Childminder, Out-of school day care in Waltham Forest

Inspection date

Previous inspection date 07/02/2013 03/03/2011

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early years provision

This inspection: 3 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 3

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This provision is satisfactory

 Children feel safe and secure with the childminder who provides a caring environment, where children have familiar routines and talk about their home experiences.  The childminder use clear boundaries for children to develop a good understanding of their behaviour, which is good.  The childminder talks to children and spends time reading and explaining everyday situations. As a result, their vocabulary is in line with the expected developmental stage for their age.

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It is not yet good because

 The childminder does not fully extend the opportunities for children to compare measurements and experience everyday counting.  The childminder system of observations and assessment do not give the childminder, other providers or parents enough information about what the children can do, to plan for their next steps. Therefore, children's progress across the seven areas of learning is variable.  The childminders system of self-evaluation is not including the parents views of the setting to help her shape practice.

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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 reviewed documentation relating to safeguarding.

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Inspection activities

 The inspector walked with the childminder to collect children from the nursery and walked home through the forest.  The inspector observed children's play indoors and outdoors.  The inspector spoke to a parents and children and listened to their views.

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Information about the setting

The childminder registered in 1998. She lives with her husband and two teenage sons, in Chingford area within the London borough of Waltham Forest. The whole of the ground floor of the house is used for childminding and there is a fully enclosed garden for outdoor play. The childminder is registered by Ofsted on the early year register and the compulsory and voluntary part of the Childcare Register. She is currently minding six children, two of whom are in the early years age group. The family has a cat.

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must:

 further develop assessments to help parents, carers and practitioners recognise children's progress, understand their needs and plan activities and support.  develop the educational goals for mathematics to include number and shape, space and measurement.

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

 develop systems for self-evaluation further to clearly include the views of parents, to improve outcomes for children.

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who attend

The educational programmes enable children to access a suitable range of activities and experiences across the seven areas of learning. Children are making satisfactory progress, based on their starting points for learning overall. This means that children are achieving at least what is expected of them. Children are making good progress in their communication and language skills. The childminder introduces them to new words to help build their vocabulary. The childminder is helping children to be suitable prepared for school, for example, by recognising their own name, and developing socially. The childminder knows the children's key person at nursery; they talk about the children's welfare. However, this is not fully developed to promote consistency in children's learning.

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who attend

On occasions the childminder spontaneously and skilfully takes children's lead to support and extend their learning. For example, whilst walking home from nursery, she notices the children's interest in the forest. Children enthusiastically explore and pick up many different sized sticks and twigs. Although the childminder talks about the thickness of the sticks, there is no further opportunity for the children to compare the lengths and weight. Children take a keen interest in non-fiction books. The childminder reads about the functions of body parts and the children say, 'white blood cells eat your germs', and 'smoking makes your lungs all black, rather than pink and healthy.' Children enjoy role- play, activating electronic toys and the childminder helps them to separate money into piles. However, there is no encouragement for the children to count the money during the role- play experience. Although, children do talk about the different types of foods they

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who attend

like to eat at home. The childminder extends their conversation well, and they think of ingredients for cakes.

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who attend

The childminder has made a relationship with parents and encourages them to share all they know about their child's learning at home. This helps the childminder to know their family values, interests and well-being.

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

The childminder has developed a trusting and meaningful relationship with the children. This helps them to feel safe and secure in her home. Children have formed good friendships. They are polite and their behaviour is managed well by the childminder. Children are pleased to see the childminder when she collects them from nursery; they are helped to dress in their warm clothing. Children clearly understand the importance of crossing the roads safely whilst they walk back to the childminders home. Children are in a good routine, taking their muddy shoes off at the main door, hanging their coat and washing their hands. They know why it is important to wash their hands.

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

Children enjoy setting up the table for their lunch; a healthy lunch is encouraging them to adopt healthy eating habits. The childminder prepares nutritionally balanced meals and parents can also provide healthy foods. The organisation of the resources helps to promote children's independence as they organise their own play. Children are encouraged to tidy up to prevent slips and trips. Children walk to and from nursery school and this gives them good opportunities of fresh air and a daily exercise. There physical activity is further extended outside in the childminders garden, playing with balls and equipment.

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

Children visit other places in the community, for example, the local playgroup and shops to buy vegetables from different cultures. The childminder monitors the children's health and all the required records and documentation to support children's well-being are in place.

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provision

Overall, the children's welfare is sufficiently safeguarded by the childminder who is following the safeguarding requirements. The childminder has attended training, for example, paediatric first aid and she has planned training in relation to the new revised Early Years Foundation Stage. The childminder is able to describe some progress the children have made. However, she is not able to fully evaluate the impact of the play experience she provides. Overall, the childminder is not monitoring the effectiveness of the educational programmes. As a result, gaps in practice are missed and therefore not addressed. Nonetheless, improvements have been made since the last inspection. For example, all areas of the home are risk assessed for children's safety and new toys have been purchased. The childminder has identified prioritises for improvement, most significantly to share formal assessments with parents so they can become part of the

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provision

planning. The childminder took an active role in the inspection as she realised the weaknesses and she is committed to driving improvement.

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provision

The childminder has sustained a long relationship with parents who speak positively about her practice. Parents describe how they are happy and the kindness of the childminder is a main strength. The childminder keep them informed about news from nursery and their children's daily activities. Children speak highly of the childminder, they say,' I like coming here because there are new toys and I really like corn on the cob.' The childminder takes part in the organisation of a local playgroup, providing play experiences for children in the community.

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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 153662 Local authority Waltham Forest Inspection number 814187 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 3 Number of children on roll 2

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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. 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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