Douglas, Melissa, Ilknur

Inspection date

Previous inspection date 12/03/2014 Not Applicable

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early years provision

This inspection: 2 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 2

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This provision is good

 The childminder has a sound knowledge and understanding of the Early Years Foundation Stage. This results in a high quality learning experience for children who make good progress towards the early learning goals.  The childminder has warm, trusting and affectionate relationships with the children in her care. This enables them to settle easily and feel emotionally secure, making them receptive to the learning on offer.  The childminder effectively promotes children's communication and language skills through a range of activities, including songs and rhymes. This results in them speaking confidently and listening well.  Children settle easily with the childminder because of the effective settling-in arrangements. The information she gathers from parents when their children start means she is fully aware of all individual welfare needs so she can support them in line with their home routines.

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It is not yet outstanding because

 Resources to raise children's awareness of disability are limited.

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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 spoke with children and the childminder at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at children's assessment records, the childminder's self- evaluation form and a range of policies and procedures.

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Inspection activities

 The inspector observed the children playing, and the interaction between them and the childminder

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Inspection activities

 The inspector discussed monitoring and assessment of children's progress to create a record of their learning.

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Information about the setting

The childminder registered in 2013. She lives with her husband and their two young children in the Woodford area within of the London Borough of Redbridge. The whole of the ground floor of the home is available for childminding purposes. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She currently cares for two children in the early years age range.

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

 enhance children's understanding of the world further by including resources that reflect disability.

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who attend

The childminder has a secure understanding of how children learn and develop. The stimulating environment gives all children the opportunity to make expected progress towards the early learning goals. The childminder considers the children's age, stage of development and interests when planning experiences. She talks to parents during their initial visits to gain children's starting points. This enables her to provide experiences that build on their current achievements, while having fun. Each child has an individual learning journey, which includes many photographs, observations and a summary of the progress they are making while in the childminder's care.

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who attend

The childminder effectively promotes children's communication and language. She speaks clearly to young children and repeats words as they look at picture books together. The childminder uses single words the children can say, which link to familiar objects, animals and family members. She is working well with the children to develop their vocabulary and recognises children are beginning to copy familiar expressions, for example, 'all gone' when they finish their juice. The childminder skilfully questions children, which effectively nurtures their thinking and language skills. For example, whilst reading a book, she initiates a discussion about where they live, which results in children describing their 'big bedroom' with 'having lots of toys' and then differentiating between a 'flat and a house'. Children are confident speakers as they chat to the inspector and share their experience with the childminder, such as doing gymnastics, additionally the childminder also provides

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who attend

a narrative of what she is doing to encourage children to make links between actions and words.

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who attend

The childminder teaches children about the wider world through the use of books, a range of resources and her passion in travelling. She shares her Turkish culture with the children, raising their awareness of diversity; and she is starting to teach them basic Spanish. Resources that promote disability are limited to raise children's awareness about different abilities. Children become excited as they embark on new challenges, such as making shakers using resources, such as beans and pasta. The childminder seizes this opportunity to further enhance their mathematical learning as she counts with them how many pasta shells they put in the bottle. She talks about the different size bottles they use, and she encourages children to hold them to their ear and listen to the sounds they make.

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who attend

Parents are fully involved in their children's learning because the childminder understands the importance of strong relationships and the impact on children's learning at home. She discusses with parents what their children participate in each day, and the progress they make over time. Parents attend informal meetings to discuss their children's assessments. This means the childminder and parents consistently support children's learning in the setting and at home.

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

Children are secure in their relationships with the childminder because she is sensitive to their individual needs in a caring and supportive way. This promotes a positive sense of belonging that fully supports their growing confidence and independence very well. The space within the childminder's home enables the children to take a full and active part in their learning, where they can readily access the resources and make decisions in what they want to do. The childminder acts as a positive role model, promoting children's good behaviour and encouraging the use of good manners. Children learn to respect the childminder's clear boundaries, which also helps them to play safely. The childminder plans visits to local settings where children can socialise with others of a similar age. These experiences help them to learn to interact and to work as part of a bigger group, which in turn, prepares them for when they move on to their next setting, such as

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

The childminder's enthusiasm is reflected in the well-organised and welcoming home environment she creates. She provides affectionate, supportive and reassuring interaction with the children. Children develop secure, trusting relationships with each other and the childminder, which helps to support their emotional well-being. Children readily approach the childminder for support, cuddles and comfort when they are tired. They are clearly comfortable in her nurturing care. The childminder makes sure she finds out about children's preferences and their daily routines by gathering good information from parents. Settling-in procedures, which she tailors to each child's individual needs, means the move between home and the childminder's is a positive experience.

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

The childminder supports children positively to develop a healthy lifestyle through effective health and hygiene routines, outdoor play, and through the provision of healthy meals and snacks. Children learn about eating well as they take part in activities, such as making homemade pizza and using healthy toppings, such as fresh tomatoes and peppers. The opportunities to take part in outdoor activities are good, which means children benefit from fresh air and develop their physical skills. For instance, they play on the large trampoline in the garden and visit the park to use large play equipment, which helps them to develop control and coordination of their bodies.

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provision

The childminder has a sound knowledge of the procedures to follow in the event of any child protection concerns about a child in her care, which helps to safeguard children's welfare. She has attended training on child protection, which means that children are safe and protected from harm. The childminder demonstrates a suitable understanding of her responsibilities under the welfare requirements of the Early Years Foundation Stage. She has sound systems in place to record children's attendance, medication and accidents, and she obtains written consents as needed from parents. The childminder carries out daily checks of the premises to ensure that children are safe. Children walk to school with the childminder and are encouraged to hold onto the buggy to maintain close supervision. This provides useful road safety awareness for children, as discussions take place through walks to school and the local shops and parks.

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provision

The childminder forms strong bonds and positive relationships with children and parents from the onset. She arranges gradual introductory visits to her home before children first attend. In addition, she arranges with parents to visit them in their home during the settling-in sessions. This helps children feel comfortable with the childminder, and helps them to separate from their parents on their first full day. The childminder works in close partnership with all those involved in each child's care and learning, so that children receive optimum levels of support to fully enhance their progress and development.

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provision

The childminder evaluates her provision and educational programmes well to continually improve the quality of the provision for the children that she cares for. She shows a keen interest in developing her skills and knowledge further using information she gains at additional training. She values advice and guidance shared through discussing best practice with other childcare professionals, which helps her to make changes that benefit the children.

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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 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 EY465394 Local authority Redbridge Inspection number 934621 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 4 Number of children on roll 2

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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

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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