Childminder in Waltham Forest

Inspection report for early years provision

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Unique reference number EY436004 Inspection date 27/04/2012 Inspector Shaheen Belai

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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 two children aged under eight years in Walthamstow, within the London Borough of Waltham Forest. The premises are situated on the first floor level within a block of flats. Access to the premises is via two flights of stairs. The whole of the premises is used for childminding purposes.

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Description of the childminding

The childminder is registered to care for a maximum of four children under eight years, of these, two maybe in the early years age range. The childminder currently has one child in the early years age range on roll, attending on a full-time basis. The childminder is registered on the Early Years Register, 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

The childminder provides a safe, welcoming and inclusive environment for children, which ensures they are happy and secure in her care. A good range of equipment, toys and planned activities are provided. Observation and assessment procedures to monitor children's learning are effective to promote further progress. Inclusive practice is promoted well, where a developing range of resources to promote some areas of diversity and independence is generally provided for. The childminder forms strong relationships with parents and other professionals, keeping them well-informed and promoting individual care. The childminder has a positive attitude to continuous improvement and has begun to address self-evaluation, allowing for her to identify areas to improve her service to parents and children in her care.

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further?

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

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further?

 provide an environment that is rich in signs, symbols and pictures that takes into account children's different understandings, which promotes children in making independent choices in their play  develop further on current resources promoting diversity, through the use of posters, pictures and other resources to include positive images of disability.

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the early years provision

Children are safeguarded because the childminder has a competent understanding of implementing procedures should she be concerned about a child's welfare. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Accidents are recorded promptly, records are shared with parents to ensure they are kept informed. In addition, risk assessments covering the home and outings are conducted to ensure potential hazards are identified and therefore minimised. She conducts regular emergency evacuation practice drills and maintains a record of visitors when she is minding. Security to the premises is good with the use of an entry phone and children receive high levels of supervision from the childminder.

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the early years provision

The childminder's home is well-organised and she provides a clean environment in which to play, such as clean flooring for young children to crawl on. The childminder provides a varied range of spontaneous and planned activities which promote play and learning opportunities and spark children's curiosity and imagination. She identifies with the individual development of children, for young infants play materials are set out on large rugs, messy play on the floor in large trays and books set out along a low ledge. This ensures young infants who are not able to walk yet can locate resources easily by crawling. The childminder recognises that children are developing early signs of independence, as they begin to explore additional resources in low storage. However, this is not promoted further with the use of labelling to encourage children to identify with what is stored where. The current range of play materials includes resources that promote

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the early years provision

most areas of diversity, yet it does not fully promote disability. The childminder recognises each child is unique and is mindful of their differing ages, abilities and individual needs. Consequently, no child is disadvantaged. Effective use of the wide range of community groups enhance learning opportunities for children and ensures they have access to regular outdoor play.

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the early years provision

The childminder fosters positive relationships with parents and realises the importance of effectively liaising with other professionals who may be involved in the children's lives. She provides parents with the full range of her written policies and procedures, which forms the basis of an effective two-way partnership from the initial meeting. During the settling-in the childminder ensures she gains all required information to allow her to initiate individual planning. Parents are provided with information about their child's day, they are involved in the review of their child's developmental progress. Parental feedback at inspection is positive, comments include 'extremely happy with service', 'children have access to a wide range of activities' and 'daily diary provides a complete picture'. Partnerships promote continuity of care and supports children's development.

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the early years provision

The childminder is committed strongly to maintain continuous improvement. She has begun to use effective systems to self-evaluate. For example, she welcomes the regular feedback from her local authority advisor to address areas for improvement. She has begun to complete the Ofsted self-evaluation form and seeks feedback from parents on the service they and their child receive. She ensures documentation is made readily available for inspection and accurately maintains the full range of records required by the Early Years Foundation Stage framework. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

The childminder has a strong understanding of the Early Years Foundation Stage and recognises the importance of providing an environment that promotes children's learning and well-being. She has implemented observation and assessment systems, which reflect a true picture of children's individual stage of development and realistic goals are set for promoting further development. The daily plans take into account children's interests, activities to reflect the six areas of learning and the next steps identified in children's development.

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and outcomes for children

Children are happy, settled and have fun while they spend time in the childminder's care. They have developed close trusting relationships with the childminder and members of her family. They seek out the childminder when they want a cuddle, they share lots of smiles and laughter with the childminder as she engages with them. The childminder ensures children develop knowledge of the wider world and a sense of belonging to their local community. They participate in local outings, such as to the farm, pet shop or to different drop-in groups. The childminder selects attendance at specific groups to promote certain areas of children's development, for example the use of sensory play rooms to promote children's mobility and exploratory development. Tactile play is enjoyed by children, as they benefit from using all their senses to explore different textures and mediums. For example, they play with cooked pasta, corn flour mixture,

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and outcomes for children

compost and flowers. Interactive resources engage children's curiosity to learn to operate a range of functions and they show surprise when they hear different sounds and lights operate. The childminder organises and selects books carefully to support individual interests and reflect children's development. For example, younger children enjoy exploring books with different textures, sounds and flaps. Children enjoy making music with the different instruments on offer, they pick up on familiar rhymes being played in the background and rock to the rhythm. Children who are learning English as an additional language are supported to be understood, as the childminder learns key words in their home languages. Children have opportunities to address early maths, they have access to resources to sort, match and grade. The childminder identifies how young infants learn the early stages of maths, as they empty out resources and post them back into the

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and outcomes for children

containers. Children learn to take risks safely, such as learning to sit, balance and steer on the range of sit and ride vehicles used indoors. Children's language is promoted as the childminder talks to them, repeats their newly formed words and sings to them.

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and outcomes for children

Children behave very well, the childminder has a positive approach to behaviour management; she offers lots of praise and encouragement. Children's faces light up when she claps her hands and says 'well done'. Children are developing an understanding about healthy lifestyles; they use a range of large equipment in the venues they visit. The childminder follows appropriate hygiene procedures when changing nappies to minimise the spread of germs. Drinking water is provided at all times to children. Menu plans reflect a nutritional diet. She supports the provision of food from parents if they wish, encouraging parents to follow a healthy and balanced diet. The childminder is trained in current first aid and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 consequently, respond positively should a child have an accident. 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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