Childminder in Hackney

Inspection date

Previous inspection date 03/07/2014 23/09/2009

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early years provision

This inspection: 2 Previous inspection: Met 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 has built strong relationships with children so that they feel secure and happy in her company.  Effective relationships between the childminder and parents have resulted in good communication, and discussions about children's progress and development.  Young children's daily routines are well established and carried out effectively by the childminder, so children's individual needs are met well.  The childminder's good teaching techniques help children to progress and learn well.

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It is not yet outstanding because

 The childminder misses opportunities to fully enable children to explore and investigate with variety of tools and resources. This means she does not consistently build on children's interests.

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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 children's play and the childminder's interaction with the children.

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Inspection activities

 The inspector examined documentation, including a representative sample of children's records, accident records and policies.  The inspector looked at equipment and observed the premises.

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Information about the setting

The childminder registered in 2006. She lives with her husband and four children, two of school age and two over the age of 16 years, in the London Borough of Hackney. The childminder uses the whole of the ground floor, and part of the first and second floors, of the premises for childminding purposes. There is a secure outdoor area for outside play. The childminder has one child on roll in the early years age group. The childminder is registered on the Early Years Register, and the compulsory and voluntary parts of the Childcare Register.

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

 strengthen opportunities for children to investigate and explore, with a wider variety of resources, to build on their interests.

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who attend

Children make good progress in their development from their initial abilities and interests on entry. This is because the childminder provides a good range of learning opportunities for them. For example, she offers young children water play activities in the garden. Children help to fill up the water tray, using the garden hose, which fascinates them. As a result, they are beginning to learn how things work, for example, that by turning the handle of the hose, the water come out. Young children are interested by this process and are eager to have a go. The childminder supports this learning by helping them to turn the hose on and direct it into the water tray. However, she misses opportunities to fully extend children's interests, because she does not provide a wider range of tools for them to explore and experiment with. The small amount of water in the water tray means that children lose interest.

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who attend

The childminder promotes children's physical skills well. For example, she provides different sized balls in the garden which children show an interest in, as they attempt to kick and catch the balls. The childminder joins in, which means the children have more fun as she talks to them about how fast the ball is going and shows them how to catch it. Young children enjoy using large crayons to make marks on paper. They firmly grip the crayons and manoeuvre them across the paper, showing good control of their hands and fingers. The childminder encourages children and offers ongoing commentary during their play. She demonstrates how to do things, asks children questions and repeats words. This effective teaching for very young children results in them responding immediately. Her active involvement in children's play helps the children to master new skills ready for the next stages in their learning.

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who attend

The childminder completes observations and assessments of children from the start of their placement. As a result, she plans children's next steps in learning which are shared with their parents. This helps to promote continuity in children's learning. The childminder reads to young children to support their development of language and their early reading skills. She introduces children to vocabulary and new words linked to pictures. Children learn to look and listen when she reads to them. Children have good relationships with the childminder who helps them to settle and feel secure.

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

The childminder's effective settling-in procedures mean that children are happy and develop good attachments with her. She meets young children's individual care needs well by ensuring that daily routines are in place for them. For example, children enjoy regular sleep-time routines. The childminder sits and comforts them until they fall asleep. She offers food to children throughout the day so they are always well fed and nourished. This promotes children's well-being effectively. The childminder encourages children to be independent and they confidently indicate when they are tired or hungry by taking their bottle from their buggy, and giving it to the childminder to fill before they sleep. The childminder's calm and kind manner means that she is a good role model to children. As a result, children behave positively. The childminder teaches children about safety as they play. For example, she reminds them to be careful when they move small items of

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

furniture around. As a result, children learn to behave in safe ways.

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

The childminder encourages children's early understanding of hygiene routines, for example, by helping them to wash their hands before meals. She also reminds them when it is nappy-changing time, whereby they then lay down on the changing mat to be changed. The childminder's home is well resourced with toys which are appropriate for the young children attending. The children can easily reach their preferred toys, both in the playroom and outside in the garden. The childminder uses these resources well to help children learn and progress across the seven areas of learning. Young children are beginning to learn about the wider world because the childminder takes them out into the local community to places, such as the children's centre, parks and local library to meet other children. Children enjoy daily outdoor play, and have regular daily opportunities to exercise and enjoy fresh air in the garden. These opportunities help to effectively promote

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

children's physical skills and sense of well-being. The childminder helps children to manage future changes in their lives, such as starting school. She helps them to be independent, manage their own hygiene routines, and learn how to behave and share. She teaches them how to feed themselves and be respectful towards others. As a result, children develop the skills and confidence they need for their future learning.

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provision

The childminder has a good understanding of the safeguarding and welfare requirements, and the learning and development requirements. This awareness means that she runs her childminding service smoothly and meets the needs of the children she cares for. She observes and assesses children's ongoing development and shares children's progress with their parents. This means parents are fully aware of their child's achievements and carry on the learning at home. The childminder is aware to monitor the educational programme and progress of each child, including those who may have any additional needs. Therefore, she is able to help close any gaps in their learning. The childminder has a good understanding of safeguarding children procedures, which means she can, if needed, implement the correct procedures to keep children safe. The childminder has effective partnerships with parents overall. She listens to them and works with them to meet the

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provision

needs of their child. She offers them parental questionnaires requesting their views about the childminding service. This means they have an opportunity to voice their opinions and request any changes, which helps the childminder to improve the quality of provision for children.

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provision

The childminder completes regular written risk assessments so that she can identify and remove any hazards to children, therefore keep them safe. All required documentation is in place to ensure children's needs are met. The childminder is proactive in developing her practice by undertaking various training courses within the local authority. This helps her understand children's educational needs better. She uses self-evaluation processes to identify any weaknesses. For example, she has improved how she documents children's observations and assessments, so these are now clearer. The childminder understands the ratio requirements and ensures that she is always within the correct adult-to-child ratios. She supervises children well, never leaving them alone. Consequently, she promotes children's safety effectively.

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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 EY337374 Local authority Hackney Inspection number 978912 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 1

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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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