Childminder, Out-of school day care in Hammersmith and Fulham

Inspection date

Previous inspection date 31/03/2014 03/06/2009

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early years provision

This inspection: 3 Previous inspection: 2 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

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This provision requires improvement

 The childminder has developed suitable observation and assessment systems and uses these soundly to plan for children's learning needs so they make progress.  The childminder is aware of children's special dietary requirements and ensures she provides the specified foods agreed with the parents to meet each child's needs.  The childminder provides children with experiences that support their interests and needs across the areas of learning and she makes good use of the outdoors to support their physical development.

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It is not yet good because

 Children's communication and language development is not promoted to full effect by the childminder because she does not consistently talk aloud as children play to support their understanding of new words or more complex sentences.  The childminder lacks some awareness of the importance of working in partnership with parents to meet children's specific and changing needs appropriately.  The childminder does not use good systems to evaluate her practice to drive improvement in the quality of the provision for children.

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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 observed the childminder, co-childminder and the minded children as they played in the lounge.

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Inspection activities

 The inspector spoke with the childminder at appropriate times throughout the inspection about the systems she has in place for observation, assessment and planning and to meet children's care needs.

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Inspection activities

 The inspector sampled documentation the childminder uses to support her practices, including the policies and procedures and accident record.

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Information about the setting

The childminder registered in 2004. She lives with her husband who is her co-childminder in Hammersmith in the London Borough of Hammersmith and Fulham. The childminder lives in a fourth-floor flat, accessed via steps. The childminder uses two rooms within her home for childminding. The childminder does not have a garden and so visits local parks with children so they get fresh air and exercise each day and enjoy outdoor play. The childminder currently cares for two children in the early years age group and one child over eight years before and after school. The childminder is registered on the Early Years Register, and the compulsory and voluntary parts of the Childcare Register. The childminder holds a relevant childcare qualification.

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must:

 improve the programme for communication and language so children receive high levels of interaction and experience a rich language environment to develop their vocabulary and communication skills

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must:

 improve communication with parents to ensure that information relating to their child's specific developmental needs is shared regularly and parents are fully involved in their child's learning.

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

 implement an effective system of self-evaluation to identify weaknesses in practice and use targeted plans to drive improvement in the quality of the provision for children.

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who attend

The childminder has a sound understanding of the learning and development requirements as set out in the Statutory Framework for the Early Years Foundation Stage. She uses this knowledge well to provide children with a sound range of experiences and activities to support them to make progress in the areas of learning of the Early Years Foundation Stage. The childminder records observations of children's achievements, and uses these well to assess each child's progress. This also helps her in planning for the next steps in children's learning so they make sound progress. The childminder also includes photographs of each child engaged in play to show parents the range of activities the children are involved in. Children enjoy building with bricks as they develop strong hand-to-eye coordination skills. The childminder introduces mathematical concepts in fun ways as they count one, two, and three, helping children learn through play. The children show great delight in knocking

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who attend

down their towers of bricks clapping their hands and giggling happily.

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who attend

The childminder has a good awareness of the importance of literacy skills and children develop a keen interest in books. Children demonstrate clearly that they enjoy looking at the pictures and the childminder supports this time well with the children by talking and explaining words. However the childminder is not consistent in her teaching practices to challenge children and extend their skills. She does not model language effectively or talk through and comment on the activities the children are exploring so they learn to associate words with meaning and extend their vocabulary. This has an impact on their communication and language development and does not ensure that children are fully supported to make good progress.

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who attend

The childminder organises the home well to maximise play opportunities and space for children so they can explore and build on their own independent learning. She also plans activities to enable children to be physically active while indoors. Children develop their strength and physical capabilities as they practise crawling or tumbling on to cushions. The childminder makes full use of community groups and outside play areas to extend children's learning in the outdoor environment and enable them to have regular physical exercise.

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who attend

The childminder uses verbal feedback and a daily diary to communicate with parents so they are aware of their child's day and she regularly shares photographs with them of their children's play experiences. The childminder lacks a good understanding of the importance of having regular discussions with parents about the child's progress and ongoing specific learning needs to enable her to promote equal opportunities with each child. As a result parents do not fully participate in their child's learning by sharing their experiences.

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

The childminder provides a well-resourced home environment where children can access suitable play resources and equipment which are stored at their level to support their independent play. This enables children to have easy access to the toys and encourages them to make choices and use equipment in different ways. Children's behaviour is age appropriate and the childminder has positive strategies in place to deal with any behavioural issues as children become older and develop to help them learn about right and wrong.

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

Young children are settled and content with the childminder and her co-childminder because they provide a welcoming and caring environment to meet the children's individual care needs. The childminder offers praise, reassurance and cuddles throughout the day, supporting children's emotional security and attachment well.

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

Children's individual dietary needs are well known and met. The childminder has a sound understanding of nutrition and the requirements of a varied, healthy and balanced diet. The childminder meets children's care needs ensuring they have regular drinks and snacks to meet their dietary needs. She works well with the parents to make certain she is fully aware of the food that children can and cannot eat and provides suitable alternatives so they eat nutritious food. The childminder maintains high standards of hygiene in the home to keep children well, implementing effective nappy changing routines to prevent cross contamination.

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

The childminder gives priority to the safety of children. Therefore, she provides a secure and safe environment for children to explore. All relevant safety equipment is in place to help the childminder keep children safe and no hazards are accessible to the children. The childminder routinely practises emergency evacuation procedures so the children learn how to leave the flat in the event of a fire. The childminder also carries out regular risk assessments to make sure the home and venues she takes children to are safe for children. Children develop an understanding of risk because the childminder role models the importance of tidy up time to ensure there are not too many toys left out to prevent anyone tripping over.

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provision

This inspection took place following concerns raised to Ofsted about the childminder's behaviour towards a parent when dealing with an issue involving a school-age child. At the inspection no evidence was found that the childminder uses inappropriate behaviour and there were no concerns about her suitability as a childminder. The childminder works in partnership with parents to benefit the child and she promotes equality of opportunity for each child in her care to promote their inclusion.

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provision

The childminder demonstrates a clear understanding of the safeguarding and welfare requirements as set out in the Statutory Framework for the Early Years Foundation Stage. She is aware of the signs that may indicate concerns about a child and the safeguarding reporting procedures to follow if she has any concerns about a minded child's welfare. This helps the childminder to keep them safe. All required documentation for the safe management of the childminder's provision and written permission forms in relation to the childcare arrangements are in place and appropriately maintained. The childminder holds a current paediatric first aid certificate, which supports her understanding of dealing with minor injuries children sustain to support their well-being.

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provision

The children are cared for by both childminders equally although this childminder takes the lead role in the organisation of the educational programmes and assessment systems to support children's learning and development. On the whole, the childminder implements sound educational programmes for the children. She is aware of the importance of completing regular observations and assessments in order to further promote children's learning and identify their next steps in areas of learning of the Early Years Foundation Stage. As a result, children are making satisfactory progress in their development towards the early learning goals. However there are weaknesses in how the childminder works with parents regarding their child's learning and in constantly talking to children as they play to promote their communication.

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provision

The childminder has completed a self-evaluation, however she has not updated this for some time and it does not reflect the current weaknesses in the provision. This means her systems for driving improvement are not effective in raising standards and improving outcomes for children. Nevertheless the childminder keeps updated with current changes by reading early years newsletters and attending regular training courses to further develop her skills in caring for children.

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provision

The childminder seeks the views of parents and shares information with them about their child's care and development. The childminder clearly understands her role in dealing with any complaints, in line with requirements. Parents' indicate they are happy with the care provided for their 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 EY281986 Local authority Hammersmith & Fulham Inspection number 965845 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 3 Number of children on roll 2

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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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