Calimerio, Gisele Kalice

Inspection date

Previous inspection date 28/02/2013 Not Applicable

p.1

early years provision

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

p.1

This provision is satisfactory

 The childminder is particularly strong at promoting children's sense of well-being.  The childminder has created a stimulating and comfortable play environment. Children have plenty of choice.  The childminder encourages children to learn by playing and talking with them. Children respond with enthusiasm and enjoy their play.

p.1

It is not yet good because

 The childminder has not introduced a system of observational assessment so that she can move children on effectively in their learning.  The childminder has not considered ways to share information about children's progress with their parents and encourage their involvement.

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 compulsory part of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

p.2

Inspection activities

 The inspector observed the child taking part in play activities.  The inspector viewed the childminder's documentation.

p.2

Inspection activities

 The inspector discussed with the childminder her childcare practice and the procedures she follows.

p.2

Information about the setting

The childminder registered in 2011. She lives with her husband and four children, three of whom are school age, in a house in South Tottenham in the London Borough of Haringey. The whole of the house is used for childminding, although children are generally only cared for in the downstairs rooms. There is a secure back garden for outdoor play. The childminder is registered on the Early Years register and the compulsory part of the Childcare register. She currently has one child in the early years age group on roll.

p.2

must:

 improve the system of observational assessment to enable the planning of activities that are; appropriate to children's individual needs; and move them on effectively in their learning.

p.3

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

 develop further effective partnerships with parents by sharing information about children's developmental progress and encouraging parents to share and actively contribute to their children's learning and development.

p.3

who attend

The childminder supports children well, encouraging them to explore and investigate. She engages children by introducing them to interesting resources. For example, babies are given toys to explore with their hands and mouths and musical toys that make sounds when pushed. Children respond with smiles and laughter as they discover how things work. They learn to use their different senses to make connections with their environment as the childminder encourages them to look, listen and touch as they move around. The childminder maintains children's interest by continually sharing other resources with them, thereby encouraging children to be active learners. Children are keen to explore and watch the childminder closely so that they can copy her actions, for instance, when pushing buttons to produce different sounds.

p.3

who attend

The childminder uses talk effectively to help children develop good communication skills. She models words and sentences for children while they play with her. She makes sure that she is positioned at children's level so that she can maintain eye contact with them. She is bilingual and able to talk with children in both Portuguese and English. This is particularly useful for children and parents who speak English as an additional language. For instance, communicating in their first language reassures and comforts both children and parents during the settling in process. Children respond to her enthusiastically, using body language and sounds in an attempt to communicate. She takes opportunities to introduce songs, rhymes and numbers during play so that children begin to acquire the basic skills they will need for future learning.

p.3

who attend

The childminder is aware of how young children develop as they grow and the importance of learning through play. She is able to identify children's particular strengths, for example, in the area of physical development. She offers appropriate support for children, for instance, helping children to use their hands to reach further to grasp an object. She intends to take children to play groups so that they are able to participate in different types of activities. However, she is not yet consistent in how she focuses learning experiences around children's individual needs so that they continue acquiring skills relevant to their developmental needs. In addition, systems to share children's learning and development achievements with parents or activities that help them to promote these at home are not fully established.

p.3

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

The childminder is particularly good at building close relationships with children. She is sensitive and caring in her approach. She gives children much individual attention to help them feel secure in her care. Children develop the confidence to make their own decisions and choices. Their self-esteem is boosted when the childminder praises their achievements. She has made the play environment especially welcoming and inviting. She helps children to follow up their own interests in play, for example, finding their favourite toys. This helps children to develop a real sense of belonging.

p.4

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

Children feel safe in the setting because they are closely supervised at all times. The childminder is attentive to their individual care needs. She ensures that children are able to drink and eat when they need to and she provides opportunities for rest when children become tired. She is aware of how children rest best and what they need in the way of comforters to support this. She provides healthy meals, cooked using fresh ingredients, so that children are encouraged to adopt healthy eating habits. Children benefit from the childminder's calm nature, which encourages them to relax in her setting. She has appropriate strategies in place to manage children's behaviour. Children learn to make a positive contribution and respect others.

p.4

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

The childminder is keen to encourage children's awareness of community and the natural world. She plans to celebrate different festivals and to make use of children's different cultural backgrounds to increase their knowledge and understanding of diversity. She plans to grow plants with children in her garden and to take children on outings to local parks. In addition she has a range of art and craft materials for children to explore so that they can express their own ideas in creative activities.

p.4

provision

The childminder has all the necessary paperwork in place to support her practice. Her documentation includes appropriate recording systems for children's health and safety, for example, the administering of medication. She is vigilant regarding children's safety and has recently attended training in safeguarding. She has put much thought into making her home environment safe for children. She has carried out a risk assessment of the premises and noted any actions taken to minimise risks. She knows what to do if she has any concerns relating to child protection. The childminder makes good use of her time in encouraging children's exploration. She interacts with children to help them learn through their play. She has some knowledge of child development and this helps her to provide appropriate resources for each child's stage of development. In addition she has a variety of resources to help her support older

p.4

provision

children in acquiring skills for the future and so prepare them for school. However, she has not set up a system to enable her to observe children regularly, or to be able to use her observations to work out children's next steps of learning. Therefore she is not yet effectively planning relevant activities to move children on in each learning area.

p.5

provision

The childminder works closely with parents to help her cater appropriately for children's individual needs. She takes time to involve parents in the settling in process for new children. She uses written daily diaries to tell parents about their child's day and any special events. In addition she asks parents to provide information about their child so that she is well informed about any special care needs. She uses a printed sheet to inform parents about how well their children have settled in. However, she has not yet developed an effective way to exchange information with parents about their children's learning and development progress or how they can support this further at home.

p.5

provision

The childminder has worked hard since her registration to create a pleasant and safe environment for children. She has organised her resources so that they are easily accessible. She has also attended the mandatory training courses for childminding. She is keen now to move on professionally and learn more about supporting children in their learning. She is seeking parents' views about her childcare practice so that she can feed these into her own self-evaluation. She is active in seeking advice in order to enable her to continuously improve the outcomes for children.

p.5

The Childcare Register

The requirements for the compulsory 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 EY425959 Local authority Haringey Inspection number 762216 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 1

p.6

Name of provider

Date of previous inspection Not applicable

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.7

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