Childminder in Havering

Inspection date

Previous inspection date 20/08/2013 23/11/2012

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early years provision

This inspection: 2 Previous inspection: 4 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 promotes health and safety effectively. Children experience good levels of supervision and appropriate safety equipment is in place to ensure hazards are reduced. They enjoy a range of planned activities to promote good lifestyle habits.  The childminder is friendly, experienced and treats children with great respect. This means children are happy and secure.  The childminder works closely with other professionals and this liaison helps her make strong improvements to her practice, for the children's benefit.  Children use a bright, colourful and child-centred play room where they have easy access to a range of appropriate resources, which help them progress well.  Well-organised and labelled resources support children's growing independence.

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It is not yet outstanding because

 Parents are not fully encouraged to contribute to their children's ongoing learning and development or to share activities or achievements from home.  The childminder does not make full use of useful questioning techniques; consequently, there are missed opportunities for children to think and work out options.

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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 took account of the parents' views from references obtained by the childminder.

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Inspection activities

 The inspector looked at children's information, their development records and a selection of other relevant documentation.

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Inspection activities

 The inspector held discussions with the childminder and observed her interaction with the children.

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Information about the setting

The childminder registered in 2003. She lives with her three adult children, her daughter- in-law, and two grandchildren, in East Ham, within the London Borough of Newham. The childminder's daughter regularly works as her assistant. The ground floor of the home is used for childminding. There is a secure garden for outside play. The childminder is registered on the Early Years Register and both parts of the Childcare Register. She currently has one child on roll. The family has a pet dog.

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

 strengthen the arrangements for parents to contribute information about their children's learning and development at home

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

 provide children with better opportunities to express their thoughts, such as by making use of more effective questioning techniques that encourage them to think for themselves.

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who attend

The childminder has good knowledge and understanding of the Early Years Foundation Stage and has established her practice well. Good systems are in place to ensure children make good progress across all areas of learning. The childminder uses observations and assessment records, which are linked to the seven areas of learning, to monitor and record children's progress and to identify their next stages of learning. She plans and adapts activities according to children's individual needs. Flexible plans are in place to allow the childminder to respond to children's interests and to ensure children are happy and engaged in their learning and play. The childminder has a secure understanding of the two-year- olds' progress check and has started to assess children who are currently attending in relation to this.

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who attend

Children enjoy moving freely around the childminder's home and playing with the resources on offer. They are active and inquisitive learners, owing to the way in which activities are presented and to their interest in these. They are beginning to understand the wider world when they visit local community groups. Children develop their early literacy skills because the childminder ensures they have lots of good quality experiences to promote these skills. For example, children choose from a range of books which they enjoy and are appropriate for them. Looking at these helps to foster children's enjoyment of books and their understanding that print carries meaning, in readiness for their eventual move to school.

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who attend

Children's imaginations are developing well. They use a good range of resources that allows them to recreate familiar experiences in various ways. For example, they become excited as the childminder makes up stories and uses the nurse and firefighter puppets as characters.

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who attend

Children are well supported by the childminder who spends time sitting at their level, showing an interest in what they are doing and participating in their play. For example, while children play with interlocking shapes she points out the different colours. When the children put what they have made over their necks, she responds by saying 'Wow!' Well done! You made a necklace.' Overall, the childminder fosters children's communication and language well, as she continually talks to children about what they are doing. However, the childminder does not make full use of strategies, such as asking different types of questions, to provoke children to think and come up with ideas.

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who attend

Friendly relationships exist with parents and the childminder exchanges written and verbal information with them each day. This communication includes details about what their children have enjoyed during the day, what they have achieved together and information about their care. There are, however, fewer opportunities to enhance this by parents being more involved in children's learning. For example, through continuing with learning themes at home or the childminder building upon events or experiences linked to the family environment when the children are with her, in order to both extend and consolidate their learning as well as possible.

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

Children enjoy warm relationships with the childminder and are relaxed and at ease with her. They benefit from good quality interactions that help them feel secure and support their learning. As a result, they grow in confidence, have positive experiences and a positive attitude to learning is fostered in readiness for school or the next stage in their learning.

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

The childminder is friendly, experienced and treats children with great respect. She provides a welcoming, exciting environment with a considerable range of resources, arranged to encourage children's success as independent learners. This means children are confident and develop high self-esteem. The childminder encourages parents to visit with children before they are left with the childminder for longer periods. During these visits, the childminder asks parents for detailed information on care routines, children's interests and developmental stages. This detailed information means there is a smooth move from the child's home into the childminder's care.

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

Children's well-being, social and emotional development are promoted as they begin to gain confidence in larger groups with a view to easing their transfer into their next early years setting. Children behave well and benefit from the childminder using positive techniques in relation to their behaviour, such as distraction, discussion, praise and encouragement. She helps children to learn how their behaviour affects others.

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

Children are happy enjoying their play and the company of the childminder. They enjoy the comfortable, homely environment where they have fun and are encouraged to achieve. The childminder provides a good range of resources that are age appropriate. She has an understanding of the interests of the children and ensures that they can initiate their own play and learning. Children are confident to move freely between the inside and the garden selecting activities of their choosing. Children develop social skills as the childminder regularly visits local community toddler groups. These visits help prepare children for their future moves to nursery and school.

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provision

Children are welcomed into clean and well-kept premises where they have ample space to play. The premises are secure, with effective procedures in place for the collection of children, which help keep children safe. Children have good levels of supervision from the childminder and her assistant, which help protect their safety too. Appropriate safety equipment is in place to ensure hazards to children's safety are reduced.

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provision

The childminder has a clear understanding of her responsibilities regarding child protection to help ensure children's welfare is safeguarded. She shares this information with parents through her written policy. Children move with ease and comfort around the home, which indicates they feel safe and secure in it. The childminder has clear procedures in place to guide her in responding to emergencies, so knows what to do if such situations arise.

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provision

The childminder recognises that young children benefit from having routines, so she works closely with parents to establish the children's needs in order to follow these. Children are able to rest and sleep according to their individual requirements and have regular opportunities to take part in physical play activities, both indoors and outdoors. They have healthy lifestyles, spending time out in the fresh air daily. Through the childminder's guidance, they are becoming aware of good hygiene practices; they wash their hands at appropriate times throughout the day and dispose of used tissues safely.

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provision

The childminder evaluates her practice and continues to develop the process she uses for self-evaluation with the support of her local authority development team. The childminder has acted upon recommendations from her last inspection and is working closely with other providers to ensure children's learning opportunities are improved. She has links with other professionals, in order to further support children's achievements and well- being.

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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 EY232160 Local authority Newham Inspection number 923898 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 1

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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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