Childminder in Haringey

Inspection date

Previous inspection date 29/05/2014 22/01/2013

p.1

early years provision

This inspection: 2 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 2 The effectiveness of the leadership and management of the early years provision 2

p.1

This provision is good

 Children form close and warm relationships with the childminder. They are settled and secure because they are cared for in a positive and encouraging environment.  The childminder has developed positive and supportive partnerships with parents, which enhances consistency in children's learning and well-being.  Children enjoy activities that are well planned and reflect the child's stage of development. Therefore, children make good progress in their learning.  The childminder demonstrates a good commitment to ongoing improvement. She reflects on her provision and attends training to promote her own professional practice and that of her assistants.

p.1

It is not yet outstanding because

 The childminder does not provide children with examples of how words and letters link to objects.

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 voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

p.2

Inspection activities

 The inspector completed observations of the children.  The inspector sampled documentation the childminder uses to support her work.

p.2

Inspection activities

 The inspector discussed the systems the childminder uses to observe and record the children's progress.

p.2

Information about the setting

The childminder registered in 2006. She lives in a ground floor flat in Tottenham in the London Borough of Haringey. She lives with her husband and two children. The childminder works with her mother, who is also a registered childminder. Children have the use of a large play room and a small quiet room. They have access to a garden for outdoor play. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminders work together as a team and also employ two assistants. Currently there are six children in the early years age range on roll.

p.3

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

 extend children's language development, for example, by providing written words and pictures as labels to describe objects in the play environment.

p.3

who attend

The childminder has created a busy stimulating, environment for the children in her care and, as a result, they are happy and motivated to learn. The childminder has a good understanding of the Early Years Foundation Stage. She uses her understanding and experience to plan a range of challenging and motivating experiences for the children. The childminder completes detailed observations of children's progress, which enables her and the assistants to assess each child's progress and plan for their next steps in learning. The children are encouraged to make their own decisions about play. This helps them to develop their confidence and independence.

p.3

who attend

Children are able to access toys and resources, although the childminder has not added labels to the boxes to describe what is inside. This means children are not currently making the connection between the contents of the boxes and the names of the items to develop an understanding that words carry meaning. The childminder uses everyday experiences to expand the children's learning. For example, as the children prepare for the garden, she talks about the weather and what clothes the children will need to wear. The childminder promotes children's communication and language skills well because she and the assistants talk to them consistently as they play. She uses successful techniques that encourage the children to think for themselves. For example, as the children dig in the garden, she talks to them about the worm they have found. She asks the children how long the worm is and if it is moving fast or slow. Children develop an understanding of

p.3

who attend

community, visiting local parks and attending events at celebratory times of the year. In addition, the childminder takes the children to local library where they share story time with friends and expand their knowledge of information technology playing on the computer.

p.3

who attend

The childminder ensures she gathers useful information from parents about children's routines and welfare. This helps to support parents in settling their children into her care. Furthermore, this information enables the childminder to plan effectively for the children and to involve parents in their children's care and learning. She provides detailed written feedback to ensure the parents are aware of their child's day. The childminder supports the children as they become ready for their move to school. For example, she encourages the children to dress themselves and to follow simple instructions.

p.4

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

Children demonstrate they feel safe and secure with the childminder. She is caring and patient towards the children, and offers them good levels of praise and encouragement to fully promote their well-being. Both childminders and the assistants know their roles and are successfully deployed, which further adds to children's feeling of security. Children are developing an awareness of their own safety when they are out in the local area. The childminder talks to the children about crossing the road safely. Children wear high visibility jackets, which enables them to be seen when out and about. Furthermore, a visit from the community police officer helps children to understand about being safe, and staying safe.

p.4

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

The childminder's home is safe and the childminder and her assistants review the risk assessment regularly to make sure they fully protect children. For example, the trampoline where children have fun bouncing and singing is fully netted, and children know the net needs to be fastened before they bounce. Furthermore, children are reminded how to safely climb down the steps of the trampoline. Children's health and well-being are given good attention by the childminder; she has a good understanding of healthy eating. Meal times are social occasions where children sit together and talk to the childminder and her assistants about the food they are eating. The childminder ensures the children have good opportunities for fresh air and exercise. They spend time in the garden using bikes and scooters. They learn how to negotiate space as they whiz around. Younger children start to make their first tentative steps in the garden using toys to pull themselves up, under

p.4

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

the watchful eye of the childminder and her assistants.

p.4

provision

The childminder demonstrates a good understanding of the learning and development requirements, and the safeguarding and welfare requirements of the Early Years Foundation Stage. She is confident and enthusiastic in her role. As a result, children are making good progress in their development and progression towards the early learning goals. The childminder keeps parents informed of the activities she and the children enjoy. This enables parents to feel fully included in their child's day and their progress. The childminder understands her role in sharing assessments with parents. This means parents are able to contribute to their child's learning and development, so they make good progress. The childminder demonstrates a good understanding of completing required progress checks for two-year-old children. She effectively observes and assesses the children's progress and uses this information successfully to plan activities.

p.4

provision

The childminder completely understands her responsibilities regarding safeguarding and child protection. She is aware of the procedure to follow if she has any concerns about children in her care to help protect their well-being. She supervises children closely and has organised her home so children can move safely and with confidence. She and her assistants have attended advanced safeguarding training, which means they are fully aware of their role in protecting children. In addition, children are further protected because the premises are safe and the adults make regularly assess risks. For example, before children go in the garden the area is checked and visitors are asked to sign in and out. The childminder and her assistants are aware of the appropriate use of mobile phones on site, and these are only used in emergencies. The childminder works closely with the local authority to ensure her practice and premises remain suitable. For example,

p.5

provision

the childminder wants to develop the natural resources children can access, so she has taken advice from the local authority to support this change.

p.5

provision

The childminder recognises the importance of using reflective practice as part of her self- evaluation process. She makes use of training opportunities to keep up to date with practice and drive improvement. This shows a good commitment to continually improving her childcare practice to benefit the children. The childminder has a good understanding of how to ensure her assistants remain suitable to work with children. She regularly supervises them and encourages them to attend training to enhance their practice. Both the childminders and the assistants have completed first-aid training, which enables them to manage accidents appropriately.

p.5

provision

The childminder is aware of building on her role in partnership working with other early years providers of the Early Years Foundation Stage that children may be attending. This supports consistency of care and learning for each child. In addition, the childminder is aware of how to contact other professionals who can offer guidance and support if she has concerns about children's development and progress in her care. Children are making good progress in their learning and development. They are happy and secure in the care of this enthusiastic childminder.

p.5

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

p.5

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.6

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.6

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.7

Setting details

Unique reference number EY310685 Local authority Haringey Inspection number 976164 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 12 Number of children on roll 10

p.7

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.7

Type of provision

For the purposes of this inspection the following definitions apply:

p.7

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.7

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.7

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.8

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.8

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.9

Type of provision

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

p.9