Childminder in Ealing

Inspection date

Previous inspection date 13/09/2013 Not Applicable

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early years provision

This inspection: 3 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 3

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This provision is satisfactory

 Children are happy and secure within the childminder's care. They enjoy her warm interactions as she spends time engaging positively in their play.  The childminder promotes consistent and clear boundaries with children. This supports them to develop a clear understanding of acceptable behaviour and how to cooperate with each other.  Children are developing sound communication and language skills. They enjoy sharing books with the childminder as she encourages them to talk about the different things they can see.

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It is not yet good because

 The childminder does not have robust procedures in place to plan for and monitor children's individual learning to ensure that they are supported to make consistent and steady progress.  Although the childminder has implemented many safety measures within her home she has not ensured that all hazards to children are removed in the garden area.  The childminder has not considered a variety of ways to encompass children's opportunities to use their home languages within the setting.

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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 compulsory part 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 activities in the childminder's home.  The inspector spoke to the childminder and the children present.

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Inspection activities

 The inspector looked at the children's daily records, and checked a range of other documentation including the safeguarding procedures.

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Inspection activities

 The inspector took account of the views of parents spoken to on the day of the inspection. Recent parental communications were also reviewed and taken into consideration.

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Information about the setting

The childminder was registered in 2011. She lives with her husband, their adult daughter and a child aged 11 years. The family home is in West Acton in the London Borough of Ealing. The home is close to local shops and schools. The whole of the ground floor is used for childminding purposes and one bedroom upstairs is used to provide sleeping facilities. There is a fully enclosed garden available for outside play.

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Information about the setting

The childminder is registered on the Early Years Register and on the compulsory part of the Childcare Register. She is currently caring for four children in the early years age group. The majority of children attend on a part-time basis with just one child attending full time. The childminder walks to local schools to take and collect children. She attends a local toddler group and a childminding support group. The childminder currently supports a number of children who speak English as an additional language.

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must:

 develop observation and assessment systems to support children in receiving consistent challenges which will help them to make steady progress in their learning

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must:

 improve risk assessment procedures to ensure that all risks in the garden are removed or are made inaccessible to children; this refers to the wooden walkway.

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

 provide opportunities for children to use their home language within their play and learning.

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who attend

The childminder understands how children learn through play. She provides them with a variety of fun activities that include stories, imaginative role-play, mark making, puzzles and building with construction resources. She has many positive strategies to extend children's learning, such as teaching older children their letter sounds and supporting their concepts of numbers through stories and songs. These sound experiences help to support their move onto school. The childminder supports babies to develop their physical skills by encouraging them to walk and to pull themselves up using low-level furniture. All of these positive experiences help to support aspects of children's progression towards the seven areas of learning. The childminder makes observations of children's achievements. However, there are no secure systems to monitor children's progression and therefore provide additional challenge for them. For example, as there is no information to show

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who attend

where children are within their learning, planning for their individual progression is not robust.

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who attend

Children are developing appropriate communication and language skills as the childminder shares stories with them and engages them in conversations. Children who speak English as an additional language are also making sound progress in their English speaking skills. However, they currently have little opportunity to use and have their home language valued within the childminding setting. Children are becoming independent learners they confidently access resources that are easily accessible to them. Even the youngest babies are able to help themselves to a variety of resources which are placed in baskets on the floor. Older children are confident to request support; for example, they are keen for the childminder to engage in their role play scenarios. Older children are supported to recognise the needs of the younger children. The childminder discusses with them how babies are too young to understand the importance of sharing and waiting turns. Children

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who attend

respond well to the childminder's positive role, as she is kind and patient with them. This helps children to develop polite and respectful behaviour.

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who attend

The childminder has established positive partnerships with parents. She records basic details about children's interests so that she can provide favourite activities and resources for them to explore. She records children's home routines so that these can be followed in the setting. For example, babies are fed and have their naps at the times stipulated by parents which helps to promote their continuity of care. The childminder shares her photographs of children enjoying their play as these are regularly emailed to their parents. Therefore, parents have some information about what their children are learning. Discussions with parents demonstrate that they are happy with the quality of care offered to their children. They say that they are happy that their children have suitable opportunities to play both inside and outside in the garden, and they value the opportunities children have to attend regular toddler groups.

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

Children benefit from a well resourced and welcoming indoor environment. This enables the children to feel happy and content in the childminder's care. Children demonstrate that they feel secure as they enjoy cuddles and positive interactions with the childminder. Babies are confident to exert their independence as long as the childminder is close by so that they can see her at all times. Children are developing polite and courteous behaviour as they follow guidance to be kind, to share and to cooperate with each other. For example, the older children are able to offer babies age appropriate toys to distract them from wanting to play with their resources. They understand the dangers of babies having resources with small pieces so they do not play with these when babies are present. Children are developing an understanding of risk as they help to keep the environment safe by picking up resources that are on the floor. The childminder reinforces these

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

positive practices as she consistently discusses with children the importance of taking responsibility for their personal safety.

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

Children enjoy home cooked meals and snacks as the childminder supports them to make healthy choices. They are able to pick their own fruits and vegetables from the garden. These include pears, plums, tomatoes, lettuce, green beans and a variety of herbs. Therefore children also benefit from learning about where their food comes from and how they can help food to grow. Written comments from parents who have recently left, include; 'we could not have asked for a more nurturing and conscientious childminder. Everyday she provides fresh, homemade and varied food. She is an excellent childminder, I would highly recommend her.' Children have ample opportunities to get fresh air and take regular exercise as the childminder plans these experiences into their daily routines. They are learning about the importance of personal hygiene as the childminder role models appropriate cleanliness procedures. Older children are able to take care of their

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

own personal needs as they visit the bathroom independently and wash their own hands.

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

The childminder plans visits to the local toddler and childminding groups to help children to develop confidence and independence in situations away from her setting. She has also established links with the local school that children attend to help promote smooth transitions. Overall, the childminder demonstrates a positive approach to working in partnership with all professionals that are involved in the care of the children.

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provision

The childminder has a sound understanding overall of the safeguarding and welfare requirements of the Statutory framework for the Early Years Foundation Stage. She understands safeguarding procedures and is aware of the appropriate action to take if she has any concerns about a child's welfare or well-being. She has attended specific training in this area and is clear of her responsibilities to work in partnership with both parents and outside agencies to help keep children safe. The childminder maintains essential documentation, which includes accident and incident reports. She records children's individual dietary and cultural requirements to support her in managing their individual needs. The childminder provides children with a clean, safe and comfortable home, although risk assessments are not robust for the outdoor environment. For example, children are at risk of tripping on uneven surfaces which also pose a splinter hazard. This

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provision

is due to the makeshift wooden walkway that leads from the kitchen to the garden area being cracked and splintered. The childminder has acknowledged that this is an area that requires immediate attention.

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provision

The childminder has a reasonable understanding of the learning and development requirements as she provides children with a range of learning opportunities both inside and outside of the home environment. However, she is less secure in how to monitor and plan for children's individual next steps in their learning. This is crucial in ensuring that children are making progress and that they are being challenged. The childminder demonstrates an encouraging attitude towards improving this aspect of her provision. This is her first inspection since registration and she is able to discuss and reflect on her practice, therefore showing a positive capacity to improve. Since registration, she has attended numerous courses to develop her professional knowledge and skills. She has also developed many supportive practices, such as ensuring that her home environment is accessible to allow children to become independent learners.

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provision

The childminder has developed encouraging relationships with parents. She keeps them well informed about their children's care as she records their eating, sleeping and general care routines in a daily diary that is shared with parents. Recent communications from parents demonstrate that they are very happy with the care their children receive. Partnerships with other providers delivering the Early Years Foundation Stage where children attend are evolving which in turn helps to promote some continuity in children's care and learning.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are

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

 ensure that all necessary measures are taken to minimise any identified risks to children.

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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 EY417894 Local authority Ealing Inspection number 935640 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 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

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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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