Childminder in Enfield

Inspection date

Previous inspection date 16/01/2013 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

 Children have good relationships with the childminder and her assistant; they are happy and developing confidence at the setting.  Children receive effective support from the childminder to help them develop their communication skills.  The childminder and her assistant are good role models and children are learning to behave well and to care for one another.

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It is not yet good because

 The childminder does not fully assess children's development. Parents do not contribute children's starting points or share examples of their learning from home to promote their ongoing progress.  Systems to support all children's home languages are inconsistent, which means, some children do not hear their home language during their play.  The childminder has not fully developed programmes to help children develop skills in literacy.

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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 the children in the kitchen and living room.

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Inspection activities

 The inspector sampled children's information and development records and policies and procedures.  The inspector discussed individual children's development.  The inspector and childminder discussed the use of assistants.

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Information about the setting

The childminder registered in 2011. She lives with her flat mate in a three-bedroom maisonette in the N22 area of the London Borough of Enfield. The home is accessed using a flight of stairs from ground level with internal stairs leading to three floors. Children have access to the toilet and bathroom on the first floor, the living room and kitchen on the second floor and two bedrooms on the third floor. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. The childminder is currently minding five children in the early years age group, some in part-time places. One child in the later years also attends on a part time basis. The childminder works with an assistant.

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must:

 develop the assessment requirements to help recognise children's progress, understand their needs, and to plan activities and support in all areas of learning  improve the educational programmes for literacy by a) providing a cosy area where children and adults can enjoy books together and b) providing more opportunities for children to make marks using a range of writing materials.

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

 provide opportunities for all children to use their home language in their play and learning

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

 develop the engagement with parents to enable them to provide information about children's starting points on entry and to contribute children's learning at home.

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who attend

Children have good space to play and move around at the setting. The childminder provides them with a variety of activities and experiences which, overall, offer an appropriate educational programme. The activities provided also help children to prepare for the next stage in their learning. Young children enjoy developing physical skills as they throw and catch balls. They enjoy running, jumping crawling and cruising around the furniture. Older children thoroughly enjoy opportunities to engage in pretend play. Photographs in their individual records demonstrate that the childminder supports their interests in imaginary play well. Children enjoy pretending to take their dolls to the park. The childminder helps them to extend their imaginations as she suggests other places they can pretend to visit. Children have some opportunities to explore and experiment with a range of media. For instance, they show interest in the different materials placed in

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who attend

plastic bottles, which are stored at their level. They discover that they can shake the bottles to make noise or to change colour. Furthermore, the childminder intends to extend opportunities for children to explore by extending the supply of natural play materials. Younger children are developing an awareness of space and shape as they attempt to, and sometimes successfully, fit shapes into sorters. They are also developing an awareness of technology as they show interest in toys with buttons and simple mechanisms and are beginning to learn to operate them.

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who attend

The childminder promotes children's communication skills effectively. Older children receive good support as the childminder follows their lead as she talks to them about topics they are interested in. She uses these opportunities to help develop their understanding as they talk about what they see, hear, think and feel. The childminder listens thoughtfully to children providing positive attention during their discussions. However, she provides fewer opportunities for children to develop their skills in literacy. For example, she does not provide a cosy area for children to share books or encourage easy access to materials to write and make marks. Children sharing the same home languages as the childminder and her assistant settle very well as they easily communicate their needs. However, opportunities for other children to share their home languages at the setting are not as well established. This reduces opportunities for them

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who attend

The childminder has discussions with parents during the settling in period about children's individual needs and interests. However, she does not ask them to provide a wider range of information about children's starting points to help her plan for the next stage of their development. The childminder shares information about children's progress with parents each day. She has begun to observe and make records of their development. However, she does not assess children's development using relevant guidance to help her. Furthermore, the childminder has not devised systems to encourage parents to add to the systems for observational assessment by sharing children's learning from home.

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who attend

The childminder has a suitable knowledge of how to implement the progress check at age two. She discusses any concerns with parents and has a suitable understanding of how to work in partnership with other services to support children's development.

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

Children are happy and receive positive attention from the childminder and her assistant. The childminder has appropriate discussions with parents to ensure she has sufficient information about their individual routines and needs. They receive a suitable settling-in period and this provides them with a smooth transition period from home to her setting. She meets their individual emotional needs well. For example, they receive cuddles if they are tired or when they occasionally get upset. This helps to comfort and reassure them.

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

Children are developing a sound understanding of acceptable behaviour. The childminder and her assistant are good role models and set clear boundaries about behaviour. They provide children with positive attention and praise, for example, when they make progress. This includes times when younger children successfully place items into the correct shape sorters or when they learn new physical skills for walking. Children show they are learning to care for one another. For example when younger children receive support from adults to take steps, the more experienced walkers are keen to help too. They offer support as they walk alongside the adult helping the younger ones to hold tight. Children learn to socialise with other children their own age during regular outings to local community groups.

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

The childminder provides children with healthy meals and snacks. Meal times are social occasions where children sit together around the table. Her hygiene routines such as hand washing help children develop their hygiene and self-care skills as they learn to wash their hands independently. Children are developing an effective understanding of how to keep safe. The childminder has practised the emergency evacuation with children, which helps them to understand how to behave in an emergency. Furthermore, the childminder uses spontaneous opportunities to remind them about how to keep safe by responding appropriately to their questions. For example, when they ask what the smoke alarm is for, the childminder reminds them that this warns them that there could be a fire.

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provision

The childminder has an appropriate understanding of the welfare requirements for the Early Years Foundation Stage framework but is less knowledgeable of the learning and development requirements. She has consulted with her local early years service about the recent changes and has begun to update her knowledge by attending further training courses. She gathers some useful information from various childcare websites, which help to develop her service. However, gaps in her knowledge mean she has not addressed some areas to support children's learning.

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provision

The childminder has made progress since registration. She makes some use of self- evaluation to identify areas where she is doing well and has made some progress in identifying areas to improve. The childminder demonstrates a conscientious attitude to promoting children's safety. She undertakes regular risk assessments for the home and any outings. The childminder and her assistant work well together to appropriately supervise and support the children. The childminder has a sound understanding of how to recognise and report child protection concerns to the relevant agencies. She has developed a full set of policies and procedures and shares these with parents and her assistant. She keeps accurate attendance records and is aware of her responsibility to notify Ofsted of any adults living on the premises. She ensures that she never leaves children alone with any unvetted person to further promote their welfare.

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provision

The childminder has developed appropriate relationships with parents. She talks to them each day about their child's experiences. She works effectively to ensure that parents provide her with useful information at the beginning of the placement. As a result, she is aware of their individual needs. She consults parents about any concerns in their child's development. She works effectively with them to promote consistent care. Relationships with key staff at other settings children attend are less established. However, the childminder understands the importance of partnership working and has begun to develop partnerships as a result of children attending new placements. This helps to ensure that children's care and learning needs are met.

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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 EY438475 Local authority Enfield Inspection number 893456 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 4 Number of children on roll 6

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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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