Childminder in Enfield

Inspection date

Previous inspection date 14/01/2014 20/06/2012

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early years provision

This inspection: 2 Previous inspection: 1 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 enjoy learning through play as the childminder provides a good range of activities and experiences that support their interests.  The childminder uses observation and assessments well to monitor children's progress in relation to their starting points.  The childminder supports children's individual needs and stages of development well, which helps all children to make good progress towards the early learning goals.  Children behave well as the childminder is a good role model.  The childminder works well alongside other professionals to support children with special educational needs and/or disabilities.

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It is not yet outstanding because

 There are fewer opportunities to enable children to explore and learn outside.

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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 the childminder playing and interacting with the children.  The inspector spoke to some of the children and the childminder.

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Inspection activities

 The inspector sampled a range of policies and procedures, including behaviour and complaints policies.  The inspector sampled children's observation and assessment records.

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Information about the setting

The childminder registered in 2012. The childminder is registered on the Early Years Register and the compulsory part of the Childcare Register. She lives with her husband and three grown up children. The family has a dog, cat and other small pets. There is an enclosed garden for outdoor play. The childminder operates Monday to Thursday, 7.45am until 6.15pm. She is currently caring for five children in the early years age range. The childminder works with an assistant. The childminder holds appropriate early years qualifications to level 3. The childminder supports children with special educational needs and/or disabilities.

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

 develop further the opportunities for children to learn outside.

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who attend

The childminder demonstrates a good understanding of the learning and development requirements of The Early Years Foundation Stage. The childminder works well in partnership with the parents to share information about their children's learning and development. She uses this knowledge to provide children with interesting and exciting activities and experiences to extend their learning and development. The childminder regularly observes the children, which enables her to identify their interests and plan appropriate next steps. This means that she is able to provide activities and experiences, which provide appropriate levels of challenge for children. For example, children show an interest in the magnetic forces as they try to connect wooden trains together. The childminder extends this interest by providing large magnets. She encourages the children to investigate which objects and materials stick to the magnets and find out which do not.

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who attend

She uses related language to help the children understand what is happening. This helps children to learn about polarity and the properties of metals. The childminder uses good questioning techniques to help the children make connections between the magnets, which hold the trains together, and other metallic objects. Consequently, children make good progress in relation to their starting points as they enjoy learning through play.

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who attend

Children are able to develop sound physical skills as they play outside daily. The childminder's garden provides some opportunities for children to learn to climb and balance. She also makes good use of local amenities, which provides children with additional opportunities to develop their co-ordination and physical skills. However, there are fewer opportunities for children to explore other areas of learning, interact with nature and learn about the environment outside. The childminder is adept at recognising when to leave children to play and investigate on their own and when to support their play. This helps children to learn to solve problems for themselves according to their abilities. In addition, by providing sensitive support when required, the childminder is able to help children learn to face challenges and work through problems. For example, the childminder helps children to hold tweezers properly so that they can transfer small

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who attend

objects into the correct colours. The childminder supports children's literacy development well, as she has a large range of books for children to look at. A cosy book area invites children to choose a book and sit down on cushions to relax and enjoy reading, hearing a story or looking at the pictures.

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who attend

The childminder supports children with special educational needs and/or disabilities well. She works closely with the parents and the school to support children when they are with her. The childminder provides appropriate activities, which support children's learning and development alongside the school curriculum. This is possible due to the positive working relationship between the school, parents and professionals. She supports children's understanding of diversity and other cultures through dual language and factual books.

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

Children in the childminder's care are happy, settled and have good relationships with the childminder and her assistant. A key person system works well to ensure that the children have a familiar adult to turn to for a cuddle or reassurance. This helps to support children's personal, social and emotional development. Consequently, children are happy to separate from their parents and are ready to learn and play. A good range of information about each child is gathered through child record forms, which means that children's care routines, likes and dislikes are met. Children behave well in the setting, as the childminder is attentive to their needs and models appropriate behaviour and manners when talking to adults or the children. She praises children regularly for their good manners and following instructions. For example, when she asks the children to come and help tidy up the toys. The childminder uses redirection and discussions to support children

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

to learn to share and take turns. She liaises with parents to provide a consistent approach to behaviour management. Consequently, children learn, through positive examples, how to manage their own behaviour and are polite when talking to each other or the childminder.

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

Children's well-being and good health is supported through secure hygiene routines, fresh fruit and vegetables to eat, and daily access to outside play. The childminder provides all meals and snacks for the children. She ensures that they are able to enjoy fresh fruit and savoury crackers for snack times and cooks hot meals, which meet children's individual dietary needs. Children wash their hands after playing outside and before eating in the 'pod'. This enables children to stand at the kitchen sink, safely within the wooden 'pod', which ensures that they do not fall.

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

The childminder has some links in place with local schools, as she cares for children outside of school hours. School staff share information about children's day at school, which enables the childminder to support children while in her care. This information is passed to parents verbally, which means that they are know how their children have been during the day. The childminder has links with other local childminder's, which means that children can enjoy playing with other children, which promotes their social skills and enables childminder to share examples of good practice.

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provision

The childminder shows a good understanding of Statutory Framework for the Early Years Foundation Stage. She meets all of the safeguarding and welfare requirements and has a sound understanding of her roles and responsibilities. The childminder and her assistant have completed safeguarding training. Consequently, they are fully aware of what they should do if they have a concern about a child in their care. Concise documentation and ensures that any concerns are recorded and shared with the appropriate authorities. Daily risk assessments and checks work well to ensure that any hazards to children are identified and minimised. Consequently, children are able to play in a safe, well- maintained environment. All required documentation is in place and works well to ensure the smooth running of the setting. The childminder implements her complaints procedure, responding to any issues within the required timescales.

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provision

The childminder keeps detailed and precise records of every child's learning and development progress. Daily verbal feedback at the end of each day is provided. In addition, parents receive emails every evening, which keeps them informed of what their child has learnt, done and enjoyed while in the childminder's care. The childminder gives parents notice if she unable to work, to enable them to make alternative arrangements. Consequently, partnerships with parents are effective in supporting all aspects of children's care, learning and development. This means that children make consistent progress in relation to their starting points and are ready for the next stage of their learning or their move to school.

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provision

The childminder supports her assistant through regular supervisions, meetings and appraisals. This programme of support and discussions enables the childminder and her assistant to evaluate the effectiveness of the educational programmes and care routines for the children. This means that additional training is put in place the support the ongoing professional development of the childminder and her assistant. For example, the childminder and her assistant have attended a range of training to support children who have special educational needs and/or disabilities. The childminder has secure partnerships in place with external professionals. This enables her to seek advice and guidance to put in place appropriate support systems for any child who they may have concerns about. The regular exchange of information between the childminder and the professionals means that children are supported through continuity of their care routines

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provision

The childminder uses reflective practice to evaluate the effectiveness of the educational programmes for children. She takes account the views of the parents, children and her assistant. This helps her to monitor the strengths and weaknesses of the provision and the educational programmes she provides. The childminder has plans to continue to access relevant training courses, including forest school teaching to enable her to make better use of her outside space.

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The Childcare Register

The requirements for the compulsory 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 Requires improvement The provision is not giving children a good standard of early years education and/or there are minor breaches of the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected within twelve months of the date of this inspection. 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

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Grade Judgement Description

the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. 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 EY439147 Local authority Enfield Inspection number 947115 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 5

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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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