Childminder in Newham

Inspection date

Previous inspection date 03/06/2014 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's sensitive interaction with children enhances their enjoyment of the activities and further extends their learning.  The childminder provides a warm and welcoming environment where children feel safe, secure and are well cared for.  Children are confident and independently choose what they want to play with, because the childminder sets out the learning environment well.  The childminder has effective partnerships with parents to support and meet children's individual needs well.

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It is not yet outstanding because

 The childminder does not make full use of the space and resources in the local parks, to extend children's balance, coordination and strength when playing outdoors.  Partnerships working with other early years settings that children attend are not fully effective to enable the childminder to complement the learning that takes place when children are not in her care.

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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 activities in the living room and on an outing to the local park.  The inspector spoke with the childminder at appropriate times during the inspection.  The inspector discussed a planned activity with the childminder.

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Inspection activities

 The inspector looked at children's assessment records and planning documentation, evidence of suitability of household members and a range of other documentation including safeguarding procedures.

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Inspection activities

 The inspector took account of the views of parents from feedback obtained by the childminder.

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Information about the setting

The childminder registered in 2013. She lives with her teenage son and young daughter in a 5th floor flat within the London Borough of Newham. Her home is accessible using a lift or stairs. The living room is the main area for childminding. The childminder attends a toddler group and activities at the local children's centres and visits the shops and park on a regular basis. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. There is currently one early years age child on roll. The childminder operates all year round from 8am to 6pm, Monday to Friday, except bank holidays and family holidays The childminder has a recognised childcare qualification at level 3.

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

 maximise young children's play in the outside environment so they further develop their balance, coordination and strength

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

 develop partnership working with other early years settings children attend to fully complement the learning that takes place across all areas of the children's lives.

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who attend

The childminder has a good knowledge of child development and how children learn. Consequently, the quality of teaching is good. She includes each area of learning and development through planned purposeful play, and a mix of adult-led and child-initiated activities. Activities are flexible and responsive to children's needs. For example, when young children place a ball in the pushchair and say 'park,' the childminder acts on their interest and takes them to the park to play on the swings. This supports children's individual needs well though providing spontaneous learning opportunities. However, the childminder does not always successfully extend children's learning further so that they can use the equipment to develop their balance, coordination and strength outdoors.

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who attend

The childminder provides babies and young children with good opportunities to explore paint using their senses and a range of tools. Babies show they are engaged and enjoying the activity as they look at the childminder and smile with excitement saying 'wow' as the paint drips from their hands onto the paper. Children explore the paint with their hands, clenching, and opening their fists. The childminder extends their learning as she sensitively introduces brushes and sponges to make different types of marks on the paper. This increases children's skills in using tools and helps them to develop the small muscles in their hands.

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who attend

The childminder provides children with a simple running commentary while they are playing, which helps them learn new words. When she is playing with children, she gets down on the floor with them to ensure she makes eye contact. This supports children to learn and develop new vocabulary so they are able to use language to communicate their interests and ideas. Children engage in role-play and use their imagination as they pretend to pour and stir cups of tea in the toy kitchen. The childminder provides the children with a cup each and sits with them. This encourages them to play together cooperatively which promotes their personal, social and emotional development. Children explore numbers, problem solving and imaginative play through the childminder's selection of play materials. For example, they use cause and effect toys, which light up and make noises as they press buttons. This helps them to learn about technology, which develops their early

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who attend

understanding of the world. The childminder uses activity sessions at local children's centres to promote children's social skills and to enable them to become confident when meeting new people and in larger groups of children. This helps to prepare babies and young children for their next stage of learning in preparation for school. Children have opportunities to learn about differences and similarities in themselves and others as they play with puzzles that celebrate festivals, such as Christmas and play with doll representing different ethnicities.

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who attend

The childminder tailors her planning to meet each individual child's need and learning style. Clear systems for observing children's play enable the childminder to track and follow their progress efficiently. She records their progress in individual learning folders and supports her observations with photographs and examples of children's work. The childminder proficiently identifies children's next steps in learning through this process and plans stimulating and challenging experiences to move them forward. She encourages parents to share what they know about their children, and in turn shares information about the progress their children are making, so that they can support this further at home. The children's learning profiles shows that although the childminder has not been caring for children in the Early Years Foundation Stage for long, they have made good progress in her care based on their starting points.

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

Children are welcomed into the nurturing and caring environment. They benefit from individual attention and settle well in the childminder's care. They show, through their play and interactions with the childminder that they feel secure and develop a sense of belonging. The childminder is kind and gentle in her approach. She praises the children regularly for their efforts and achievements, which successfully promotes their self- esteem. She helps young children learn to tidy away their toys, and provides clear explanations, which help children understand what she expects from them. The childminder helps children to build friendships with each other by gently encouraging them to say each other's names and play together, supporting them to take turns. As a result, they behave well and learn to share. The childminder teaches children about keeping safe, for example, by talking to them about why they need to be safe while crossing the road.

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

The childminder focuses her attention on children's interests and emotional well-being, and as a result, children are confident and happy. They enjoy the resources available to them and make choices about how to spend their time because the childminder makes good use of her home and equipment to provide a stimulating environment. She manages the resources well to avoid conflict and her gentle reminders help children learn to share and take turns. Consequently, they are well behaved and form good relationships with each other.

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

The childminder is attentive to the children's individual needs. When children first start, she gathers information from parents about their children's routines and care arrangements in an 'all about me' document. The childminder gives children time to become familiar with the environment and confident in their surroundings, encouraging their parents to stay with them when they first begin. Children benefit from a flexible routine that meets all of their needs. The childminder takes children to local toddler groups to increase their confidence in social situations. This means that there are plenty of opportunities for them to interact with other children. This prepares them for the next stage in their learning, for example, when they start pre-school or nursery. The childminder promotes children's health well. She ensures children gain fresh air and exercise every day. The childminder and parents work together to provide children with

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

nutritious snacks, meals and refreshments. The childminder chats to children about making healthy choices, such as eating fruit they buy from their outing to the local grocery shop. Children receive good support to be independent at meal times, for example, the childminder encourages babies to feed themselves. These practices support children in being independent and gaining confidence. Children receive good preparation for their next stage of learning because early emotional, social and self-care skills are being developed well.

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provision

The childminder demonstrates a secure understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage. She has a strong awareness of the safeguarding procedures to follow if she has a child protection concern about a child in her care. She holds a relevant first-aid certificate, which enables her to deal appropriately with any minor accidents. All required documentation and parental consent forms in relation to the childcare arrangements are in place to support children's well-being. The childminder maintains a safe environment by conducting risk assessments of her home, outings and emergency evacuation procedures she undertakes. For example, she has an emergency childminder and the concierge within the block of flats that can support her in the event of an emergency. Also owing to the fact that she lives on the 5th floor in a block of flats, the childminder restricts the number of children she can care for at any one time to further

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provision

ensure children's safety and well-being.

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provision

The childminder has a good knowledge and understanding of the Early Years Foundation Stage. She monitors and tracks children's achievements at regular intervals to ensure they are making good progress and there are no gaps in their learning. The childminder uses self-evaluation efficiently in order to reflect on her practice. She effectively identifies areas for further development and training courses that will support her develop skills so the quality of her provision improves to benefit children.

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provision

Partnerships with parents are strong, which supports children's learning at home and at the setting. The childminder takes time each day to talk to parents, as well as regularly sharing paperwork on children's progress. Parents make positive comments in the childminder's own feedback reports, saying that they are 'happy with the excellent service provided'. Partnership working with other professionals is not fully effective. The childminder has not made secure links with other early years settings children attend, to share information about their progress. As a result, the childminder misses opportunities to complement her practice and ensure there is a continuity of care and learning.

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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 EY472116 Local authority Newham Inspection number 948711 Type of provision Childminder Registration category Childminder Age range of children 8 - 0 Total number of places 5 Number of children on roll 1

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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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