Childminder in Haringey

Inspection date

Previous inspection date 22/01/2013 29/04/2009

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early years provision

This inspection: 2 Previous inspection: 3 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 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The childminder is particularly effective in supporting children in developing good communication skills. Consequently children show increasing confidence in their use of language.  Children feel very welcome and play happily. They enjoy good access to a range of interesting resources and activities.  The childminder liaises closely with parents and other professionals in order to best meet the needs of individual children.  The childminder has a comprehensive range of documentation that is accessible to parents and provides a good framework for her practice.

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It is not yet outstanding because

 Children have fewer opportunities to extend their knowledge and understanding of the natural environment and living things

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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 during free play and group activities.  The inspector viewed the childminders' documentation.  The inspector talked with the childminder and her co-childminder.  The inspector took parents' views into account.

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Information about the setting

The childminder registered in 2006. She lives in a flat in Tottenham in the London Borough of Haringey. Her husband and two children, aged six and 13, also live in the flat, which is situated on the ground floor. She works with her mother, who is also a registered childminder. Children have the use of a large play room and a small quiet room. They have access to a secure garden for outdoor play. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminders work together as a team and also employ an assistant. Currently there are seven children on roll. Of these, six children are in the early years age group.

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

 develop the range of activities and experiences available to children to increase their understanding of the natural environment and living things, for example by doing more planting and growing and using natural materials within their play.

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who attend

The childminder works in close partnership with her co-childminder to provide a consistent approach to promoting children's care and learning needs. The childminder has created a stimulating play environment in her home with easily accessible resources arranged in several learning areas. Children show much interest in the various activities on offer. She engages and motivates children with her lively interaction. Children respond with delight as they make new discoveries, for example when exploring a 'gunk' and water mix with the childminder. She suggests ideas and asks questions which encourage children to think about their experiences. She is also adept at bringing in language to different situations, for example, using rhyming words to describe her actions as she explores with children or singing and clapping along to music while children dance. In this way she helps children to develop good listening skills and to use their sounds and words to communicate. Children

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who attend

respond positively and often become involved in animated discussion, for instance about a story they have shared previously.

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who attend

Children's achievements are regularly recorded. The childminder uses photographs of children during play activities to show their achievements. She adds comments to these to identify what children are doing and what learning outcomes they meet. Parents feel that these provide a lovely pictorial record of their children's progress. The childminder has completed a review of how she records and uses her observations of children and has made some improvements which has allowed her to more easily identify their next steps in learning. She is starting to write summary reports of children's progress to capture their progress at different stages of development. These help her to ensure that children are making good progress in all areas of learning. By sharing reports with parents she can encourage them to support children's new learning at home. She follows up children's individual interests effectively by planning interesting activities to extend their learning.

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who attend

For example, a child's interest in stories led to the setting up of a tent where children can share books by torchlight. She makes sure her targets for children are focused on their developmental needs so that they gain skills which provide a framework for further learning at school.

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who attend

Children have good opportunities to explore different materials and to take part in creative activities. They improve their coordination as they learn how to use tools, such as chalks and hammers. They develop an awareness of capacity when filling and emptying containers in water play. The childminder encourages children's understanding and use of numbers, for example when singing number rhymes. Children especially enjoy making music using objects, such as cans and shakers. They learn songs and enjoy moving spontaneously to music, expressing their own ideas. Children are encouraged to practise physical skills when playing in the garden or park. They enjoy trips out into the surrounding area and through this, and relevant activities, gain an awareness of their local community and diversity. However they have fewer opportunities to explore and learn about living things and the natural world.

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

The childminder ensures that her home is safe and secure for children. She has various safety measures in place, such as safety gates which restrict children's movement to safe places. She makes sure that children are supervised by an adult throughout the day, including nap times. Consequently children feel safe and secure in the setting. Children learn to keep themselves safe as they play and explore. They learn about road safety so that they understand how to keep safe when walking outdoors.

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

The childminder promotes a relaxed environment where children share fairly and take turns. Children move around confidently making their choices and showing respect for others in the group. They behave very well and very few disputes occur. The childminder encourages good relationships between children by getting involved in their play. She maintains good eye contact with children as she sits or crouches on the floor with them. Children approach her with confidence. They make requests and use their initiative by helping to tidy up the playroom and prepare for lunch.

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

Children have an increasing awareness of the importance of healthy eating. They enjoy a wide range of healthy and nutritious foods. At mealtimes they are encouraged to develop good social skills as they eat together around the table. Children also enjoy time to play independently, often becoming absorbed in imaginative play. Children receive encouragement from the childminder and her co-childminder to participate in sensory activities, for example during water play sessions where children receive good support to put their hands in the water and use spoons to fill containers. However, although the childminder and her co-childminder are confident at supporting children's learning in this way their assistant is not yet as consistent with such practice.

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provision

Both the childminder and her co-childminder have an effective working partnership and as a result children feel well cared for and their needs are appropriately met. Children are effectively safeguarded. All adults that have access to them undergo rigorous vetting procedures and there is a range of effective policies and procedures in place. The childminder carries out detailed risk assessments of the premises. She reviews these regularly and also as the need arises, for example when work is taking place on the block of flats. The childminder ensures that her knowledge of safeguarding issues is kept up-to- date and keeps parents informed about her responsibilities in this area. She is vigilant about keeping children safe, for example she makes sure that all adults and children follow strict safety guidelines on outdoor trips.

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provision

The childminder works closely with her co-childminder. Both have their own interests and strengths and take the lead in these areas. This ensures that children are well supported in their play and learning throughout the day. The childminder is particularly good at interacting with children to encourage the acquisition of language skills. She makes good use of her training in sounds and letters to encourage children to gain confidence in communicating with others. She uses her time well during free play sessions to promote children's learning through play. Children benefit from her enthusiastic approach which encourages them to try new learning experiences.

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provision

Parents are well informed about the care provision and educational programme. The childminder exchanges information regularly with parents and sends out newsletters to update them on special events. She requests information from new parents about their children's individual needs and development. This helps her to set a baseline from which to work with the children. She has set up a system of meetings with parents, especially for those whose children are undergoing their two-year-old checks. This enables her to involve parents in setting relevant targets for the future. In addition parents are encouraged to provide the childminder with written details of the activities their children have done over the weekend. This allows the childminder to talk to the children about these and include activities and experiences that build on their interests. The childminder has already formed initiated links with the local children's centre. She is aware of the

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provision

importance of working with other professionals to maintain continuity of care for the children.

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provision

The childminder takes time to reflect on her practice so that she can highlight areas for further development. She seeks the views of parents, and older children, in order to further improve the quality of care on offer. She regularly reviews and updates her self- evaluation form. This helps her to set targets for herself in relation to further training opportunities. She and her co-childminder organise regular staff meetings with their assistant. These provide good opportunities to review children's progress and to talk about their practice. They receive advice and support from an early years professional based in the children's centre. This has helped them to improve their paperwork, systems and procedures since their previous inspections. The childminder is always looking for ways to develop her childcare practice, for example, seeking ideas to extend children's knowledge of different cultures.

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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 EY310685 Local authority Haringey Inspection number 814980 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 7

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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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