access equipment that represents a variety of cultures and people with disabilities. 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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