Avis Elizabeth

Inspection date

Previous inspection date 25/01/2013 13/01/2011

p.1

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

p.1

This provision is good

 The childminder extends children's vocabulary well, which means they talk confidently with her during play.  The childminder provides a caring and loving environment where children have familiar routines and are able to express their ideas and thoughts.  Children have plenty of space to play, which means they can easily move around and explore the well-organised environment.  The childminder uses observational assessment effectively and plans children's next steps in learning well. As a result, children make good progress in their learning.

p.1

It is not yet outstanding because

 Children do not have access to a wide variety of different books, including books with family photographs that encourage younger children to talk about stories and develop their early reading skills.  The childminder does not always extend activities to encourage children to match and sort to further promote their mathematical skills.

p.1

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.

p.2

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.

p.2

Inspection activities

 The inspector sampled policies, procedures and documentation and held discussions with the childminder.  The inspector observed activities in the two rooms.  The inspector sampled planning, assessments and children's progress files.

p.2

Information about the setting

The childminder registered in November 2003. She lives with her husband and three children aged 16, 12 and eight years in the London Borough of Enfield. The whole of the ground floor is used for minding and there is a bathroom on the first floor. There is also a fully enclosed garden for outside play. Currently, there are three children on roll in the early years age group. The childminder is registered on the Early Years Register and on both parts of the Childcare Register.

p.2

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

 develop story sacks with books or picture books with family photographs to promote children's early reading skills and encourage them to talk about stories

p.3

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

 provide collections of objects that can be sorted and matched in various ways to promote children's early mathematical skills.

p.3

who attend

The childminder plans well to meet the children's individual needs and involves parents in their learning and development. She uses each child's observational assessments to plan for their next steps in learning. She links these to the seven areas of learning, which enables her to track the children's progress and to see if there are any areas she needs to work on with the children. The childminder makes good use of the children's creative work and photographs to enhance the written observational assessments. Given the children's starting points, they are progressing well with their learning and development and learning valuable skills for their future learning. The childminder is skilled in adapting the activities to meet all the children's individual needs and for their differing stages of abilities. The childminder is aware of the need to complete the required progress check for children aged two years when the need arises.

p.3

who attend

Younger children enjoy imaginary play, for example, as they pretend to make meals and play with play food, teapots, spoons and plates. The childminder makes good use of asking open-ended questions. This allows the children to think about what they are doing and enhances their language skills as they describe what is happening. The childminder names all the pretend foods and talks about the colours and the shapes and what they taste like. This enhances children's understanding of the world and gives them opportunities to express their idea and thoughts in creative play. Children use different utensils such as plastic spoons for them to pretend to stir the tea, as she asks effective questions and helps count the objects from one to five as they play. This helps children to learn about problem solving and the basic concepts of counting. However, the childminder does not fully extend the opportunities to teach children about sorting and matching the

p.3

who attend

different items to further enhance their mathematical development.

p.3

who attend

Young children make particularly good progress in their communication and language development because the childminder engages their interest well with songs and stories. Children develop good listening skills and show much enjoyment as they recognise familiar nursery rhymes. The childminder offers good support for younger children who are developing their language as she repeats words to increase their confidence. Children show an interest in books and readily choose them. However, the childminder does not always maximise the use of different types of books, such as picture books with family photographs to further encourage younger children's early reading skills.

p.3

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

Children benefit from a stimulating and well-resourced home that supports their all-round development. They have good opportunities to be active and learn about healthy diets. The childminder encourages children to learn about caring for themselves, for example, through firmly establishing hand washing routines. Food is healthy and nutritious, which helps to prepare children for active learning. Children show good levels of skill as they feed themselves and help themselves to their drinks. Children look forward to their outside play where they develop their coordination and physical skills, while learning how their bodies benefit from healthy exercise.

p.4

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

Older children attend other settings, and the childminder is aware of the importance of developing children's self-help skills from an early age, so that this helps them to prepare for school. Children show strong bonds with the childminder and clearly feel safe and comfortable in her care. This gives them the confidence to independently explore their environment and therefore extend their own learning. The childminder's warm relationships with children also prepare them well for future transitions, for example, to school. The childminder is a good role model and helps children learn about good behaviour. She encourages them to share resources and take turns; as a result they play together well. Robust and flexible settling-in procedures mean that children have their individual care needs known and met. The childminder works with parents well to ensure she follows home routines and understands about any particular cultural or religious

p.4

provision

The childminder has a good understanding of child protection procedures and how to safeguard the children in her care. She attends regular child protection training and understands the procedures to follow in the event of a concern about a child in her care. Therefore, she promotes children's welfare effectively. She makes sure that detailed risk assessments are in place and reviews these regularly. This means children are safe both in the home and on outings. The childminder shares her policies and procedures with the parents so they are fully aware of her legal obligations. The childminder attends regular training to keep her up to date with any changes. She also looks at her practice to assess what training she needs to undertake to improve the service she provides. The childminder evaluates her provision well; she seeks the views of the parents and the children and uses these to shape the service she provides. She is able

p.4

provision

to highlight her key strengths clearly and the areas she is currently working on. As a result, the childminder's service meets the needs of the children and their families.

p.5

provision

The childminder has a good understanding of the learning and development requirements. She plans and provides an effective range of experiences to help children make good progress towards the early learning goals. The childminder works well with parents to share their children's progress towards the early learning goals. There is a good exchange of information between the childminder and parents to ensure children are happy, settled and making good progress. She actively seeks the views of parents and responds to their comments. For example, she sends text messages and shares children's progress files, regular observations and photographs with parents, to keep them informed of their children's progress. As a result, this enables parents to become involved in their children's learning. The childminder works well with the other professionals, schools and nurseries the children attend to enable children to progress well with their learning and

p.5

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

p.5

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.

p.5

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.

p.6

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.

p.6

Setting details

Unique reference number EY270937 Local authority Enfield Inspection number 814621 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 3

p.6

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.

p.6

Type of provision

For the purposes of this inspection the following definitions apply:

p.7

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.

p.7

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.

p.7

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.

p.7

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,

p.7

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’.

p.8

Type of provision

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

p.8