Childminder in Haringey

Inspection report for early years provision

p.1

Unique reference number EY279905 Inspection date 13/03/2012 Inspector Samantha Smith

p.1

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.

p.1

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

p.2

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.

p.3

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).

p.3

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.

p.3

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

p.3

Description of the childminding

The childminder registered in 2004. She lives with her school aged daughter in Muswell Hill in the London Borough of Haringey. Children are mainly cared for on the ground floor of her home, with a bathroom available on the first floor. She 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 six children under eight years of age at any one time. Of these, three children may be in the early years age group. The childminder is currently caring for two children in the early years age group. She supports children learning English as an additional language. The childminder takes children to local toddler groups. She works Monday to Friday from 8am to 6pm all year round.

p.4

The overall effectiveness of the early years provision

Overall the quality of the provision is satisfactory.

p.4

The overall effectiveness of the early years provision

The childminder demonstrates a sound knowledge and understanding of the Early Years Foundation Stage requirements. Overall, she suitably meets the needs of the children, although systems for supporting children learning English as an additional language are not fully secure. Children are making sound progress in their learning. However, observation and assessment systems are in the early stages of development and do not yet fully track or highlight children's progress. The childminder has developed positive partnerships with parents to promote children's welfare and learning. The childminder's capacity to improve is satisfactory, although she has yet to develop rigorous systems of self-evaluation.

p.4

further?

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

p.4

further?

 develop further the use of observation in order to help assess the progress that children are making and plan the next steps in learning  develop further the use of self-evaluation to identify strengths and priorities for development that will improve the quality of provision for all children  develop further the current systems used to support children who speak English as an additional language, by obtaining and using some basic words in their home languages.

p.4

the early years provision

Overall, the childminder manages her setting well and meets the requirements of the Early Years Foundation Stage. Her arrangements for safeguarding children are This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 sound and relevant documentation is in place to support this. She maintains accurate records of children's attendance and she demonstrates sound procedures for administering medication and dealing with accidents involving children. The childminder also holds a relevant first aid qualification. The childminder takes appropriate steps to ensure that the premises are safe and secure for children. She completes further risk assessments for outings. She has a clear understanding of child protection procedures and she knows what to do should she have any concerns about a child's welfare.

p.4

the early years provision

The childminder's home is suitably organised and toys and resources are appropriately maintained. The main play area provides sufficient space for children to move around and engage in their play. The childminder makes regular use of local facilities, including local parks, playgroups and the library. She demonstrates a sound understanding of equality and diversity issues and understands the individual needs of the children. She plans activities to support the different development stages of the children to meet their differing needs. The childminder provides a selection of toys and resources to support children in gaining an appreciation of diversity and the wider society. She has started to implement some systems to support children learning English as an additional language. However, she has not yet introduced strategies such as obtaining words from parents in children's home languages to support them further.

p.5

the early years provision

The childminder has established positive partnerships with parents. She gathers relevant information from them at the start of their child's placement and contracts and written agreements are in place. She keeps parents fully updated of about the progress their children are making and she provides them with photographs of children engaged in their activities. Parents demonstrate through letters of appreciation that they are happy with the quality of the service and level of care provided. The childminder demonstrates a positive attitude to working in partnerships with other professionals involved with children. However, there are no children currently attending other early years settings. She makes use of local facilities to compliment her provision and children's experiences.

p.5

the early years provision

The childminder demonstrates a positive attitude to improving the quality of her provision. She has addressed the previous recommendations made at the last inspection and she has begun to evaluate her practice and identify areas for further improvement. For example, she plans to further develop children's learning experiences to fully promote their progress. However, priorities for future development are limited, as she does not self-evaluate all areas of her practice consistently.

p.5

and outcomes for children

Children are happy and settled in the childminder's care. They benefit from the secure and caring relationships that they have established with her and enjoy the positive interaction they share. They demonstrate that they feel safe and secure as they confidently move around the childminder's home freely accessing the This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 resources available. They learn about keeping safe, for example as they take part in evacuation practices, which help them to learn what to do in an emergency. Children unable to communicate their needs verbally, express themselves through gestures and body language, to which the childminder responds appropriately. She has a sound understanding of her role in supporting children's learning and development and uses observation and assessment systems to highlight children's achievements. However, the systems in place are in their infancy, which means the

p.5

and outcomes for children

childminder does not fully track children's progress.

p.6

and outcomes for children

Children's behaviour is managed appropriately, because the childminder takes into account their individual ages and stages of development. Children respond positively to her requests and she supports their understanding of behaviour using praise and encouragement. Children learn about healthy lifestyles through the daily routines. They rest and sleep according to their needs and have regular drinks throughout the day. They are generally encouraged to wash their hands at appropriate times throughout the day. Some parents provide meals for their children and these are stored and reheated appropriately, to promote children's good health.

p.6

and outcomes for children

Children develop sound skills for their future learning through the experiences available. For example, toys and resources cover most areas of learning and offer appropriate levels of challenge. The childminder encourages the younger children to satisfy their natural curiosity by exploring and investigating the toys and resources available. Younger children show great pleasure as they look through the storage boxes and discover a range of different toys and learning tools to play with. Children are learning to socialise with other children through visits to local groups, where they have the chance to mix and play with others. They enjoy opportunities to engage in physical activities when they go on regular visits to the local park, where they can use the equipment available.

p.6

and outcomes for children

Children enjoy creative play, through accessing different media, such as small world resources and construction play. They engage in their own, imaginative games. For example, they pretend to engage in conversations using the toy phones available. They show their curiosity as they explore unfamiliar toys like binoculars and an electronic keyboard. Children are beginning to develop an appreciation of books. They independently select books and they sit comfortably to listen to stories read by the childminder. Their communication and thinking skills are encouraged through regular conversations. The childminder talks to children and ask questions to engage them in meaningful communication as they play. Children enjoy puzzles, construction play and various electronic toys, which promote their problem solving abilities. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.6

Annex A: record of inspection judgements

The key inspection judgements and what they mean

p.7

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

p.7

children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

p.7

Early Years Foundation Stage

The effectiveness of leadership and management in embedding ambition and driving improvement The effectiveness with which the setting deploys resources 3 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 3 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

p.7

Stage

The quality of the provision in the Early Years Foundation Stage 3

p.7

Stage

The extent to which children achieve and enjoy their learning 3 The extent to which children feel safe 3 The extent to which children adopt healthy lifestyles 3 The extent to which children make a positive contribution 3 The extent to which children develop skills for the future 3

p.7

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

p.7

Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Met

p.8

Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Met

p.8