Childminder in Brent

Inspection report for early years provision

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Unique reference number EY441969 Inspection date 01/08/2012 Inspector Cordalee Harrison

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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 by Ofsted in 2012. She is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder works from domestic premises in Kensal Rise in the London Borough of Brent. The whole of the house is available for childminding. Children use all areas on the ground floor with toilet and washing facilities at this level. Children sleep in a first floor bedroom. There is a fully enclosed garden at the rear of the premises for outside play. The childminder is registered to care for a maximum of six children under eight years at any one time. When working with another childminder and an assistant at the above premises they may care for a maximum of 12 children under eight years; of these, not more than nine may be in the early years age group and of these, not more than three may be under one at any one time. Currently, there are nine children on roll who are all in the early

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Description of the childminding

years age group. The childminder supports children with special educational needs and/or disabilities and children who are learning English as an additional language. The childminder holds a Degree in Early Years and she has had Advance training in Makaton Sign Language and the Picture Exchange Communication System.

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The overall effectiveness of the early years provision

Overall the quality of the provision is outstanding.

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The overall effectiveness of the early years provision

Children are making excellent progress in all areas and most aspects of their learning and development. The childminder works with another outstanding childminder and an assistant; together, they achieve and sustain high quality personalised learning and care for every child. The childminder embraces partnership working fully; she engages parents and other professionals exceptionally well, which ensures that she promotes equality for every child. The childminder makes highly effective arrangements for safeguarding and promoting all aspects of children's, health and welfare. To a foundation of outstanding practice, the childminder adds meticulous evaluation and high quality professional development to drive and sustain improvements.

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further?

To further improve the high quality early years provision the registered person should consider:

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further?

 enhancing practice by displaying more numerals in purposeful contexts This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

The childminder takes excellent measures to safeguard children. There are extensive systems in place to monitor and evaluate the effectiveness of policies, her performance, as well as that of her co-workers. The childminder's knowledge of safeguarding is extensive; it extends from the Local Safeguarding Children's Boards guidance and practices to a whistle blowing policy in her provision. In addition, she develops children's self-confidence and awareness to different aspects of safety. Planning and practice for developing children's knowledge of safety is continuous, this includes engaging parents to extend this area of every child's learning. There are robust systems in place for the management of safeguarding matters, including training in health and safety, food and hygiene and fire safety. The childminder maintains required records for the efficient management of safeguarding matters and to promote every child's welfare. As a

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the early years provision

result, the childminder creates and maintains safe and secure physical environments for children. This promotes children's self-confidence to make full use of the extensive range of resources that are readily accessible for them.

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the early years provision

The childminder is extremely knowledgeable about different aspects of equality. She knows that it is essential to the provision of children's welfare and education. Consequently, she puts highly effective systems in place to engage with parents and children from the start. Together, they identify starting points and methods that promote personalised learning for every child. The childminder uses all available tools to identify the best learning opportunities for every child. For example, she works extremely closely with parents and professionals for the benefit of children with special educational needs and/or disabilities. The childminder achieves a successful and inclusive learning environment for every child. The childminder has outstanding strategies in place for partnership working.

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the early years provision

The childminder is extremely ambitious to drive improvement. She has a clear vision of an early years provision which offers children the highest quality experiences. Her ultimate aim is to gain her Early Years Professional Status. The childminder brings a vast wealth of knowledge and experiences to her childminding practice. Since her registration, she has completed her foundation degree in early years. She adds this to her extensive knowledge and experience of working with children, including those with special educational needs and/or disabilities.

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the early years provision

The childminder is confident in her use of reflective practice. She is open to new ideas and keeps abreast of new initiatives in childcare and education. The childminder plays a leading role in taking some of these initiatives forward to parents and other childcare practitioners in her local area. The childminder engages parents fully in the opportunities for children's learning and development. The key person system gives parents a special point of contact for each child. The childminder takes every opportunity to involve parents in the provision's plans and activities. This ensures parents know that their views and opinions are of value. Parents feel confident to put forward their views and ideas for improvement. Parents praise the childminder; they value the sharing of information and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 resources. Parents state that this helps them to increase children's readiness for

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the early years provision

learning. Parents state that the high quality learning opportunities are helping children to make progress quicker than they otherwise would.

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and outcomes for children

Through play in a secure and nurturing environment, children are experiencing challenges which are driving their learning and development at a fast pace. The childminder makes exceptional use of information from children, parents and teaching partners, along with continuous observations. Hence, she continually identifies each child's developmental stage, the next step for them and put plans in place to sustain personalised learning. Children are achieving and enjoying through the vast range of excellent learning opportunities. Children are learning that they are able to affect change and that their ideas are very important. The childminder involves children in the evaluation of activities. This exemplary practice engages children and promotes their high confidence and self-esteem.

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and outcomes for children

Children are at the centre of learning; they make choices and experience challenges that are exciting and meaningful for them. They explore and advance their learning with an extensive range of materials. From exploring the range of textures in the treasure basket to handling some of the food they eat while still in the natural state, children learn that some foods can be eaten raw, while other foods must be cooked. Children express their creativity in a variety of ways, including role-play with realistic resources; they sing, make and listen to music and enjoy music and dance. Children use these activities to experience learning across several areas seamlessly. For example, as they use sign language they practise an extensive range of fine movement and extend their communication skills. Children are learning that communication takes different forms. All of the children are learning to sign - those who are developing language, those with special

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and outcomes for children

educational needs and/or disabilities and children who are learning English as an additional language. Children are learning that it is important to meets the needs of others. Children behave well; they are learning to care for others and the environment. Children are practising many ways to make valuable positive contributions, which enhances their lives and that of others.

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and outcomes for children

Children feel safe they are confident that they belong. The environment is rich with their works, photographs, words, letters, pictures and symbols to motivate independent learning. However, there are fewer numerals visible, which does not fully reflect their importance. Story times come to life, children visualise and extend the stories with props such as puppets; children are developing a deep love of books. Children excel through the highly effective balance of activities that they initiate and others that the childminder and her co-workers guide.

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and outcomes for children

Children move freely between in and outdoor activities and are active learners. Children are experiencing the effect of the natural environment; for example, they This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 learn that they may not always reap the benefit of the plants they are growing, because the insects and bugs may eat them. Children are making extensive use of the excellent outdoor area to enhance their understanding of healthy lifestyles and to propel their learning towards the early leaning goals. 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 1 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 1 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 1 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 1

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Stage

The extent to which children achieve and enjoy their learning 1 The extent to which children feel safe 1 The extent to which children adopt healthy lifestyles 1 The extent to which children make a positive contribution 1 The extent to which children develop skills for the future 1

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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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