Childminder in Barking and Dagenham

Inspection date

Previous inspection date 14/02/2014 09/08/2013

p.1

early years provision

This inspection: 3 Previous inspection: 3 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

p.1

This provision requires improvement

 The childminder helps children to develop relationships with other children through taking them on regular visits to local toddler groups.  Children begin to experiment and enjoy the experience of mark making in their play.  The childminder is committed to keeping her knowledge of childcare up to date through training  Children show interest and enjoyment when playing with building blocks, following their own ideas.

p.1

It is not yet good because

 Risk assessments are not fully effective to ensure the childminder checks all areas of the home that children use to eliminate potential hazards.  The childminder does not always keep an accurate record of children's daily attendance.  The childminder does not always use alternative words in English alongside children's first language to further develop their vocabulary and communication skills in English.  The childminder does not sufficiently support children's learning of measurement and shapes during play.

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

 The inspector had discussions with the childminder.  The inspector observed the childminder's interaction with children.

p.2

Inspection activities

 The inspector sampled a range of documents that includes children's records; the register of attendance, the childminder's training certificates, policies, children's assessments records and the record of the risk assessment.

p.2

Information about the setting

The childminder 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 and a first floor bathroom is available for childminding. There is an enclosed garden for outside play. 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 also provides care for two children aged over five years during after school hours. The childminder attends local community toddler groups and takes children to the local parks. She works between the hours of 7.00am to 6.00pm, Monday to Friday, all year round.

p.3

must:

 conduct risk assessments thoroughly by checking all areas that children come into contact with to reduce the risk of potential hazards to them

p.3

must:

 maintain an accurate daily record of the children's hours of attendance

p.3

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

 use alternative words in English and encourage its use when speaking with children in their first language, so that they develop a good level of English

p.3

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

 introduce children to size and shapes during play to develop their awareness and understanding of simple measurements and shapes.

p.3

who attend

Children are content and sufficiently engaged in their play because the childminder interacts with them. This helps to sustain children's play with each other. The childminder is beginning to develop an understanding of each child's learning and development to help support them. She obtains some information from parents about their children's development at the start of the placement. She uses her observations and record of assessments to identify children's achievements. The childminder generally uses her notes to identify some of the children's next steps to help move them on in their development. As a result, children are making steady progress in their learning and development.

p.3

who attend

The childminder organises toys in a satisfactory manner and at children's level, thus promoting opportunities for them to make their own choices as they start to select toys independently. In the main, the childminder supports most children to develop their communication and language skills through simple discussion, stories, singing rhymes and labelling of objects. The children come from a range of backgrounds and some are learning to speak English as an additional language. Children hear a general mixture of their first language and English during the day. However, at times the childminder speaks to children in their first language; with limited English, and does not always repeat the words in English to further develop children's vocabulary and communication skills in English. Some children are developing their pincer grip when holding pencils and crayons appropriately, as they begin to make marks, such as drawing circles on paper. The

p.4

who attend

childminder supports children to acquire the skills for the next stage in their development.

p.4

who attend

Children have some opportunities to explore materials of different textures, such as oats, rice and dried pasta during messy play. This helps them to respond using their senses and express their creative ideas. The children enjoy playing with wooden blocks. They spend a considerable length of time stacking them on top of each other and repeating the task when the blocks fall down. The childminder observes the children and intervenes to encourage them to talk about what they are doing so that they learn to verbally express their ideas. She also begins to introduce some mathematical language to help children understand and use words to describe the position of where they place the blocks, such as, 'on top' of other blocks. However, she does not use language to sufficiently extend children's learning about simple measurements, size and height in their play.

p.4

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

Children settle well and benefit from the close relationship they have with the childminder and her family. They confidently approach the childminder when they want her to play with them, and she responds appropriately by making sure that she gives all children equal time and attention. This helps children to feel that they are valued. The children behave well and benefit from regular praise and encouragement that helps to promote their self-esteem. The childminder demonstrates an understanding of appropriate behaviour management strategies, according to the age and the development of the children. The childminder takes children on regular visits to local toddler groups where they have opportunities to play alongside and with other children to develop their social skills.

p.4

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

The childminder gathers relevant information regarding children's diet, allergies and preference of food. This helps her to ensure she meets children's dietary requirements when providing them with breakfast, snacks and drinks. The childminder offers children a range of fresh fruits at snack, which helps them to develop healthy eating practices. She stores food appropriately that parents provide for their children in their lunch boxes, to prevent it from spoiling. The childminder encourages children to learn about the importance of personal hygiene through daily routine, such as, supporting them to wash and dry their hands before and after meals. Children enjoy fresh air and exercise as they go out on daily walks and regularly visit local parks and toddler groups. The childminder helps children to become aware of the procedures for emergency evacuation through regular fire drill practices.

p.4

provision

The childminder has a sound knowledge of child protection issues and knows what action to take if she is concerned about a child in her care. She promotes children's emotional security by checking authorised visitors' identification before allowing them into her home. The childminder organises the indoor space appropriately, allowing children to move freely between the through lounge and conservatory where she can see and hear them. The childminder completes a written risk assessment for indoors and outside on a regular basis to identify potential hazards. However, this is not thorough, as it does not cover all areas that children use. As a result, the childminder is not able to identify and eliminate all potential risks to children in the setting. For example, the childminder stores the first aid box and a basket of equipment on top of a movable play kitchen. The electrical socket covers are left lying on the floor in the lounge and conservatory. The smoke alarm on the

p.5

provision

first floor does not have a working battery, meaning it does not work.

p.5

provision

The childminder keeps all mandatory records in place and in a confidential manner, for example, children's records. She is aware of the restrictions of her registration and ensures she works to the appropriate ratios. She ensures she is always close by to the children, and supervises them appropriately as they play. At the last inspection, an action was set for the childminder to maintain an accurate record of children's attendance. Although there is a record in place, the childminder does not always maintain and keep her register up to date to shows children's times of arrival and departure. The childminder has appropriately addressed the other action and recommendation set, and now obtains parent's written consent for taking their children out on trips. The childminder also encourages parents to contribute to an initial assessment of their child at the start of their placement. She is devising questionnaires to obtain parents' views about the service they

p.5

provision

receive, to use as part of her self-assessment process. The childminder has attended a number of training courses since the last inspection to develop her knowledge of the Early Years Foundation Stage learning and development requirements. She provides a reasonable range of activities to support the children's development through play. The childminder demonstrates a suitable capacity to make improvements to her practice.

p.5

provision

The childminder's partnership with parents is positive. She exchanges verbal information with parents on a daily basis to inform them of their child's general wellbeing to help ensure continuity of care. She also shares children's observation assessments with parents so that they know how their children are progressing. The childminder understands the benefits of forming partnership with other settings in the community to support the children's learning.

p.5

The Childcare Register

The requirements for the compulsory part of the Childcare Register are

p.6

actions)

The requirements for the voluntary part of the Childcare Register are

p.6

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

 undertake a risk assessment of the premises and equipment and ensure all necessary measures are taken to minimise any identified risks (compulsory part of the Childcare Register)  keep a daily record of the names of the children looked after on the premises and their hours of attendance (compulsory part of the Childcare Register)  undertake a risk assessment of the premises and equipment and ensure all necessary measures are taken to minimise any identified risks (voluntary part of the Childcare Register)  keep a daily record of the names of the children looked after on the premises and their hours of attendance (voluntary part of the Childcare Register)

p.6

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

p.7

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.

p.7

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.

p.8

Setting details

Unique reference number EY432374 Local authority Barking & Dagenham Inspection number 954147 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 3

p.8

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.

p.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.

p.8

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.

p.8

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.

p.9

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,

p.9

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’.

p.10

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.10