Childminder in Hounslow

Inspection date

Previous inspection date 08/05/2014 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 1 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The childminder is highly skilled and sensitive to children's needs. As a result, children feel safe and secure in her care, and build secure attachments.  Partnership with parents is excellent. Consistent two-way communication with them, allows children to deal with change and have effective settling-in processes. As a result, the childminder effectively promotes children's well-being.  The childminder supports children's individual learning well through observing them to identify their development needs. She plans daily activities and experiences to extend children's learning through their own interests.  The childminder shows a high level of commitment to developing her knowledge and improving her skills through training, self- evaluation and continual development.  The childminder effectively uses all available support to ensure she is able to provide a highly organised provision, which securely meets all legal requirements and keeps

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It is not yet outstanding because

 Occasionally, the childminder does not give children sufficient time and space to think and respond, to further develop their critical thinking and problem solving skills.

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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 had a tour of the areas used for childminding.

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Inspection activities

 The inspector observed children's activities and their interactions with the childminder.

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Inspection activities

 The inspector held ongoing discussions with the childminder throughout the inspection.

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Inspection activities

 The inspector looked at and discussed the childminder's policies and procedures, and sampled children's learning journeys.  The inspector took account of the views of the parents.

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Information about the setting

The childminder registered in 2013. She lives with her husband and three school age children in the Chiswick area of the London Borough of Hounslow. The family live in a ground floor flat. All areas of the home are available for childminding purposes with the main bedroom used for sleep provision. There is a fully enclosed garden for outside play. The childminder attends activities at the local children's centre. The childminder is registered on the Early Years Register and the compulsory and part of the Childcare Register. There are currently two children on roll in the early years age range. Children attend for a variety of sessions. The childminder operates four mornings a week during term time only.

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

 give children more time and space to think and respond, to further develop their critical thinking and problem solving skills.

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who attend

The childminder provides fun and nurturing activities and experiences for children across the seven areas of learning. Children access a broad range of resources, which are developmentally appropriate. The childminder demonstrates a good understanding of how children learn and develop by organising the environment to provoke children's curiosity and promote exploration. For example, the childminder acquires and displays children's favourite books and toys, which they enthusiastically run to as they arrive for their session.

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who attend

The childminder has high expectations of all the children and knows them well. She carefully observes the children and uses information from parents to learn about their children's interests and make assessments of their emerging skills. This informs her planning of the environment and activities. As a result, they effectively target individual needs and children make good progress based on their starting points.

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who attend

The childminder is skilful in providing good levels of challenge during group activities. This keeps all children engaged and motivated in their learning. For example, during a play dough activity, the childminder introduces additional tools for children to use for moulding and cutting. Additionally, the childminder uses familiar counting songs such as, 'five little ducks', to help young children develop their understanding of number and to recognise one less. The childminder also encourages children to problem solve and 'have-a-go'. For example, younger children figure out how to climb on a small rocking horse. After a few attempts with some support from the childminder, they manage to hold on to one handle and take impulse to get on. This develops their physical skills and coordination.

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who attend

Young children display high levels of involvement in activities. For example, due to the childminder's support and reassurance they are confident to experiment with the paint. Children have great fun using their hands and brushes to paint, showing excitement as they see the patterns they create. The childminder displays children's artwork on the walls for everyone to see. This demonstrates that she values children's contributions, boosting children's confidence and self-esteem. The childminder's interactions with the children support them to develop good language and communication skills. She uses a wide range of techniques to help children expand their vocabulary. These include labelling, repetition and giving children first hand experiences to explore using their senses. For example, as part of a story sack activity, the childminder describes the objects children bring out of the bag, how they feel and the sounds they make. However, occasionally she does not give

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who attend

children sufficient time and space, to think and respond to her questions, to further develop their critical thinking and problem solving skills.

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who attend

The childminder successfully engages parents in their children's learning through consistent communication. She sends emails to parents to inform them of activities and visits she plans, such as music sessions at the children's centre or going to the park. Parents provide regular feedback and contribute to children's home diaries. They speak very highly of the childminder and feedback questionnaires include comments such as; 'we feel very lucky to have such a wonderful childminder, who provides a range of educational games and experiences as well as care and affection.' Children benefit from having a unified approach to support their learning and development.

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

The strong skills of the childminder ensure there is excellent two-way communication with parents. This allows children to have highly effective settling-in processes tailored to their individual needs. The childminder is flexible in her approach, enabling her to successfully promote children's well-being. Children feel safe and build secure attachments with the warm and caring childminder. As a result, they become emotionally prepared for change. The childminder supports children's personal, social and emotional development exceptionally well. For example, she makes nappy changing a fun experience for children and encourages their participation by allowing them to hold a chosen toy. She sings songs to them as they get dressed to further enhance their experience. This has a positive impact on children who begin to express their needs with confidence, for example, children seek out the comfort of the childminder when they feel tired or need a cuddle.

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

The childminder provides a very strong base for helping children develop independence. Children increasingly show self-control and confidence in activities. For example, they receive positive encouragement and support as they learn to drink water from a cup rather than a beaker at lunchtime. Therefore, young children develop important key skills and learn to manage risks. The childminder is very kind to the children and uses a soft voice when she talks to them. As a result, children feel confident in her care and build trusting relationships with others. Children play very well together, are calm and learn to share and wait for their turn. The childminder teaches children about expected boundaries by gently reminding them of positive behaviours. Therefore, children behave very well and cooperate as they happily help tidy up their toys.

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

The childminder promotes healthy life-styles effectively. She provides regular opportunities for fresh air, physical activity and exercise as children enjoy the garden and go on visits to the park. The childminder promotes good hygiene practices. She helps children use tissues when they have a cold and to wash their hands before having a meal. Additionally, the childminder provides children with nutritious and healthy meals every day. Therefore, children learn to be healthy. The childminder places a high priority on keeping children safe. The childminder carefully balances the levels of support and supervision she offers children so they can explore and take safe risks. For example, she demonstrates how to use equipment safely and talks to children about what would happen if they got paint in their eyes. This allows children to consider the risks, adapt their behaviour and play safely. Children also gain a good understanding of how to keep themselves safe as they

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

participate in fire evacuation drills, organised by the childminder. There are very effective systems in place for parents to share information with the childminder about any health or dietary issues children may have. The childminder uses thorough records for recording accidents and any medication she administers. Robust daily checks of the environment ensure children can play happily and explore safely.

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provision

The childminder is highly motivated and has a strong drive for development. She devotes time to ensure she is up to date with her knowledge and understanding of the requirements of the Early Years Foundation Stage. This means she is well equipped to help children learn and achieve through their play. The childminder completes private training courses online in order to monitor and enhance her practice. This has a positive impact on outcomes for children and ensures continuous improvement. Planning reflects the individual needs of the children. Therefore, her assessments of children's learning are accurate and this means she can closely target individual needs and set next steps. As a result, children make good progress in their learning.

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provision

The childminder is very well organised and has a strong understanding of the safeguarding and welfare requirements. This results in her safeguarding children well and keeping her home and garden safe and secure to protect children from harm. The childminder has a sound awareness of the signs that may cause her concern about a child's welfare. She has undertaken child protection training, which allows her to fully understand the importance of her role in protecting children and seeking help and advice should that become necessary. Parents are clear of the childminder's duty of care through effective policies and procedures. The childminder's written safeguarding policy, which she shares with parents, includes the action to take and telephone numbers of who to contact to seek advice and support. Additionally, the childminder displays information regarding reporting concerns or complaints and contact numbers for parents to see. The childminder has carefully

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provision

considered the use of mobile phones and cameras and this is included in her policy. Furthermore, she has registered with the Information Commissioner Officer for data control purposes. The childminder undertakes comprehensive risk assessments for her home and all outings. She reviews these regularly to ensure that they meet the current needs of children attending and protect them from harm.

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provision

Strong partnerships with parents are in place and established from the onset of placements. Ongoing information sharing ensures that the childminder meets the changing needs of children. The childminder has good links with the local children's centre, where children attend music sessions on a regular basis. She gathers information about training and exchanges good practice with other childminders who also attend the sessions. This includes how to prepare effectively for their Ofsted inspection. The childminder has access to advice from other professionals at the children's centre, to gain new ideas to extend learning experiences for children.

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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 EY465105 Local authority Hounslow Inspection number 931084 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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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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