Childminder in Brent

Inspection date

Previous inspection date 21/11/2012 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 takes appropriate action to minimise potential hazards to children. As a result, children are cared for in a safe and secure environment.  Children are curious and motivated to learn as the environment enables them to do so. Children play with a good range of stimulating and challenging resources, suited to their abilities and interests.  The childminder fully supports and engages children so that they make good progress in their learning and development. Observation, assessment and planning are successful. As a result, the childminder effectively identifies children's starting points, their progress and future learning.

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It is not yet good because

 The childminder does not comply with the Statutory Framework for the Early Years Foundation Stage, with regard to ratios. She is caring for more children in the early years age range than is permitted.  There are some missed opportunities to develop children's interest in books and printed materials.  Children do not have enough opportunities to access resources and activities, which support their understanding of equality and diversity.

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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 majority of inspection time was spent with the childminder observing her with the minded children. This took place in the childminder's home in the main living area.  Children's information and development records checked.

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Inspection activities

 Ongoing discussion with the childminder to assess her understanding of the welfare requirements and sampled policies/records checked i.e. complaints, child protection, and children's information.  Safeguarding/child protection discussed with the childminder and policy reviewed.

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Inspection activities

 I also fed back to the childminder the outcome of the inspection and agreed the recommendations and action.

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Information about the setting

The childminder registered in 2011. She lives with her husband and two children in the London Borough of Harrow. The childminder cares for children all year round, offering flexible hours for shift workers, including weekends and overnight. The downstairs of the home is used for childminding purposes. There is an enclosed garden available for outside play.The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She has seven children on roll, five of whom are within the early years age range. Children attend on a part and full-time basis. The childminder supports children learning English as an additional language.

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must:

 comply with ratios, in particular the maximum number of younger children that can be cared for.

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

 support children's interest in books and printed materials further by making family books using small photo albums with photos of family members, significant people in the child's life and familiar everyday objects

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

 strengthen children's understanding of the world by providing them with a wide variety of resources that reflect diversity.

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who attend

The childminder successfully identifies children's starting points. For example, she talks to parents to find out information about the child. She also asks parents to complete an 'all about me' form. As a result, the childminder has a thorough knowledge of each of the children in her care. She conducts observations of children's development, which she uses to record their achievements across all areas of learning. She uses this information effectively, to identify the next steps in children's development. The childminder further supports children's learning as she uses a good range of teaching techniques, suited to children's abilities. She provides children with a stimulating and well-resourced environment that supports their all round development. However, the childminder does not always find other ways to encourage young children to enjoy books. The childminder talks to parents on a daily basis about children's achievements and their future learning.

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who attend

She produces daily feedback sheets, which informs parents of children's personal care and activities during the day. Consequently, parents are involved in children's ongoing learning.

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who attend

Children begin to develop an understanding of numbers, shapes and colours. The childminder brings items of interest to their attention and introduces mathematical language. For example, she counts children's fingers and toes. She also talks to children about the different shapes they create whilst painting. Children take great pleasure in playing with resources that support their interest in technology. They enjoy pressing the buttons on the toy kettle and toaster and listen to the sounds and actions they make. Children have good opportunities to develop their early writing skills as they make marks using pencils, crayons and paint. Children take great delight in using their imaginative and creative skills during painting activities. For example, they paint shapes using paintbrushes and then adapt the activity as they paint their hands and make handprints.

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who attend

The childminder successfully supports children learning English as an additional language. She works with parents to find out key words in children's home languages, this helps her to communicate with children. She constantly talks to children, explaining what she is doing, names objects and uses words to describe actions. This helps children to develop their communication and language skills. Children thoroughly enjoy the opportunity to sing, and the childminder makes up songs to support children's understanding of different routines. She helps children to learn about their own and others cultures. The childminder celebrates festivals, such as, Eid and Diwali. However, children have less access to resources that support their understanding of equality and diversity.

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

The childminder has developed secure attachments with children. They seek her out for comfort and affection, which she freely offers. The childminder is responsive to children's emotional needs and values their contributions and views. This helps children to feel secure, comfortable and safe whilst in her care. Children learn to respect their environment. For example, the childminder has made up a song to help encourage children to tidy away toys. The childminder manages children's behaviour well and gives clear explanations as to why they should not behave in a certain way. She reminds children to share and to be kind to one another. This helps children to develop an awareness of behavioural expectations, in relation to their ages. Children receive lots of positive praise and encouragement, which supports their self-esteem and confidence. Children have good opportunities to develop their independence skills, as the childminder

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

displays resources attractively in the playroom. Toys are stored at low-level, and pictures and words identify the contents of boxes. This enables children to make choices and lead their own play, as they decide what they want to do. The childminder takes into account children's interests, ages and abilities when planning for them. Consequently, children are provided with a challenging environment, which supports and extends their all round development. This helps children to prepare for the next stage in their learning.

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

Children begin to learn about their own safety. The childminder increases children's awareness of issues affecting their well-being. For example, she gently reminds children to sit sensibly at the table in case they fall and hurt themselves. The childminder promotes the good health of children. She ensures that children have access to fresh air and exercise on a daily basis. For example, children are able to play in the garden with a good selection of resources. The childminder ensures that she is aware of the children's dietary requirements and complies with parents wishes. She provides healthy meals, snacks and drinks for children. Children begin to learn about healthy foods and the affects of food on their growth. For example, the childminder talks to children about fruit being good for them and that it makes them grow.

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provision

The childminder has a sound understanding of her responsibilities in meeting the safeguarding and welfare requirements. However, she acknowledges that she has failed to understand the requirements in respect of the number of young children that can be cared for. She has been caring for more young children than are permitted, which is a breach of a condition of registration. This has a potential impact on children's well-being. The childminder does, however, have a clear understanding of the learning and development requirements. She provides children with good opportunities to develop and progress in all areas of learning.

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provision

The childminder has a clear understanding of her role in promoting the safety of the children in her care. She has a clear understanding of the possible signs and symptoms, which children may display if harmed. She is aware of the procedures to follow should she have concerns. The childminder has written fire evacuation procedures and has begun to practice these with children. This helps children to learn what to do in the event of an emergency. In addition, children are cared for in a safe and secure environment.

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provision

The childminder is committed to improving the service she offers to children and parents. She effectively uses self-evaluation to reflect on practice, to review educational programmes and to identify areas for further development. She has identified a number of training courses that she would like to attend. For example, working with children with special educational needs and developing working partnerships with parents. She also wishes to include parents further in shaping her service. Parents currently contribute to the types of menus and food that the childminder provides. However, she is in the process of devising a parent questionnaire to seek their views of her service. She recognises the importance of continuous professional development. She has recently completed food hygiene training and child protection training, which helps her to remain informed and up- to-date.

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provision

The childminder has developed good partnerships with parents and others. She finds out as much information as possible about the child before they start. She talks to parents about children's individual needs, likes, dislikes, religious observances and languages spoken at home. This helps her to provide consistent care. She regularly communicates with parents to keep them informed. For example, she talks to them at the beginning and end of each day and provides daily feedback sheets. In addition, she maintains developmental records of the children, which parents can access as they wish. The childminder regularly talks to teachers and nursery staff about children's progress and next steps in learning. As a result, the childminder successfully complements children's education and care.

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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 EY439788 Local authority Harrow Inspection number 800971 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 7

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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. 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

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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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