Childminder in Barking and Dagenham

Inspection date

Previous inspection date 12/02/2013 16/11/2011

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early years provision

This inspection: 3 Previous inspection: 2 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 has formed secure relationships with children, who are happy and content in her care.  The childminder provides a variety of resources and play experiences that help children to make suitable progress in their learning and development.  The childminder takes appropriate action to minimise potential hazards to children. As a result, children are cared for in a safe and secure environment.

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It is not yet good because

 The childminder does not implement a fully effective observation and assessment process to offer further challenge and extend children's learning and development.  The garden is not used to maximum potential all year round to enhance children's learning.  The childminder's self-evaluation does not include the view of parents and children to help her effectively target areas for improvement that will raise the quality of practice and the level of children's achievements.

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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 spent the majority of inspection time with the childminder observing her and the child she was caring for.  The inspector observed activities in the main play areas.

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Inspection activities

 The inspector looked at a range of documentation relating to children and the setting.  The inspector spoke with the childminder at appropriate times during the inspection.

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Information about the setting

The childminder registered in 2001 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and four school-aged children in a house in Barking in the London Borough of Barking and Dagenham. The ground floor playroom, bathroom and rear garden are used for childminding. The childminder attends a toddler group. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently three children on roll, two of whom are in the early years age group and attend for a variety of sessions. She operates all year round from 8am to 5.30pm, Monday to Friday, except bank holidays and family holidays.

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must:

 improve observation and assessment to understand children's level of achievement, interests and learning styles, and then plan relevant learning experiences for each child reflecting those observations.

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

 maximise the potential of the garden all year round so that children's learning and development is promoted in all areas of learning, for example, by using natural resources to promote children's grouping and sorting skills

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

 extend the self-assessment system by using the views of parents and children to help identify areas for improvement, and develop a plan of action that will help ensure changes are successfully implemented and are targeted at raising children's achievements over time.

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who attend

The childminder has sufficient knowledge of the areas of learning and provides a range of activities overall that capture children's individual interests and abilities. However, observations and assessments of what children can do are not consistent or used effectively to identify what they need to learn next. This prevents the childminder from planning activities and experiences that are specifically targeted at supporting children's individual learning needs. Consequently, although children make satisfactory progress in their learning, the educational programme is not secure enough to ensure any gaps in learning are effectively addressed. The childminder is familiar with the need for a two-year progress check. She is developing ways to complete this to share with parents.

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who attend

The childminder provides a suitable range of interesting play experiences which ignite children's curiosity. As a result, children begin to explore and build confidence in their surroundings. Children's language development is fostered as the childminder repeats back sounds made by young children and she says the correct word they are attempting to say. For example, the childminder engages children in conversation, as they complete jigsaw puzzles together and talking about the animals in the pictures. She follows their lead as they choose books and she shares their interest in the story characters. This helps to establish children's interest in reading for pleasure and purpose. They make marks with coloured pencils and crayons as they draw squiggles on a picture, which promotes the development of later writing skills. Opportunities to recognise colour, shape and patterns occur during daily routines. For example, the childminder extends their mathematical

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who attend

understanding as she encourages them to count the colouring pens and name the different colours. Children enjoy regular outings around their local community, such as trips to the park and local toddler group. This helps to broaden their awareness of the world and to develop the skills they will need in their future learning.

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

Children new to the childminder's home settle well due to an effective settling-in process. The childminder works with the parents to find out children's likes and dislikes before they start, to help them settle. She also finds out about their routines so that she can meet their individual needs. This develops their self-esteem and confidence. Children form secure emotional attachments to the childminder and she is responsive to their needs. They are confident to explore and investigate the familiar surroundings, but also enjoy returning to the childminder to play games together and to talk about what they are doing. The childminder manages behaviour positively through using praise and encouragement and is consistent in her approach.

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

Children are encouraged to develop healthy lifestyles because the childminder follows appropriate hygiene procedures and practices, which meet their physical, nutritional and healthcare needs. She provides some opportunities for outdoor play; however, opportunities for children to consolidate their learning in the outdoor environment are not extensive and are restricted by the weather. Her guidance and support helps children to become independent in their personal care. Children are offered nutritious snacks and packed lunches, which are provided by their parents and carers. The childminder gives appropriate priority to children's safety and well-being. Her home is safe and secure as she undertakes daily checks and regular risk assessments. Children are kept safe as they practise regular fire drills. This allows the children to learn about what to do in an event of an emergency. The childminder also teaches the children road safety and stranger danger.

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

This enables them to learn how to keep themselves safe and develop skills to support children's eventual move to school.

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provision

The childminder implements clear policies that promote children's welfare and safety, which she shares with parents. She has a suitable understanding of safeguarding issues and is aware of the procedures to follow if she has concerns about a child in her care. The childminder understands how to report any concerns to the appropriate agencies. She demonstrates an understanding that unchecked adults must not have unsupervised contact with children being cared for. She applies to Ofsted to complete checks on family members as they reach 16 years of age. The childminder adheres to regulatory ratios to meet the needs of all children and ensure their safety. Children are protected in the event of an accident because the childminder has a current paediatric first aid certificate.

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provision

The childminder has a sound knowledge of child development. She is aware of the changes to the Early Years Foundation Stage framework, and has recently attended training to enhance her understanding. She has introduced a system of self-evaluation to review and evaluate her practice, but this is still in the early stages of development. It is not yet fully effective at clearly prioritising aspects to improve. She does not include the views of parents and children to help the her focus on the things that will have the biggest impact on children's care and learning. Therefore, precise targets for improvement are not developed and no action plan is drawn up to ensure that any improvements are successfully and continuously implemented.

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provision

Parents are positive about the care their children receive while at the setting. They comment that they feel supported by the childminder and their children have made progress in her care. The childminder is aware of the benefits of sharing information with other early years providers when the need arises. Consequently, she is developing ways to build links with others to ensure continuity of 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 504225 Local authority Barking & Dagenham Inspection number 902430 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 3

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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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