Setting EY456533

Inspection date

Previous inspection date 02/07/2013 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

 Children are safe and confident in this welcoming and child focused environment.  The childminder and her assistants talk to the children with kindness and respect.  Children have fun as they play learn and develop.  The childminder demonstrates a commitment to ongoing improvement. She reflects on her own practice to promote the professional development of both herself and her assistants.

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It is not yet outstanding because

 There are occasions in the day when the deployment of assistants is not effective meaning children become restless.  Children's opportunities to develop their independence at meal times are limited.

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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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Inspection activities

 The inspector observed children as they played both inside and outside.

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Inspection activities

 The inspector looked at children's assessments records and planning documentation.

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Inspection activities

 The inspector talked to the childminder and assistants about the running of the setting, and their understanding of their roles and responsibilities.

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Information about the setting

The provider originally registered in 2005 as a childminder and was re-registered in 2012 as a provider of childcare on domestic premises. She lives in the London Borough of Barnet with her husband and daughter and works with six members of staff. Staff hold relevant qualifications in childcare. Children use the whole of the ground floor, which includes two playrooms. The provision is registered on the Early Years Register. There are currently 20 in the early years on roll.

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

 develop practice to ensure that staff are effectively deployed at all times

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

 provide opportunities for children to serve themselves at meal times

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who attend

The childminder has created a warm caring environment for the children to play, learn and develop in. The childminder and her assistants identify children's starting points and individual needs when they start in the setting. Children's development and learning is well documented and monitored to track their progress. The childminder has not yet had to implement the progress check at age two years. However, her assessment system covers the required information to enable her to report the necessary information to parents when this is needed. The childminder and her assistants have a good knowledge of the seven areas of learning and provide a range of activities that capture children's interests. For example, children have fun as they indentify objects that are yellow and they all laugh when the childminder points to a green object and says it is yellow. The childminder links this activity to counting and singing using five yellow ducks to promote children's learning

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who attend

Children's language development is encouraged throughout the day. The childminder and her assistants encourage the children to ask for help and express their likes and dislikes. The children thoroughly enjoy listening to familiar stories, naming the baby owls and predicting what will happen next. In addition, at lunchtime the children confidently express which foods they would like to eat.

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who attend

There are planned times where children focus on activities that have a learning intention that is supported by adults. There are also times where they can explore the environment for themselves, including the outdoor space. On occasions during the day the deployment of the assistants is not fully effective meaning children are not fully motivated to play and learn. For example, the assistants generally look to the childminder for instruction and don't always take the initiative to complete activities with the children as they present themselves. Children are very happy, settled and confident and have developed secure relationships with the childminder and her assistants.

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who attend

The childminder has created a separate area upstairs in a room. This has been made to meet the needs of the younger children as well as allowing older children a quiet space to relax if they do not want to sleep. Children make good progress in their development and are prepared for future learning.

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

Children demonstrate they feel very settled with the childminder and the assistants. Babies in particular feel emotionally secure. They hold their arms up for comfort and cuddles to which the childminder and her assistant respond with thoughtful kindness. The childminder takes into account each family's separate needs. Both the childminder and her assistants take care to ensure they obtain information from parents about likes and dislikes, and children's routines when they start in the setting. Behaviour is good, with staff reminding children how to care for each other and to keep themselves safe. Children enjoy freshly cooked food that is healthy and meets their dietary needs. Water is on hand so children can help themselves throughout the day. Meal times are a social occasion and children chat to each other correcting their friends who describe the couscous as pasta. However there are few opportunities for children to develop their independence at meal

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

times. For example, adults served all children's food up on plates in the kitchen and then handed it to them. This meant that they were not given the opportunity to serve themselves and develop their self-care skills further.

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

Children use the bathroom independently and know when they need to wash hands for hygienic purposes. Children are taught to be responsible for keeping themselves safe with staff gently reminding them of rules and boundaries while they play. Children know how to take care as they go into the garden they wait for all the children to gather in one area before they carefully walk down a ramp to the grassed area. Children have the choice of when they play in the garden space, where they can take part in suitable physical activities, such as climbing the slide, bouncing on the trampoline. They also learn to take turns and share as they play. This enables children to progress appropriately in gaining skills for their next steps in learning.

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provision

The childminder has a good understanding of the safeguarding and welfare requirements of the Statutory Framework for the Early Years Foundation Stage. There are secure systems in place to help safeguard children and promote their welfare. The childminder and her assistants all have an understanding of their safeguarding responsibilities. The childminder has a clear understanding of her responsibility to work with other agencies to support children in her care. There are appropriate policies in place to ensure they can take prompt action if they have any concerns regarding children's welfare. The childminder has recently set up a system of appraisal for her assistants to improve their practice and identify training needs.

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provision

The evaluation of the provision effectively identifies strengths and areas for improvement to enhance children's care and progress. For example, the childminder is looking at ways to improve her garden to make it more challenging and exciting for the children. This process demonstrates that the childminder has the ability to drive continuous improvement. All adults prioritise children's safety. They conduct risk assessments and ensure appropriate safety equipment is in place so children can play in a safe environment. Children learn how to keep themselves safe as during their play staff gently remind them of the rules and boundaries. There is balance of learning experiences for children, including free-play and adult-led activities. The childminder and her assistants generally work well together as a team, sharing the care of the children and supporting each other in their roles. They have established positive relationships with parents and

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provision

regularly share information about children's routines and the activities they complete. When parents and carers collect their children, all adults make time to discuss the relevant events of the day. They also use a home contact sheet to inform parents of their children's routines.

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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 EY456533 Local authority Barnet Inspection number 896504 Type of provision Childminder Registration category Childcare - Domestic Age range of children 0 - 5 Total number of places 15 Number of children on roll 20

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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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