Childminder in Newham

Inspection date

Previous inspection date 20/11/2012 Not Applicable

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision is satisfactory

 The childminder creates a welcoming environment to children and parents. She organises her practice to provide choices of activities to support their overall learning and development .  The childminder has developed a rapport with parents to keep them informed daily about their child's well-being and shares her policies and procedures with them.  All required records are in place for children, supporting their welfare and well being.

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It is not yet good because

 Planning, observation and assessment systems are basic and not fully used for all children to identify and support their next steps in individual learning  The planning and provision of resources to support children's understanding of the world is limited.  The childminder has established partnerships with other settings where children also attend; however these are not robust enough to fully extend and support children's learning.

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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 engaged with the childminder throughout the inspection.  The inspector observed all play materials available for children currently attending.

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Inspection activities

 The inspector observed documentation maintained by the childminder, this included children's records, planning of activities and menu's, and policies and procedures shared with parents.

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Inspection activities

 The inspector took time to read the childminder's self-evaluation document and feedback from parents recorded on parental questionnaires completed.

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Information about the setting

The childminder registered in 2012. She lives with her husband, adult son and younger child in Britannia Village, within the London Borough of Newham. The whole of the ground floor and one bedroom and bathroom on the first floor are used for childminding purposes. There is an enclosed garden available for outdoor play. The childminder is registered on the Early Years Register and both parts of the Childcare Register. The childminder has one child in the early years age group attending on a part-time basis. However, no children were present at the time of the inspection.

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must:

 improve children's learning opportunities in understanding the world by a) extending the range of resources and experiences, particularly to support children to develop positive attitudes of others; b) promoting positive self-identities and c) learning about diversity in the wider community  improve methods to implement more effective systems for assessing all children's learning and development, including undertaking regular observations of children's learning to identify and support the next stage in their development.

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

 extend partnerships with other settings where children attend, by developing more effective systems to regularly exchange relevant information to support children's individual learning and developmental progress.

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who attend

The childminder plans a general educational programme for children that offers a balance of adult-led activities and free play. The childminder is still developing the range of play materials as she has only been minding for the last few months. The childminder demonstrates she has sufficient understanding of how to support children's learning and development. She is beginning to implement a system for observing and assessing children's learning. However, as she is not yet using this system for all children attending, this has an impact on the amount of support she offers to extend children's learning and their next steps.

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who attend

The childminder describes how she uses both the indoor environment and outdoor areas to enable children to play in different atmospheres. For example, she regularly takes the children to the local parks to allow for them to play in open spaces and use large play equipment to support their physical development. The childminder explains how she promotes children's interests in books and early reading, with regular use of the book library. The children borrow books to take home to share with parents and also bring books to the childminder from home. This system allows them to share their favourite books with the childminder and friends. Posters on display support children to identify with early maths and literacy, such as recognising numbers and letters of the alphabet. The childminder describes how she supports early reading and language development by using phonics with older children. resources suggest children have some puzzles to enable them

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who attend

to be challenged in solving problems. The childminder explains how she encourages board games to allow children to learn to count, play as part of a group and learn to follow rules. Other carefully selected games allow children to develop their vocabulary and language as they describe pictures hidden from other players. The childminder describes how walks in the community allow children to explore the changes in the seasons and the impact these changes have on the environment. For example, children can collect autumn leaves to explore the changes in colours, textures and use them for art activities. The childminder encourages children to use their imagination and express their experiences through the use of props for imaginative play, such as making models with construction materials or playing with the cars and garage. Children's art work is on display, demonstrating the childminder is valuing them and giving recognition of their abilities. The childminder

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who attend

explains that children particularly like to explore different materials, paints and gluing activities. Although the childminder gives recognition to children's individual identities, there are minimal resources and experiences offered to children to identify with all aspects of diversity. This impacts on children's self-worth and the views developed of others. The computer is used for short periods by children, whereby they engage in selected educational programmes to support their learning.

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

The childminder demonstrates that she provides a warm and welcoming environment for children; parents are encouraged to settle their child in gradually. This benefits the child to develop a trusting relationship with the childminder. The childminder explains how she promotes children to be independent in their self-care skills, such as providing them with a step to allow them to wash their hands independently. The childminder describes that she is aware of which children in her care need more of her attention and support, as she identifies with children's different ages and levels of development. The childminder explains how she encourages children to behave well, respect others, take turns and feel safe to share their concerns with her. The childminder describes how she values the need to acknowledge children's achievements, such as asking children to explain why they have received stickers from other settings they have attended.

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

The childminder explains how she encourages children to lead a healthy lifestyles. For example, children are able to contribute to the menu planning, walk daily in the fresh air or play ball games in the park. Children are also able to engage in cooking activities, so they become aware of handling different ingredients and develop a positive attitude to healthy eating. The childminder describes how she supports children to be safe; for example, risk assessments are undertaken of the premises and for specific outings. The childminder explains that she supports children to learn about road safety as they take familiar routes to local venues. Children also carry a card with the childminder's details, should they become separated from her. The childminder explains that children are familiar with the childminder's family, visit the cinema and travel on public transport. This helps to support their social skills and learning experiences.

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provision

The childminder demonstrates a sound understanding of her role for safeguarding children. She is able to explain the procedures she needs to follow should she have concerns about a child's welfare. The childminder shares documentation with parents to verify that all adults living in the home have an appropriate Criminal Records Bureau check. The childminder uses safety equipment to support children to play in a safe environment, such as stairgates and fire equipment. The childminder holds a current first aid certificate and is able to explain her procedures to inform parents of her role to administer medication. She shares information about children's accidents with their parents. The childminder demonstrates that she obtains all required information and written consents from parents. In addition, she maintains a record of children's attendance to further contribute to children's welfare.

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provision

The childminder demonstrates she has established a friendly, yet professional partnership with parents. She explains how she communicates with them daily at handovers, and also by phone and text should the need arise. The childminder describes the steps she takes to explore their views, such as by introducing a parental questionnaire. This has provided the childminder with positive feedback. Regular meetings are planned for the forthcoming months now that children have settled. These are to allow the childminder and parents to discuss their child's development and forward planning. The childminder explains that she has established basic links with other early years provisions the children attend. However, these links are not fully developed to support children's individual development, such as the regular exchange of relevant information to identify areas of further support and forward planning.

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provision

The childminder demonstrates that she has taken adequate steps to address self- evaluation, such as addressing the Ofsted self-evaluation form. This has allowed her to identify what she does well and areas to develop, such as the need to attend training to become more familiar with the learning and development aspects of the Early Years Foundation Stage Framework. In addition to this, the childminder explains that she keeps in regular contact with her childminding coordinator and development worker, and regularly attends the childminding groups in her area. With this support, the childminder has identified relevant courses to attend to enhance her knowledge and provide better outcomes for children. For example, the childminder confirms she is booked to attend courses for health and safety, child protection and food safety.

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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 EY441464 Local authority Newham Inspection number 796005 Type of provision Childminder Registration category Childminder Age range of children 1 - 8 Total number of places 5 Number of children on roll 1

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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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