Lisa Mary Harvey

Inspection date

Previous inspection date 18/10/2012 Not Applicable

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early years provision

This inspection: 2 Previous inspection: Not Applicable How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 1 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 All children are welcome and included. The childminder provides a fully inclusive service. She has an excellent knowledge and understanding of children's interests, abilities and family life.  Children are happy, motivated and eager to learn. They show high levels of independence and imagination and have good relationships with the childminder, her assistant and other children in the setting.  Children learn and develop well as the environment is set up to support their interests and abilities. Children enjoy many opportunities to play and explore independently.  Time spent outdoors each day encourages children to enjoy a healthy lifestyle and good habits for the future.  Children are supported exceptionally well to feel emotionally secure and develop high levels of confidence and self-esteem.

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It is not yet outstanding because

 Self evaluation is still in its early stages and not all areas for development have been fully identified.

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Information about this inspection

Inspections of registered early years provision are scheduled:  at least once in every inspection cycle. The current cycle ends on 31 July 2016  more frequently where Ofsted identifies a need to do so, for example where provision was previously judged as inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage; or where assessment of the provision identifies a need for early inspection  prioritised for inspection where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector observed children's activities in the main playroom, kitchen and first floor living room and had discussions with the childminder and her assistant.

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Inspection activities

 The inspector also took account of the views of parents from questionnaires seen on the day and in information provided verbally by the childminder.

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Inspection activities

 The inspector sampled records and documentation relating to children's progress and development; safeguarding; suitability; written parent feedback, training records and self-evaluation documents.

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Information about the setting

The childminder was registered in 2012. She lives with her husband who is also registered as her assistant, one adult child and one child aged 14 years. They live in Archway in the London Borough of Islington. The setting is a maisonette over three floors and is reached by one set of stairs. The playroom, kitchen and toilet on the ground floor and the living room on the first floor are used for childminding. There is an enclosed patio area for outdoor play. The childminder holds a level 3 early years qualification in childcare. She is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. There are currently four children on roll, of whom three are in the early ears age group.

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To further improve the quality of the early years provision the provider should:

 develop further systems for self-evaluation to identify strengths and weaknesses and to include the views of parents and children.

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who attend

The childminder plans a broad range of activities that support the learning needs of all children and promote their social skills well. She is thoroughly organised and provides constant supervision and attention for children. Children are engaged in purposeful play and conversations; they are happy, settled and interested to learn. The childminder recognises fully that children learn through play. Children are secure in communicating their needs and preferences and this is enhanced by the many visual aids throughout all areas of the setting.

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who attend

Children respond very positively to adults and the other children attending the setting. The childminder warmly welcomes and skilfully settles children so that they are very secure in having their needs met. The childminder is warm and nurturing; she is sensitive to children and happily includes them in play and conversation. She encourages children to develop skills for the future as they regularly attend playgroups where they experience sociable group activities. Their learning and experience is reinforced in the setting using stories, and props such as puppets, to help them settle and interact considerately with other children.

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who attend

Children benefit from a well organised and interesting learning environment. Toys and equipment are easily accessible, enabling them to make choices and develop their independence. Displays of children's creative work, photos and educational presentation boards create a stimulating and welcoming environment in which to play and learn. In the living room children benefit from the clear play space and enjoy movement, jumping and balancing during the singing and story telling sessions. They use large wooden bricks to build towers and use a range of construction sets that help develop their problem solving skills with confidence. During free play children are supported thoroughly by the childminder, enabling them to use resources that promote language and numeracy skills. They participate very well during singing and story time. They enjoy a wide range of books that support their learning and enjoyment of reading very well. They spontaneously join in with the activities

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who attend

that involve collecting and posting shapes in the interesting shape sorter. They are extremely independent and confidently choose the resources for themselves when playing with the home corner. They concentrate well on their chosen play. This includes treasure baskets, boxed games and construction. They behave exceptionally well using polite language as they ask the childminder for 'another rice cake please' as they sit with their friends having a picnic snack. They show understanding of their friends' needs and the capacity to become fully engrossed in social occasions as they enjoy snack together with the childminder and her family.

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who attend

The childminder and her assistant are experienced and knowledgeable. They have a thorough understanding of how children learn. The childminder shows a good understanding of children's progress and uses the 'Development Matters in the Early Years Foundation Stage' document to assess their levels of achievement. She is able to describe children's individual stages of development and identifies the next steps for their learning, which in turn she uses to inform her future planning. Thorough close monitoring, also makes certain that all areas of learning are covered. The childminder is currently adapting her written guidance displayed throughout the setting to reflect the areas of learning as required in the revisions to the Early Years Foundation Stage.

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The contribution of the early years provision to the well-being of children

All children thrive in this stimulating, lively and well equipped childminding provision. The childminder is highly skilled at helping children develop secure emotional attachments. As a result, children display high levels of confidence and self-esteem. Older children enjoy helping the childminder as they set up their morning snack and show considerable consideration for the younger babies attending. They show an extremely strong sense of belonging and security in this setting.

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The contribution of the early years provision to the well-being of children

Babies settle exceptionally well because the childminder and her assistant are familiar to them due to following a thorough settling in procedure prior to them attending. The childminder has an exceptional knowledge of children's individual likes, needs and routines. Babies develop secure attachments seeking and getting much reassurance from the childminder when moving about the rooms. Their early investigative and curiosity skills are promoted using a wide range of resources, including treasure baskets filled with interesting and sensory items. Babies respond extremely well as the childminder understands their non-verbal and verbal communication. The childminder listens to what they are communicating and understands when, for example, they want to go downstairs and play with the silverware, their 'favourite' activity. This gives them valuable reinforcement and time to be quiet and play alone fully supported by the childminder.

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The contribution of the early years provision to the well-being of children

Children develop excellent self-care skills as they help themselves to fruit and rice cakes during snack. They understand why they cannot eat a piece of fruit that has dropped on the floor because the childminder reassures by giving them an explanation whilst offering them a fresh piece. Children use their own towels in different colours and their understanding of oral hygiene is reinforced using their own toothbrushes with different novelty animal covers for extra hygiene. This engages their interest and encourages them to brush their teeth. Children learn very well about making healthy choices through creative activities, and during cultural celebrations when they also get to taste and eat different foods, fruit and vegetables. This encourages them so that they are willing to try fruits and vegetables with new tastes and textures.

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provision

The childminder follows clear procedures should she have any concerns regarding children's welfare. Clear policies and procedures ensure that information is secure and updated regularly. Systems are in place to ensure that written risk assessments are completed and followed. The premises are very secure, clean, maintained to a high standard. They are welcoming and attractive for children and their families. Resources both indoors and on the patio are accessible and assessed regularly for safety. Clear records are kept relating to the attendance of children and visitors.

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provision

Parent's involvement and support has contributed to the success of this new childminder setting. They are provided with valuable information about the setting, the topics being covered by children, how to promote learning at home and their own children's progress. This, combined with the childminder's ready willingness to talk with parents, means that they have every opportunity to become involved in their child's learning.

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provision

The childminder is highly motivated and committed to providing high quality play and learning for the children. In partnership with her assistant, they have a range of experience and skills. They also have high expectations of themselves and others so that, together, they create an effective partnership that drives improvement. Careful monitoring leads to good communication and changes when necessary. However, systems of self- evaluation are not yet fully established to clearly identify areas for improvement. Partnership with the local authority means clear lines of communication are firmly in place to provide guidance and continuing professional development.

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provision

The childminder promotes equality extremely well. Children participate in a range of interesting activities relating to cultural festivals and use a range of good quality resources that reflect people in the diverse community. Parents comment that the childminder provides a place for children and their families where they feel welcomed and at home each time they arrive. They say that they really appreciate the childminder's 'flexibility, enthusiasm and good communication'. The childminder plans activities with insight so that everyone is included. She uses different communication methods to encourage all children, including visual aids and signing with babies. Small group activities and one-to- one work further support children. The childminder and her assistant work very well as a flexible team. They are highly focused on their own areas of responsibility but also alert to what is happening elsewhere in their setting.

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provision

The capacity of the childminder to maintain continuous improvement is being established. Parents and children are given the opportunity to contribute to planning and evaluations in order to promote good practice. Parents continuing involvement is strongly encouraged contributing suggestions for activities, which they know their children particularly, enjoy. This is being recognised as the childminder introduces a new system for recording areas of children's learning and development, as a result of feedback from parents.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary part of the Childcare Register are Met

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Satisfactory Satisfactory provision is performing less well than expectations in one or more of the key areas. It requires improvement in order to be good. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be inspected again within 12 months of the date of this inspection.

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Grade Judgement Description

Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not Met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the Early Years Foundation Stage.

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Setting details

Unique reference number EY445989 Local authority Islington Inspection number 798639 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 12 Number of children on roll 4

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Name of provider

Date of previous inspection Not applicable

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Telephone number

set out in the guidance ‘raising concerns and making complaints about Ofsted', which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises that are usually their own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. 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,

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Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, 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. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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