Childminder in Barking and Dagenham

Inspection date

Previous inspection date 09/08/2013 15/03/2012

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision is satisfactory

 Children's communication and language skills are developing because the childminder supports them through using a suitable range of activities.  The childminder values children's contribution as she displays their drawings and paintings. This helps to promote children's self esteem.  Children play in a clean environment that contributes to their good health.  The childminder helps the children to learn about the importance of good hygiene.

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It is not yet good because

 The childminder has not obtained parents' written consent for their children to take part in outings.  The childminder does not keep an accurate record of children's attendance.  The childminder does not encourage parents to share details about their children's developmental starting points on entry to the setting so that she can build on children's abilities at the earliest opportunity.  The childminder has not considered obtaining parents views about the care and learning that their child receives as part of her self-evaluation process.

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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 interviewed the childminder.  The inspector observed the childminder interacting with the children.

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Inspection activities

 The inspector sampled the childminder's documentation, which included procedures for risk assessment, outings, the attendance register and children's information forms.

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Information about the setting

The childminder was registered in 2011. She lives with her husband and two children aged 11 and six years old in Chadwell Heath in the London borough of Barking and Dagenham. The whole of the ground floor, except the kitchen, and a first floor bathroom is used for childminding. An enclosed garden is available for outside play.

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Information about the setting

The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She is currently caring for three children in the early years age group. The childminder offers care Monday to Friday from 7am to 6pm. The childminder attends local community toddler groups and takes children to the local parks.

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must:

 obtain parental written consent for taking children out on trips

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must:

 maintain an accurate daily record of the names of the children looked after on the premises and their hours of attendance

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

 encourage parents to contribute to an initial assessment of their child's development and use this information as a starting point to build on what children know and can do

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

 encourage parents to share their views about the care and education their child receives.

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who attend

The childminder values children's contributions as she puts their paintings on display. Consequently this helps children to feel valued as individuals thus promoting their self- esteem. Young children and children learning to speak English as an additional language use single words, actions and gestures to communicate their particular needs. For example, they point to toys that they want to play with and name some of the facial features of animal figures. The childminder supports children's growing vocabulary through allowing for lots of repetition of words, singing simple rhymes and songs that are repeated regularly. She also talks through what the children are doing. The childminder speaks the first language of some of the children that attend and helps to ensure that they are given opportunities to hear their first language in the setting. This helps to develop children's self confidence. The childminder has a positive attitude towards diversity as she

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who attend

helps children to learn about and appreciate other cultures. Children learn about cultural similarities and differences in their local environment as they celebrate Easter festivities and Diwali, the festival of light, through taking part in discussions and making cards.

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who attend

The childminder is knowledgeable about children's care routines from the outset and consequently their individual routines are in place immediately. However, the childminder is not fully knowledgeable of children's achievements before they commence the setting. This is because she has not yet encouraged parents to share their knowledge of their child's learning and development to enable her to build on what children already know. The childminder observes children during their play and keeps notes and samples of their work to assess their abilities. She also identifies the next steps in children's learning and makes sure that appropriate activities are included in her planning to support the children's learning.

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who attend

The childminder introduces mathematical vocabulary in every day conversation with children. This helps young children to become aware of simple shapes and to recognise shapes in their environment. The childminder provides children with toys and equipment that helps to support their finger control and the ways in which they hold a range of tools. For example, children are beginning to demonstrate their finger control and hand and eye coordination as they move cubes along the beading frame, thread reels with strings and put small objects into containers. Children's imaginative and creative skills are encouraged through activities such as, pretend play, painting, and water and sand play.

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

The childminder works closely with parents to arrange a settling in process that suits the needs of the children. For example, the childminder encourages parents to spend some time with their children in the setting and this allows for a relationship to form between the childminder, children and their parents. The childminder's warmth, friendly and caring attitude helps new children to feel a sense of security. The childminder shows them the rooms that they will be using and introduces them to toys and activities so that the children can develop an awareness of their surroundings. Children's behaviour is good because the childminder uses appropriate behaviour management strategies that the children respond to. Young children are beginning to play alongside other children, and at times in small groups, with the support and encouragement from the childminder. For example, the childminder introduces children to ball games where they learn to take turns

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

in passing and throwing balls to each other. Children also benefit from attending local toddler groups on a weekly basis as they are developing an awareness of other children and starting to form friendships.

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

Children play in a clean environment where they receive support to learn about and develop good personal hygiene. For example, the childminder encourages the children to help tidy up before lunch and she explains to them about why they need to wash their hands before eating meals. Children are starting to help themselves to tissues to wipe their noses.

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

The childminder provides children with a balanced and nutritious range of food that helps them to develop good eating habits. This includes rice dishes, fresh vegetables, aubergine moussaka and fresh fruits. The childminder also encourages children to try new foods and taste dishes from other cultures as she offers the children chapattis and other breads. The childminder encourages children to think about their personal needs as she places children's water bottles within children's reach so that they can help themselves when they need a drink. The childminder supports children to develop an understanding of the importance of exercise through visits to the park and local community centres where children play with equipment that gives them opportunities to develop their physical skills. The childminder helps children to learn how to be safe as she explains to them that toys left lying on the floor can cause trip hazards. The childminder's fire drill record indicates

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

that children and the childminder regularly practise the emergency evacuation procedures.

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provision

The childminder demonstrates a suitable understanding of safeguarding and promoting children's welfare. She recognises the signs and symptoms of possible abuse and knows what actions to take if she had any concerns about a child. The childminder further promotes the welfare of the children by helping to ensure that visitors are not left alone with children and through paying particular attention to the supervision of children when going on outings. The childminder takes positive steps to promote children's safety indoors and outdoors. For example, she carries out regular risk assessments in the areas that children come into contact with to identify and address potential hazards. She checks visit venues in advance to assess their suitability for children and also checks the play equipment in parks before children use them to avoid putting children in danger.

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provision

The childminder does not keep and maintain all of the required documents that contribute to children's well-being and the management of the provision. For example, she has not obtained written permission from the parents of new children to take part in outings. This is a breach of the welfare requirement. Furthermore, the childminder has not kept an up to date record of children's attendance, as required. These breaches mean the requirements of the Childcare Register are not all met. Nonetheless the impact on the children is limited as the childminder cares for children on regular days and times. The childminder has appropriately addressed the recommendations raised at the last inspection. This means that she has improved safety measures for children and developed their understanding of diversity. The childminder has attended child protection training to update her knowledge in safeguarding children. She also evaluates the service she offers

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provision

to the children to identify her strengths and areas to further improve the outcomes for children. However, the childminder has not yet encouraged parents to share the views about the care and education that their child receives to use in her self-evaluation.

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provision

In general, the childminder has established good relationships with parents. She communicates with them at the beginning and at the end of the day so that they are kept well informed about their children's general well-being. The childminder also keeps parents informed about children's individual progress and development through sharing of the children's two year progress review report and their ongoing assessments. This helps parents to know how their children are progressing.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are

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actions)

The requirements for the voluntary part of the Childcare Register are

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To meet the requirements of the Childcare Register the provider must:

 maintain an accurate daily record of the names of the children looked after on the premises and their hours of attendance (compulsory part of the Childcare Register)  maintain an accurate daily record of the names of the children looked after on the premises and their hours of attendance (voluntary part of the Childcare Register)

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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 EY432374 Local authority Barking & Dagenham Inspection number 927099 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 3

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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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