Childminder in Hackney

Inspection date

Previous inspection date 16/04/2013 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

 The childminder has developed strong partnerships with parents to effectively promote continuity of care and support children's individual needs.  The childminder uses good observational assessments to enable her to track children's progress in all areas of learning.  The childminder makes good use of community resources to support children's physical development and interests.  Children's learning is effectively extended in the home because the childminder has made good links with school staff.  Children are settled and confident in their environment, which promotes their sense of belonging.

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It is not yet outstanding because

 The childminder does not talk to children about the importance of hand washing so that children gain an understanding of the need for good personal hygiene practices.  The childminder does not often talk to children about celebrations, religious and community experiences to further support their learning.

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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 observed the childminder and children during their play.

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Inspection activities

 The inspector sampled documents including children's development records, policies and procedures.

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Inspection activities

 The inspector had ongoing discussions with the childminder regarding her practice throughout the inspection.  The inspector discussed the childminder's self-evaluation.

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Information about the setting

The childminder registered in 2012. She lives with her partner and their two children aged under eight years in London Fields, within the London Borough of Hackney. The whole of the ground floor and spare bedroom is used for childminding. There is an enclosed garden available for outside play.

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Information about the setting

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

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

 promote children's self-care skills by talking to children about the importance of hand washing so that they understand why they need to follow good hygiene routines

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

 explore and value cultural, religious and community events and experiences to support children's understanding of the wider world.

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who attend

The childminder is knowledgeable about children's individual needs and what they can do because an 'all about me' initial assessment record is completed in partnership with parents. Good observational assessment records are in place to track children's progress in all seven areas of learning. Children's individual needs are effectively met because the childminder is well-informed about children's interests. Consequently, older children's learning is extended by visiting places of interest, such as museums. The childminder plans interesting and challenging experiences because assessment records identify realistic next steps to support children's learning. Therefore children make good progress and acquire useful skills for the next stage in their learning. The childminder demonstrates a good understanding of the importance of undertaking the two-year-old progress check in partnership with parents.

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who attend

Younger children are beginning to say one or two simple words. Others happily babble throughout the day. Children follow simple instructions well and the childminder asks open-ended questions to promote children's language development. Older children are confident talkers and use more complex sentences to express their ideas. They take pleasure informing adults that they played with their friends at school and sat on the carpet for their teacher to read a story. The childminder follows the children's lead well. While having snacks children bang their spoon on the table and the childminder uses this as an opportunity to sing nursery rhymes and demonstrate the sounds while knocking two spoons together. Children have access to a wide range of books to promote their interest in printed material. They regularly visit the library and the childminder spends time reading to children to promote their enjoyment of books. The childminder creates an

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who attend

environment which encourages children to make early marks while engaging in a varied range of activities, such as drawing, finger painting and free-hand painting.

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who attend

Children enjoy playing with age-appropriate puzzles to promote their problem-solving skills. Younger children successfully fit some shapes into spaces with the help and support of the childminder. This results in children displaying their excitement by clapping their hands. Children make comparisons and are beginning use some counting words randomly, such as counting two pieces of apple. The childminder spends time playing board games with children enabling them to identify letters of the alphabet and recite numbers in sequence. While taking part in cooking activities children learn about weight and measure to support their early mathematical skills. Children have access to resources that reflect positive images. For, example books, puzzles and play people. However, the childminder has not begun to explore celebrations and value varying cultural, religious and community events and experiences to support children's understanding of the wider community.

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who attend

Children benefit from observing animals closely through planned visits to the local city farm. Children show a keen interest in musical instruments enabling them to experiment with different sounds, such as playing the piano. Through well-planned activities children take part in a wide range of sensory experiences to support their learning and development. For example, children take part in a food tasting activity and play with straw. Older children enjoy dressing up as super heroes to effectively promote their imaginative skills.

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

Children have developed good relationships with the childminder and their friends. Children enjoy the company of the childminder and benefit from close interactions. They receive cuddles and hugs, enabling them to develop a strong sense of belonging. Younger and older children play alongside each other well. Children are well behaved and the childminder uses gentle reminders to encourage children to share. This helps promote children's understanding of right from wrong. Through everyday routines children's independence skills are promoted. Children willingly help set the table and younger ones are encouraged to feed themselves enabling them to think of their own personal needs. The childminder provides a gradual settling process. To support positive attachments and to develop children's sense of security the childminder has put together a family photograph book. This includes children's family members as well as photographs of the

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

childminder's own family. This helps children develop a sense of belonging and understand about people who are special to them. The childminder has a good understanding of the Early Years Foundation Stage. She gathers useful and detailed information from school staff about current topics to support and extend children's learning.

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

The childminder implements effective daily routines and her own good practice helps to minimise the spread of cross infection. Although, children are encouraged to wash their hands at appropriate times they are not told why they should do so to develop a good understanding of good hygiene practices. Children take part in a good range of both adult- led and child-initiated activities to support their learning and development. Children take part in a range of outings to support their learning, physical skills and interests. Children regularly visit community groups, go out on trips to museums and enjoy taking part in action songs. While visiting local parks children enjoy experimenting with a range of movements, such as jumping and splashing in puddles.

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

The childminder provides nutritious meals and snacks, which help children develop healthy eating habits from a young age. Children display excitement when they are informed that they will be having pasta and pesto for lunch. Mealtimes are a relaxed and social occasion where children sit and talk to their friends and the childminder. Children have a good understanding of the procedures to follow in the event of a fire because regular fire drills are carried out. Children are kept safe while out on outings because they learn about road safety, the importance of using pedestrian crossings and listening for traffic.

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provision

The childminder has a good understanding of the signs and symptoms that indicate a child may be at risk from harm and knows what action to take should she have a concern about a child in her care. This promotes children's well-being. Written policies and procedures guide the childminder in her practice. This ensures children's needs are met and all relevant information is shared with parents. She maintains relevant documentation well, which contributes to the safe and efficient management of the setting.

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provision

There are effective processes in place for reflective practice and to promote good outcomes for children. The childminder is clear about her strengths and is working towards; developing her systems of observation, attending training, making improvements to the garden and the ground floor toilet. The childminder has established good relationships with parents. A daily diary and informal discussions ensure continuity of care for the children. Quarterly reviews are held with parents to share information about children's learning and development. The childminder values parents' views about the care and service provided and this is obtained through discussion. A good two-way flow of information and effective partnership working ensures children's individual learning needs are supported. Additionally, the childminder is dedicated to working with other professionals involved in children's care to support their development.

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provision

Children are cared for in a safe and secure environment. They benefit from a well- organised environment where they are able to explore and play comfortably. There are good safety measures in place and the childminder undertakes risk assessments for both the home and outings. Children have easy access to a varied range of age-appropriate resources to support their learning and development. The childminder regularly rotates some resources so that children continue to be challenged and interested, for example books.

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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 EY448163 Local authority Hackney Inspection number 886189 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 4 Number of children on roll 3

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Name of provider

Date of previous inspection not applicable

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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

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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