Childcare on Domestic Premises, Full day care in Haringey

Inspection date

Previous inspection date 13/05/2014 19/06/2012

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

 Staff are caring and kind; as a result, children are happy and settled in a safe and secure environment.  Staff plan activities that allow children to generally engage and enjoy a range of activities both indoors and outside.  Staff and children interact positively and children develop friendships with one another.

p.1

It is not yet good because

 The setting does not meet the requirement relating to the number of qualified staff working with the children to support their care and learning needs effectively.  Staff do not always use open-ended questions to promote critical thinking and extend children's communication and language skills.  Staff do not always plan opportunities for children to understand writing for a purpose in all areas of 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 compulsory part of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

p.2

Inspection activities

 The inspector observed children indoors and outdoors.  The inspector completed a joint observation with the manager.  The inspector spoke with the manager, parents, staff and children.

p.2

Inspection activities

 The inspector examined documentation including a representative sample of children's records, planning and regulatory documentation.  The inspector took account of the view of parents spoken to on the day.

p.2

Information about the setting

Ryan's Childcare registered as childminder in 1996 and re-registered as a childcare provider on domestic premises in 2010. The premises operates in a domestic home. The provider lives with her two adult sons in Bounds Green in the London Borough of Haringey. Children have access to a purpose-built summer house and a conservatory. There are cloakroom facilities within each area and there is a separate room to provide a sleeping area for babies. There is an enclosed garden available for outside play. The provision is registered on the Early Years Register and the compulsory part of the Childcare Register. There are currently 27 children on roll; children may attend on a full or part-time basis. The provider works with seven additional staff members. Currently, three members of staff hold appropriate childcare qualifications. The provision operates each weekday from 8am to 6pm for 47 weeks of the year. The provision closes for two weeks

p.3

Information about the setting

over Easter, during August and one week at Christmas.

p.3

must:

 ensure that half the staff hold at least a full and relevant level 2 qualification.

p.3

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

 use more open-ended questions to help children give as many possible responses to support their language development

p.3

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

 develop opportunities for children to extend their understanding of writing for a purpose, for example by incorporating pens and paper in the role-play home corner.

p.3

who attend

Children benefit from a relaxed and caring atmosphere, where they engage in a selection of activities both indoors and outside. They enjoy attending the pre-school as they enter happily and settle quickly. They have freedom throughout the session to move between activities and make independent choices both indoors and outside. Activities are mostly child-led but are supported by the adults who are on hand to encourage, teach and guide them. The routine enables children to have a balance of quieter times looking at books, listening to a group story and also time to be active outdoors, using the variety of equipment and resources. Children are generally busy and engaged. They are offered a suitable selection of activities and resources, which are accessible to all ages of children to encourage them to make their own choices.

p.3

who attend

Children's communication and language skills are encouraged as they listen to stories and talk about them. Younger children sit in small groups, while older children sit in friendship pairs and read stories to each other. However, when staff read familiar stories they do not always challenge older children to fully extend their learning. For example, staff are not always proactive in using open-ended questioning effectively to extend children's thinking, or recalling of a story. As a result, this does not create fully challenging opportunities for these children to increase their skill to build sentences and retell stories of their own. Staff listen to children and have set up a reading scheme that enables children to borrow books to take home to support their literacy development.

p.4

who attend

The staff plan some activities that provide opportunities for young children to develop a range of skills. They play with homemade dough, creating models and learn about making shapes at an early age. Older children are able to write their own name and demonstrate emergent writing skills on their pictures. They are confident to share their thoughts and ideas about their drawings and some show great detail, adding petals on their flowers to their art work. However, staff do not always extend opportunities for children to practise their writing for a purpose. For example, staff do not provide tools such as pens and paper in all areas of play, including the home corner, to enable children to write shopping lists.

p.4

who attend

Children's imagination is supported adequately. They have sufficient time for free play. Staff respond to children's requests positively and adapt and change the role-play area at times, taking the lead from the children's interests. For example, the dinosaurs are popular and so staff organise a large builders' tray, and add real leaves and small world figures so children can play together cooperatively. Staff begin to introduce the concept of size by showing them how tall one dinosaur is and then asking questions, such as 'Is that dinosaur taller than you?' This helps children compare sizes and learn about proportions. Young children learn about counting tadpoles as staff read them a story and then count the 10 tadpoles in the picture. As a result, mathematical development is encouraged appropriately for all ages.

p.4

who attend

Children enjoy selecting different tools such as rolling pins, knives and cutters to make patterns in their dough, thereby developing their imagination and fine manipulative skills. Puzzles also aid children's development and they manage these well. Children develop their creative skills as they have access to a suitable variety of collage materials to express their own ideas.

p.4

who attend

Outdoors, children's imagination continues to be supported; they drive their large vehicles through the sand, and staff ask why the wheels turn slower in the sand. This helps the children to learn about speed and understand how things work. Children have sufficient play experiences with a wide variety of natural materials. There are several sand and water trays, for all ages and a large sand pit. The water tray is well used with various resources, such as a pump, which children show they have begun to learn how it works. There is also a mud patch resourced with spades, buckets and gardening forks so children of all ages can dig and learn about planting and enjoy being outdoors. Staff implement plans that are broadly based on children's interests and cover all the areas of learning adequately. Staff observe children regularly, and use this information to inform planning so that it reflects children's interests and developmental needs. Staff also

p.4

who attend

complete the required progress checks for two-year-old children. They have developed a new tracker system to monitor children's progression throughout their time at the setting. This enables staff to assess if children are improving consistently in all areas of learning and parents can make more valuable comments. This means it is becoming easier to identify when children may need additional help. Children's learning journals include more detailed observations and examples of their work and photographs. In addition, staff gather some information about each child through an All about me booklet to support them in providing appropriate care and education for each child. This includes information about their family, home languages, fears, interests and any support they may need. Staff are beginning to identify the next steps in learning for children, through the use of national guidance and are learning how individual needs and interests are used to inform

p.5

who attend

future planning to challenge children. Although at this time, staff's practice and monitoring of children is variable as some staff are less experienced than others. As a result, children are making satisfactory progress in their learning.

p.5

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

Children are cared for in a welcoming environment where their safety and well-being is suitably managed. Children are greeted enthusiastically on arrival and most settle easily. Visitors sign in and out of the building and children are supervised effectively. It is quite a small group where staff and children generally get to know each other well. Children's emotional well-being is adequately promoted. There is a gradual settling-in process and information is discussed about the children's individual needs, including any dietary and medical requirements. This helps staff to tailor their support appropriately for each child to meet their specific needs. Children get along well with each other; they chat freely and confidently with one another. Relationships between staff and children are friendly and supportive, thereby, contributing to their emotional well-being and supporting a smooth move from home to pre-school. There is a sound key-person system in place and staff

p.5

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

support children's well-being appropriately so they feel happy and secure in the setting.

p.5

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

Staff support children's well-being by maintaining the required policies and records, such as health and safety, risk assessments and accident reports. They know and adhere to children's dietary requirements and request that parents provide healthy meals and snacks to support the children's good health. Basic daily safety checks are carried out both indoors and outside to ensure a safe and clean environment.

p.5

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

Children's physical development is supported well as they have good opportunities for outdoor activities and they can move freely between the indoor and outdoor environment. They use the variety of equipment and resources well, such as climbing on small man- made hills where they can practise sliding down or crawling through tunnels. Children of all ages have reasonable opportunities to challenge and try new skills, thereby extending their physical skills and health. Generally staff get to know children well and this helps them respond to their individual welfare needs. Children are beginning to develop an understanding of their own good health and safety through positive everyday practices. For example, they know to ask when they need to go to the toilet and older children know to flush the toilet and wash and dry their hands afterwards. Staff have adequate systems in place to change babies' nappies frequently, ensuring they feel comfortable and clean so they can happily explore

p.5

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

Children behave well. Staff are positive role models as they encourage children to share and play nicely. They show children respect and speak to them kindly and sensitively. As a result, children are kind, caring and respectful to each other. Staff use praise generally well as children are given praise and encouragement, thereby promoting their confidence and self-esteem. These practices encourage the children's social skills, which adequately contribute towards them acquiring the basic skills needed to prepare them for school.

p.6

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

Children are beginning to take responsibility, for example as they help to tidy up and can access their beakers of water when thirsty throughout the day. Babies are fed at meal times and older children are encouraged to eat independently. This supports children to acquire the basic skills in readiness for when they start school.

p.6

provision

The staff team has a sound understanding of their responsibilities for meeting the requirements of the Early Years Foundation Stage. All staff have attended safeguarding training to support them in their role in the protection of children. They understand their role to safeguard children and are aware of the reporting procedures to follow if they have concerns about children in their care. The appropriate vetting of staff is in place to help ensure they are suitable and this supports the protection of the children.

p.6

provision

All the required documentation is in place and maintained appropriately. This provides staff with the information they need to support children's health and welfare needs. Staff complete daily safety checks and risk assessments in order to make sure the premises are safe. For example, staff change the sand in the sand pit at least every term so that it is suitable for the children to use. The management are aware of the kinds of issues that should be reported to Environmental Health agency in order to help protect children's welfare. There is an effective buzzer entry system and closed-circuit television to help to prevent unwelcome visitors and maintain a secure environment.

p.6

provision

New staff receive sound induction procedures, so they become familiar with the setting's routines and health and safety procedures to keep children safe. The manager implements appropriate recruitment procedures to help her establish that staff are suitable and competent to work with children. She supports their professional development through appraisal, staff meetings and training. Overall, staff have a sound understanding of their roles and responsibilities to keep children safe and promote their health, welfare and learning. For example, they understand the need to use developmentally appropriate behaviour management strategies to help children understand what is expected of them.

p.6

provision

There have been changes in the structure of the staff team and this has resulted in most of the staff being unqualified. At this time, less than half the staff are currently qualified to at least a relevant level two qualification, which is a breach of a legal requirement. However, the owner is aware and is taking appropriate steps to address this to minimise the impact on children. The staff are all currently on relevant training courses and shortly most of the staff team will gain a level two or level three qualification. Staff are suitably deployed throughout the day, including checking on sleeping babies or in the outdoor garden. This means children are adequately supported in their care, play and learning.

p.7

provision

Since the last inspection, the pre-school has addressed the actions and recommendations to help raise standards. For example staff have identified planning and assessment as an area for improvement as well as involving parents in their children's learning. The team are receptive to feedback and discuss issues and ideas informally as a team. They have satisfactory systems in place to seek the views of staff, children and parents in order to fully support a culture of continuous improvement.

p.7

provision

Staff have begun to forge partnerships with others, such as the early years advisor and local schools. The management have begun to work closely with local advisory teachers and local schools, and are gaining confidence in completing useful transition reports when children move to the school.

p.7

provision

Staff develop close relationships with parents and get to know them well. They talk with them daily and share information about the children's day. Staff plan more detailed meetings with parents so staff can discuss children's progress. Information shared with parents is satisfactory; they receive newsletters and some information is displayed in the setting. Parents are welcomed into the pre-school to help, which some of them do. They are also keen to be more involved in their child's learning, so they can support both the pre-school and their child's development. Feedback from parents on the day of inspection is generally positive. They comment on the friendly and approachable staff and that their children enjoy attending the pre-school.

p.7

The Childcare Register

The requirements for the compulsory part of the Childcare Register are

p.7

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

 ensure that half of all persons caring for the children have successfully completed a qualification at a minimum of level 2.

p.7

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.8

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.8

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.9

Setting details

Unique reference number EY419564 Local authority Haringey Inspection number 967299 Type of provision Childminder Registration category Childcare - Domestic Age range of children 0 - 8 Total number of places 17 Number of children on roll 27

p.9

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.9

Type of provision

For the purposes of this inspection the following definitions apply:

p.9

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.9

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.9

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.10

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.10

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.11

Type of provision

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

p.11