Hamed, Annetta Maria

Inspection date

Previous inspection date 04/07/2013 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 forming warm and secure attachments with the childminder. They are settled, happy and thoroughly enjoy exploring the toys inside and outside.  The childminder communicates effectively with parents to identify and plan appropriate activities to help children settle and to move them on to their next stage in their learning.  Children are safe, happy and have their personal needs met successfully. The childminder achieves this through implementing a comprehensive range of well-written policies and procedures and written records which successfully underpins the running of the service that she provides.

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It is not yet outstanding because

 There is scope to further enhance children's mathematical skills by challenging them more for describing and comparing shape, measure and distance during construction activities.  There is room to extend the range of resources, such as books with repetitive phrases, when reading them with children to maximise their opportunities to support specific vocabulary and/or language structures.

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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 spoke with the childminder, assistant childminder and interacted with children at appropriate times throughout the inspection within various rooms of the childminder's home and garden.

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Inspection activities

 The inspector sampled a selection of documentation, including children's daily diary and development records, written policies and general welfare requirement records.  The inspector completed a joint observation with the childminder.

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Inspection activities

 The inspector took account of the views of parents as discussed previously with the childminder and some written comments.

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Information about the setting

The childminder was registered in 2013 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and three children aged 10 years, two years and 10 weeks old in a house in the Aspley area of Nottingham. The whole of the home and the rear garden are used for childminding. The family have tropical fish as pets. The childminder works with an assistant when numbers are required to be increased.

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Information about the setting

The childminder attends activities at the local children's centre. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools.

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Information about the setting

There are currently four children on roll, two of whom are in the early years age group and attend on a full time basis. She operates all year round from 6am to 8pm, Monday to Friday, except family holidays. She is a member of the Professional Association for Childcare and Early Years.

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

 enhance children's mathematical skills by challenging them more when describing and comparing shape, measure and distance during construction activities

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

 read more books with repetitive phrases with children to maximise their opportunities to support specific vocabulary and/or language structures.

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who attend

Children show good levels of confidence and security despite only being with the childminder for a short length of time. They know what they want to play with and whether they want to play inside or outdoors. Children self-select toys of their choice and show at times good levels of concentration. For example, younger children keep having a go at colour-matching cards till they place the correct cards on the correct colour. They show a great sense of achievement as they smile and point to the cards while gathering the attention of the childminder. Children particularly enjoy outside. They try challenging climbing equipment as they climb the steps of the ladder and manoeuvre themselves carefully down the slide. They attempt using skipping ropes or throwing and catching balls. This helps enhance children's physical skills, muscle control and balance. Children make marks using pens and paper. They also are keen to look at their own development

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who attend

files and share these with the childminder and their peers, pointing out the work and art activities that are attractively displayed in them. They are proud of their achievements to which the childminder continually praises them while talking about the activities helping children to recall the events. This enhances children's self-esteem and memory skills very well.

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who attend

Construction activities provide children with good opportunities to problem solve and enhance their mathematical skills. However, on some occasions these opportunities are not always maximised to challenge more able children. This is because the childminder on occasions does use more open-ended questions to help children to describe and compare, shape, measure and distance. However, younger children thoroughly enjoy building towers. They place bricks carefully on top of one another after they have found the square shaped brick requested by the childminder. Children's language skills are developing well given their starting points. Older children are articulate and strike up many conversations and show curiosity in others by the questions they ask. Younger children communicate with the childminder and assistant by pointing and using some words. The childminder and assistant carefully respond and repeat the words clearly so that children are learning

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who attend

the correct pronunciation. However, resources, such as books are not always used to further enhance and maximise specific vocabulary and/or language structures by, for example, using repetitive words during a story.

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who attend

The quality of teaching is good. The childminder has a good understanding of child development and is skilful in offering a range of activities and experiences to enhance children's learning. She has gathered useful information from parents before the children start and then plans play, building on the information, such as what children are interested in and what they are able to do. This helps children settle quickly but also engage in activities. Children's progress is successfully tracked by the childminder who implements the Statutory framework for the Early Years Foundation Stage into her practice very well. Observations are completed followed by assessment and are attractively presented in children's own development files. These are shared with parents to help them understand how their child is progressing in their learning and development. Parents are actively involved in supporting their children's learning at home because the childminder provides

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who attend

a range of ideas and suggestions building on children's interests, achievements and identified next steps. The childminder understands the importance of working closely with schools and parents, helping prepare children to be ready for their move on to school. For example, children are encouraged to make marks and form letters that represent letters in their name.

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

From a young age children are beginning to learn about safety. For example, they know to tidy away the toys before getting more out so they or other children do not trip on them or hurt themselves. Children participate in emergency evacuation procedures and understand when the bell sounds they need to leave the house quickly to keep safe. Fresh air and exercise is part of the daily routine, such as going to the park or spending time in the back garden. This helps children learn that exercise keeps them healthy. Furthermore, the childminder talks to the children about keeping clean, such as washing their hands after playing outside, to stop germs from spreading. The childminder talks to the parents about the provision of meals making sure that what she and parents provide meet the healthy and dietary requirements of the children. The childminder complements this by offering a variety of fresh and dry fruit, such as raisins for snacks.

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

A good range of toys and resources indoors fully support children in exploring and engaging in play, such as, construction, jigsaw puzzles and imaginative role play with dolls. Outside, children access low-level climbing equipment, such as, slides, skipping ropes, balls and role play kitchen with utensils. These are attractively presented and easily accessible helping children enhance their independence skills both inside and outside.

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

Children are forming warm and secure attachments with the childminder. They are settled, happy and thoroughly enjoy exploring the toys inside and outside. They interact well with both the childminder and assistant. This is because the childminder and assistant get down to the child's level and listen to what the children are asking or are showing them. This supports children's good self-esteem and confidence. Children's behaviour is good. They are beginning to understand the expectations that the childminder and assistant positively promote. Disputes are minor and resolved very quickly because of the effective behaviour management strategies the childminder and assistant use consistently. This helps children feel secure. The childminder understands very well the importance of involving parents from the start about how their child is settling. She also offers continuing support for their child's next stage in their learning as well as transitions from their home

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provision

A comprehensive range of well-written policies and procedures successfully underpin the running of the service the childminder provides. Records are robustly written, accurate and well organised. They are also shared in a confidential way, as well as being stored securely. These are shared with parents providing them with a clear picture of how children are cared for. Additionally, the childminder also shares the learning and development records with parents keeping them up-to-date with their child's progress. The childminder understands the importance of also sharing the information with the assistant to ensure a consistent and good quality service is maintained, which benefits children and their family. Children's overall welfare and learning and development needs are successfully met. This is because the childminder is confident and knowledgeable in implementing the Early Years Foundation Stage into her practice. She oversees the role of

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provision

assistant well to ensure this is maintained effectively.

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provision

The childminder values the practice of reflecting on what she does and how successful activities and experiences are for children. She includes the assistant's and parents' contribution to making improvements to benefit children. She also monitors what the children say and do as they participate in the activities. Overall monitoring of the educational programmes is good. The childminder also uses the Statutory framework for the Early Years Foundation Stage with particular regard to the learning and development requirements to track children's individual progress effectively. From this she evaluates the activities well and how children are progressing and then plans appropriate activities to enhance children's individual learning.

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provision

Children are safeguarded well. The childminder and assistant have a good understanding of what they need to do to protect children. They are confident on their roles and responsibilities and provide a safe environment for children to play. The childminder and assistant have undertaken recent safeguarding training which keeps them up to date with current procedures should they have any concerns regarding a child in their care. A clearly written safeguarding policy is also shared with parents keeping them informed of current practice the childminder and assistant are required to adhere to. Furthermore, rigorous risk assessments are completed by the childminder and assistant to minimise any potential hazards to children. As a result, children feel safe to move around the home and garden. Children are supervised well both inside and outside because the childminder and assistant work well together to ensure children are never left alone.

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provision

The childminder is establishing good partnerships with parents. She understands very well the importance of ensuring communication works effectively in order to meet the continual changing needs of children. She records detailed information in each child's development file and shares this with parents keeping them up to date with their child's progress. Daily discussions are held between the parents and childminder enabling all those involved in the care of the child to continually meet their care and learning and development needs. The childminder is already planning and familiar with the progress check at age two. She is aware to consult with other professionals and parents regarding any concerns or ongoing support required for children. Furthermore, the childminder understands the importance of working with other professionals to support children through various new challenges in their lives; such as moving on to school or those requiring extra support for

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provision

improving their overall welfare, care and learning needs. Summary records of children's development are used to guide professionals in targeted support to promote their progress.

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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 EY456730 Local authority Nottingham City Inspection number 899694 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 10 Number of children on roll 4

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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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