Childminder in Barking and Dagenham

Inspection date

Previous inspection date 19/03/2013 22/01/2009

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early years provision

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

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This provision is good

 The childminder has created a stimulating environment for children in her play room. Therefore, children enjoy a variety of choice in their play.  The childminder interacts well with children, which enhances their play experiences.  The childminder is vigilant about safety. Children feel emotionally secure in her care.  Parents are well informed about the Early Years Foundation Stage. The childminder encourages them to be involved in children's learning.

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It is not yet outstanding because

 the childminder does not fully plan a variety of outdoor play activities to help her develop wider ranging educational experiences for children.

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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 compulsory part 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 children taking part in play activities.  The inspector viewed the childminder's documentation.  The inspector talked with the childminder and her assistant.  The inspector took parents' views into account.

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Information about the setting

The childminder registered in 2005. She lives in a house in Dagenham in the London Borough of Barking and Dagenham. The whole of the house is used for childminding. Children have use of a designated play room. This is situated on the second floor and accessed by two flights of stairs. There is a secure garden for outdoor play. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. Currently she has seven children on roll, of whom two children are in the early years age group. She holds a National Vocational Qualification at level 3. She employs an assistant.

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

 provide a wider variety of outdoor learning experiences to complement those offered indoors to support children's all-round development.

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who attend

The childminder follows up children's interests effectively by making sure their favourite resources are easily accessible. In addition she plans activities to build on their interests. For example, she knows some children are interested in trains so has the train set in sight and reach. She follows up their interest in music by organising an activity to explore musical instruments and songs. She and her assistant motivate children by exploring with them, for instance, sharing books and singing songs. When joining children in play the childminder offers appropriate support and engages children in conversation. She offers children choices and encourages them to make their own decisions. Children enjoy the space and quiet to explore without being disturbed by others. As a result they learn to concentrate for longer periods of time, for example, when fitting and refitting train carriages. In this way the childminder encourages children to be active in extending their

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who attend

The childminder promotes children's learning through play. She encourages children to acquire good listening skills through hearing the rhythm of music and rhymes. She models speech so that they learn new words and gain the confidence to experiment with communication. Children respond enthusiastically to her, copying her sounds and actions as they learn how to express themselves more clearly. Children develop good manipulative skills when using their hands to feel and move objects. They especially enjoy feeling different textures and shapes. They learn to count as they use objects in play. Older children are encouraged to take part in activities that help them develop useful skills for the future. They enjoy making pictures, listening to stories and doing jigsaw puzzles. There are many opportunities for children to learn about differing abilities and cultures. They like to explore art and craft materials creatively and produce a range of artwork for

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who attend

The childminder regularly observes children as they take part in activities, noting her observations so that she can work out children's next steps of learning. She liaises closely with parents to find out about children's interests when new to her setting. She follows this up with discussions during the settling in process so that parents are involved in children's learning right from the start. At regular intervals the childminder writes progress reports to explain how well children are making progress in each learning area. This leads to her setting some targets for children, to help move them on in their learning. Her future targets are generally relevant to children's developmental needs. As a result children are making good progress in their learning, given their individual starting points.

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

Children are well settled and develop a sense of belonging. The playroom is welcoming and inviting. Children enjoy the freedom to make choices from a range of attractive resources. They show much interest in the activities on offer and are keen to try out new experiences. The childminder is flexible in her approach, allowing children to take the lead in their choice of play activities. This helps children to gain self-confidence, which is further boosted through the childminder's enthusiastic praise for their achievements. Children develop very close relationships with the childminder and her assistant. They enjoy playing and talking with them. Very young children feel secure in their care and will often seek out one of the adults for comfort or reassurance.

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

The childminder is very attentive to matters of health and hygiene. She encourages children to adopt good hygiene practices and develop high levels of personal independence. She ensures that younger children's nappies are changed at frequent intervals, explaining to them the reason why this needs to be done. Older children learn how to fold and put away their school clothes before eating lunch. The childminder offers healthy and nutritious meals. Older children enjoy preparing meals with her and this encourages them to try new foods, for instance, foods from different cultures. Children especially enjoy the provision of fresh fruit. Parents are informed each day about the foods their children have eaten. Children are able to rest according to their needs so that they do not become overtired during the day.

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

Children feel safe in the setting because the childminder always supervises them well, especially when moving up and down the stairs. The childminder talks with children about keeping safe in different situations. She has appropriate strategies in place to manage children's behaviour and consequently children learn what is expected of them. Children respond positively to the childminder and show respect for others in the group. The childminder takes children to local play groups so that they have the opportunity to play with others and to join in the play activities. Children enjoy going out in the garden and using the outdoor play equipment, for example, a swing, slide and sand tray. They plant seeds in order to watch how plants grow. However, the childminder does not consistently plan a wider range of outdoor learning experiences for children, which means they do not have as many opportunities to extend their learning in all areas.

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provision

The childminder's paperwork provides a good foundation for her practice. She is particularly vigilant regarding children's health and safety. She has effective procedures in place to promote the safeguarding of children in the setting. She has carried out a written risk assessment of the premises. This includes explanations of how she minimises potential risks so that children keep safe. She also risk assesses outings that children take part in. She maintains a number of records relating to children's health and safety. For example, she keeps a record of nappy changes, a safety check list and a cleaning rota. She has attended training in child protection and has collected much information about child protection procedures, to which she can refer if she has any concerns.

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provision

The childminder and her assistant share time with the children, as well as managing routine daily tasks. In this way children benefit from interaction with an adult throughout the day. They enjoy the involvement of both adults in activities and learn the importance of daily routines to keep themselves fit and healthy. The childminder uses an established system of observational assessment to create progress files for each child, enabling her to track their individual development. She helps her assistant to gain experience of planning around children's developmental needs. During play activities she models good practice so that her assistant develops an understanding of how best to support children. For example, the childminder and her assistant lead a music and song session together. Their enthusiasm enhances the experience for children, who really enjoy the activity.

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provision

The childminder provides parents with useful information about her provision. She has created displays around her house so that parents are fully aware of her key policies. In addition there is much information about the importance of children learning through play. The childminder talks with parents each day so that they are well informed about each day's events. If parents wish she offers a weekly written diary to supplement her verbal feedback. The childminder involves parents in planning for children's learning and suggests ways in which they can help their children at home. Parents often make suggestions themselves so that she can include these in her activities. Parents express their satisfaction with her provision and are particularly impressed by the range of activities. The childminder is aware of the need to work in partnership with other early years providers. She exchanges information with children's school teachers so that she can

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provision

work with them to support children more effectively.

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provision

The childminder makes good use of a system of self-evaluation to reflect on her childcare practice. She is aware of the strengths of her practice and has highlighted areas which she would like to develop, for example, her knowledge of different approaches to teaching and learning. She is working on developing her partnership with parents by introducing different methods of communication and organising workshops in her home. The childminder is active in the local childminding group and receives support from a development coordinator. She has recently attended a series of training courses to help her implement the Early Years Foundation Stage requirements in her setting. She is very keen to explore new ideas and to continually improve the outcomes for all children.

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The Childcare Register

The requirements for the compulsory 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 EY303165 Local authority Barking & Dagenham Inspection number 907592 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 7

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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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