Childminder in EssexOfsted inspection, 4 Feb 2013

Inspection date

Previous inspection date 04/02/2013 23/06/2009

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early years provision

This inspection: 4 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 4 The effectiveness of the leadership and management of the early years provision 4

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This provision is inadequate

 The childminder does not meet the requirements for the Early Years Foundation Stage.  The childminder fails to meet younger children's emotional and individual needs.  Self-evaluation is weak and fails to effectively identify strengths and areas for improvement.

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It has the following strengths

 The childminder has developed positive relationships with school staff to provide a consistent approach to children's learning.  Children's independence is encouraged through everyday routines.

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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

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged 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 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  scheduled 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 sampled documents including children's development records, polices and procedures.

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Inspection activities

 The inspector had ongoing discussion with the childminder regarding her practice throughout the inspection.  The inspector observed the childminder and children during their play.

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Inspection activities

 The inspector observed the resources on offer and how they are organised to support children's learning.

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Information about the setting

The childminder was registered in 2005. She lives with her two adult daughters and adult son in a four bedroom house, which is situated in a residential area of Chingford in the London Borough of Waltham Forest. The whole of the ground floor, spare and main bedroom are used for childminding. There is an enclosed garden available for outdoor play.

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Information about the setting

The childminder is currently caring for five children in the early years age group full-time and part-time. The childminder also cares for children over five years before and after school. The childminder is registered on the Early Years Register and both parts of the compulsory and voluntary Childcare Register. Children regularly attend local community groups. The childminder walks to local schools to take and collect children.

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must:

 ensure adult to child ratios are maintained at all times, as defined in the Statutory Framework for the Early Years Foundation Stage

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must:

 develop the educational programme for personal, social and emotional development by regularly evaluating responses to different children, ensuring they have a refuge at times they may be feeling anxious; planning one-to-one time to interact with young babies, and tuning in sensitively and providing warm, loving, consistent care, responding quickly to their individual needs.

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

 involve parents as part of the ongoing observation and assessment process and provide them with regular opportunities to contribute to their children's learning

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

 develop self-evaluation to effectively identify strengths and weaknesses so that there are identified priorities for improvement.

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who attend

The childminder does not promote babies' and young children's emotional development and individual needs consistently. This is because the childminder is caring for more children than the requirements allow. This is a breach of a legal requirement. There are times during the day when babies are engaged in activities for short periods and their experience is a very positive one. However, the childminder acknowledges that when children are distressed, anxious and crying she finds it difficult to give them her individual attention. For example, when feeding children at mealtimes, changing nappies and supporting older children in their play to meet their individual needs. This has a significant impact on their personal, social and emotional development. The childminder is unable to provide reassurance and consistent care, or respond quickly to their individual needs

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who attend

Children are generally making progress in most areas of their learning and development. This is because the childminder has some understanding of the learning and development requirements. The childminder gathers useful information about children's starting points using a 'record of child's individual needs' and 'about your child' initial assessment record. Alongside these records, the childminder obtains written information from parents about babies' routine to promote continuity of care. Observation and assessment systems identify what children can do, and identify the next steps in their learning. This enables the childminder to track children's progress. The childminder has established links with school staff. Through discussions and newsletters, she knows the current school topics to support. She then covers this subject matter to extend children's learning in her home. For example, she has provided a range of books about 'bears' to compliment children's

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who attend

The childminder plans a range of activities both in the home and on outings. Children benefit from visiting local parks and feeding the ducks enabling them to observe some features of living things and the natural environment. Children are beginning to learn about similarities, differences and the wider community. This because they have access to resources that promote positive images of cultural diversity, and celebrate festivals, such as Diwali. Children make clay pots and the childminder talks to children about the festival of light. From time to time babies happily babble throughout the day and the childminder responds generally well to their developing communication skills.

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who attend

The childminder uses appropriate open-ended questions to initiate conversations with older children and allows thinking time for children to respond. She shows an interest in children's time at school by asking what they have done. A range of books appropriate for children's age and stage of development is readily available and nicely displayed on a bookshelf. This promotes children's interest in printed materials. Subsequently, older children look at books independently and begin to recite familiar stories from memory. Children also take part in a range of art and craft activities to promote their early writing skills, for example free hand drawing and painting. Children are able to explore their sensory skills while playing with 'crazy soap'. While in their highchair, babies enjoy squeezing the texture in their hands and others benefit from smearing the foam on the table.

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who attend

Through practical daily routines, children's independence is promoted. The childminder encourages older children to dress and undress themselves. She also encourages younger children to feed themselves with finger foods.

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

Although the childminder has developed generally positive relationships with children, care practices for younger children's emotional well-being and welfare are inconsistent. This is because at times everyday routines are chaotic, and the childminder struggles to give equal attention to babies when they are upset and need comforting. Older children are well behaved and the childminder uses gentle reminders to prompt children to say "please" and "thank you" at appropriate times. The childminder demonstrates a sound understanding of managing children's behaviour according to the age and stage of development. Children take pleasure in showing the childminder their train track. The childminder praises children for their achievements verbally and through gestures as she claps her hands. This helps promote children's self-esteem and confidence. Older children also benefit from playing cooperatively with their friends while playing with trains.

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

Children are cared for in a clean and welcoming environment. There are appropriate safety measures in place enabling children to play and explore in generally safe surroundings. Children are encouraged to wash their hands before meals and after visiting the toilet, which helps reduce cross infection. There are also helpful posters displayed in the toilet to remind children when to wash their hands. Children benefit from taking part in a range of outdoor experiences to support their learning and physical skills. While playing in the garden older children kick a football with increasing control. Babies who are learning to walk use furniture to pull themselves up. There is also ample of space for children to crawl and explore their environment. This supports their early movements and independence.

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

Children receive water to drink throughout the day, which encourages them to think about their own personal needs. Children receive healthy meals and snacks enabling them to develop healthy eating habits. On outings, the childminder talks to children about road safety, the lollipop person and waiting for the green man before crossing roads. This promotes children's understanding of keeping themselves safe.

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provision

There are breaches of the safeguarding and welfare requirements, which impact on the well-being and safety of children. However, the childminder has a sound understanding of safeguarding procedures and child protection issues. She maintains and shares required documentation with parents. The childminder has developed positive relationships with parents. They are informed of children's progress through ongoing discussions and the sharing of children's developmental records. The childminder also works in partnership with parents when moving children on in their next stage of development, for example toilet training and using a cup. However, they are not yet encouraged to be involved in children's ongoing observation and assessments or contribute to their children's developmental records.

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provision

The childminder has taken action in response to previous recommendations, demonstrating some capacity to improve. She has attended courses to support her current knowledge, such as training in early years inclusion. The childminder seeks parents' views about the care and service provided through formal questionnaires. However, the process for self-evaluation does not sufficiently identify the breach of requirements.

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provision

The childminder holds a current first aid certificate enabling her to give children appropriate care should they sustain a minor injury. Children are cared for in a generally safe and secure environment. This is because the childminder undertakes regular risk assessments of the home. Children have access to a range of age and stage appropriate toys to support their learning and development. Toys in the home are readily accessible because they are stored at children's level. Children also have easy access to resources stored in the outdoor shed enabling them to make choices about their play.

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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 action. 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 EY303148 Local authority Waltham Forest Inspection number 814886 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 5

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Telephone number

set out in the guidance ‘Complaints procedure: 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, which are usually the childminder’s 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

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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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