Childminder in Newham

Inspection date

Previous inspection date 27/02/2013 Not Applicable

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early years provision

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

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This provision is good

 Effective partnerships are in place with parents to support children's welfare and learning.  The childminder has formed positive relationships with children, which helps them to feel safe, secure and happy in her care.  The childminder has a good understanding of how to support children's development through regular observation and assessment. Overall, she provides a wide range of activities and experiences that will promote their further learning.  The childminder builds on her experience and knowledge through regular attendance at training and gaining a childcare qualification.

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It is not yet outstanding because

 the childminder does not fully extend children's learning opportunities to further engage their interests, while into taking account their individual learning styles.

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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 interaction between the childminder and the children.

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Inspection activities

 The inspector viewed and discussed children's developmental records maintained by the childminder to monitor children's progress.

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Inspection activities

 The inspector observed activities children engaged in and viewed additional resources available for children's learning, safety and comfort.

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Inspection activities

 The inspector sampled the records kept by the childminder to support children's welfare and for the management of the setting.

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Information about the setting

The childminder registered in 2011. She lives with her husband and adult son in Canning Town, within the London Borough of Newham. Children have access to the ground floor and two bedrooms and bathroom facilities on the first floor. There is a garden for outside play. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. The childminder has one child on roll in the early years age range, who attends on a part-time basis. The childminder lives within walking distance of a primary school, a nursery, transport links and shops.

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

 consider ways to extend the range of resources and activities that promote broader learning experiences for individual children; for example, by providing a range of resources for matching, sorting and exploring different size and shapes of containers in water and sand play; and by providing unusual and interesting resources to inspire exploration of colour, texture and space.

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who attend

The childminder has a good knowledge of individual children's stage of development and how to assess each child's progress. Her quality of teaching is good. This is because she provides a wide range of activities and experiences overall that cater for children's individual interests and support them to begin to try new challenges. The childminder has a good understanding of the relevance of observational assessment of children's learning. She uses the information gained from observations to plan learning experiences to enable children to move onto the next stage in their learning journeys.

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who attend

The childminder encourages parents to share information about their child during the settling-in period and on an ongoing basis. This enables her to consistently meet children's care and learning needs. The childminder shares a daily diary and children's progress folders with parents on a regular basis. This helps keep parents informed about their child's progress and enables them to comment and contribute their views.

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who attend

The childminder organises a range of good quality resources well within her home. For example, there is a cosy book area in the lounge and a well-resourced home corner for imaginative play. Play materials are set out at children's level and are visible to them, which promotes children's independence to make choices of their own. The childminder fosters children's imaginative development using a range of resources for them to take on roles through dressing up and make-believe play. This enables them to interpret their own ideas and experiences. For example, children like to use the range of transport vehicles to set up their own play and explore the range of toy animals. Children confidently initiate their own play ideas, such as putting the dolls to bed, using cushions and blankets they locate themselves. Children develop their communication and language skills through the use of basic signing and conversations initiated by the childminder. She supports younger

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who attend

children's developing language by taking time to carefully listen to their early communication and using clear words and sentences. Children enjoy looking at books independently, because there is a varied range and they are easily accessible. This supports their early literacy development.

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who attend

Children show developing skills using early technology, such as operating cause and effect resources, and hand held computers for exploring selective educational programmes. These allow children of all abilities to benefit, as they can use their fingers rather than a mouse to operate them. Free drawing and colouring activities allow children to practise their early writing skills. Children are able to use a good range of puzzles to develop problem-solving skills. However, there are fewer opportunities for them to explore other aspects of mathematics, such as shape recognition and matching pairs. The childminder recognises the skills children develop from participating in creative and messy play. However, there are fewer opportunities for children to engage in messy play and explore space, colour and texture. This has an impact on children who have yet to develop the confidence to be able to try art and craft.

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who attend

Children are familiar with others in the childminder's home and relate positively to them as they develop important personal and social skills. The praise and recognition children receive from the childminder allows them to feel good about themselves and their achievements. The childminder has begun to include children in the commemoration of festivals and other celebrations. This allows children to value their own cultural practices and develop an insight into other aspects of society. Children use a good range of resources that reflect all aspects of diversity. This enables them to develop a positive view of the inclusion of others who are different to themselves. Children enjoy music and, to support this interest, the childminder plans a good range of interesting activities. For example, children can listen to music from other cultures and make their own instruments using household props. The children show great joy and interest in the childminder's cat

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who attend

and learn from the childminder about how to be gentle with living things.

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who attend

Children have opportunities to explore outside, such as going on regular outings to feed the ducks in the park or handling the fallen snow outdoors. The use of community groups, venues and outings included in the weekly plans complement children's learning in the home. These include visits to the book library, attending music sessions, visiting the local farm and using the large play equipment on offer at a park. These experiences also allow the children to develop confidence in meeting other children and socialising.

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

Children are very settled and happy in the care of the childminder. She is approachable, warm and caring, which contributes to children feeling safe and secure. They spend their time in purposeful activities that the childminder carefully selects to reflect their interests and keep them engaged in learning. Children benefit from the positive interaction and high levels of supervision the childminder provides. She implements positive strategies to manage any unacceptable behaviour, such as re-directing children to activities and using consistent messages of her expectations. This allows children to learn right from wrong. Children welcome the cuddles and warm words spoken by the childminder, which builds on the trusting and close relationships in place. They respond to the childminder's requests to address their personal needs, such as for nappy changing or be guided in dressing themselves.

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

The childminder has written risk assessments in place for her home and the outings she undertakes. She implements these on a daily basis to enable children to play in a safe and secure environment. Consequently children become strongly independent and safely explore different rooms and resources. Children learn about safety as the childminder is quick to point out potential risks to themselves and others, such as not to throw toys. The childminder also includes these when practising emergency evacuation drills with the children. This helps children begin to learn about keeping themselves safe.

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

Good measures are in place to effectively promote children's health. The childminder encourages children to follow appropriate hygiene procedures, such as supporting them with brushing their teeth. This enables children to learn to become independent in their personal care. All play resources and areas of the home used for used for minding are clean and safe. The childminder discusses the food parents provide for their children with them. For example, they talk about storing and heating the foods appropriately, as well as any changes in their children's eating habits. She also makes sure that she provides children with a nutritious diet, taking into account their different needs and patterns of attendance. Children identify with their own personal needs, such as independently locating their water bottles when they require a drink. Daily physical activities enhance children's physical development and allow them to adopt healthy lifestyles.

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provision

The childminder is secure in her knowledge of how to protect the children in her care. For example, she is aware of the safeguarding procedures to follow in the event of concerns about a child's welfare. The implementation of a daily safety check and use of safety equipment minimises any potential risks to children in the home. For example, the use of safety gates prevent children from going upstairs unsupervised and the implementation of safety measures in the kitchen enables children to access this area safely. The childminder promotes inclusion, as she values and gives recognition to children as individuals. She is aware of working alongside other professionals and settings involved in the children's care, if the need arises. The childminder holds a current first aid certificate and has attended training in safeguarding and food safety. This helps support children's well-being. She maintains documentation to support children's health, such as records of accidents,

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provision

The childminder has made a strong start in the short time she has been minding. She has begun to evaluate her practice, taking into account feedback from parents and her early years coordinator. The childminder also identifies how children benefit from her service, how they are making progress and if they are happy in her care. She continues to develop the range of resources to reflect positive images of diversity for children to help them learn about inclusion. The childminder strives to gain knowledge and experience to enhance her service, and promote outcomes for children. For example, she has attended and completed a wide range of training courses with her local authority. Currently she is completing a cycle of workshops to reflect the Early Years Foundation Stage framework and is keen to attend a forthcoming course for outdoor play. She has also attended and completed a course to gain an early years qualification at level 3. The childminder makes

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provision

use of the Ofsted self-evaluation form to evaluate her practice periodically. She demonstrates a good capacity for maintaining improvements and building on her existing strengths.

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provision

The childminder has built effective partnerships with parents from the onset. She uses daily two-way communication systems and engages the parents to play a vital role in their child's care and learning. The childminder makes good use of a parental notice board with useful information on it to keep parents informed of specific matters. In addition, the childminder makes sure she provides parents with their own copies of her full range of policies and procedures. The childminder consults with parents on aspects of safeguarding their child, such as gaining consent from them to use her camera with the children for observation purposes. The childminder provides parents with regular access to their child's developmental records, which include written information based on observations, photographs to reflect children's development and samples of their work. Feedback gained from parents is positive. The parents express comments that include 'the great level of

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provision

care provided', 'parental wishes are adhered to' and 'a stimulating learning environment provided'.

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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 EY420086 Local authority Newham Inspection number 756118 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 1

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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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