Childminder in Hackney

Inspection date

Previous inspection date 09/09/2014 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 understands how children learn. She supports all children to make good progress through child-initiated play and structured activities.  Effective partnerships between the childminder and parents encourage and support children in their learning and development.  The childminder shares a warm and affectionate relationship with the children demonstrating their confidence and pleasure to be in her company.

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It is not yet outstanding because

 The childminder has not fully established relationships with parents that focus on further enhancing and supporting their children's learning and progress at home.

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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 looked at the children's learning journeys, assessment documentation, and a selection of policies and children's records.

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Inspection activities

 The inspector observed the childminder, her interactions with children at play and discussed aspects of practice with her.  The inspector observed activities taken place in the front room.

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Information about the setting

The childminder registered in 2014. She lives with her two daughters in a fourth floor flat within the London borough of Hackney. The home is accessible via stairs or a lift. The living room is the main accommodation for childminding. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. There is currently one child on roll in the early years age group.

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

 strengthen further the relationships formed with parent, to develop a shared approach that complements the activities and planning for children's future learning.

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who attend

The childminder has a good understanding of the Early Years Foundation Stage. She uses her knowledge and experience to effectively plan activities that successfully promote children's individual learning. This ensures that children thoroughly enjoy interesting activities and a wide range of experiences. Planning for the youngest children's learning and development is focused sharply on the prime areas of learning. Therefore, children make the best progress possible in their learning and develop confidence and independence in readiness for their next setting.

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who attend

The promotion of children's language and communication is modelled well by the childminder by clearly repeating words and sounds. For example, when children were playing with the animals, the childminder would point to the animals, name them and then asked the children what sounds they made. She would then repeat the sounds and encouraged the children to copy her. The children responded by saying 'meow' and then looked at the childminder with delight. The childminder is skilful in incorporating and building on children's current interest. For example, she observed that children like pressing the buttons of her landline telephone and therefore, she purchased a replica to support their role play. The childminder promotes children's understanding of the world well. Children become engrossed in exploring the treasure basket as they look for different textures, such as medal and wood. They become excited when the childminder introduced

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who attend

the foam activity and squirts the form in the bowl. Children relished as they rubbed the foam between their hands and watched it disappear and then repeated the process over and over. The childminder skilfully uses this opportunity to further children's learning by introducing new words such as 'soft', 'smooth' and 'slippery', which further extends children's vocabulary. Children's personal social and emotional development is well supported as they visit local playgroups and drop-ins. They are developing links with the community as they regularly participate in music and movement sessions at the local play bus.

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who attend

The childminder finds out as much details as she can from parents as children are introduced to the setting. This helps her to understand and respond to children's individual needs. Parents complete All about me records, which forms a strong basis for the childminder's initial assessment of children's starting points. The childminder shares photographic evidence of children at play, which shows them actively involved in a wide range of activities. This helps parents to gain an understanding of the Early Years Foundation Stage and the learning that is taking place.

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

Children's emotional development is effectively promoted as they develop secure, trusting relationships with the childminder. The childminder is kind and caring, spending time interacting with them supportively. For example, when babies' awake from their morning nap and become a bit disillusioned, the childminder gently picks them up and reassures them by cuddling them and rubbing their back. The childminder fully embraces and recognises the individuality of every child. For example, she has laminated pictures of children and their families displayed within the playroom, to help ensure they feel, respected and valued, which successfully promotes their self-esteem.

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

The childminder places great emphasis on healthy lifestyle by providing wholesome, nutritious foods, offering a balanced diet. The childminder gives preference to home- made, freshly prepared foods incorporating numerous fruit and vegetables. Children enjoy fresh air, and develop their physical skills during planned outings to local park and canal.

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

Children have built up trusting relationships with the childminder and feel safe in her care. She encourages them to learn about safety as she talks about road safety when they are outside and as they practise the fire drill. As a result, children are learning to skills to keep themselves safe both inside and outside the setting. Children's behaviour is appropriately managed by the childminder through her use of age-appropriate methods, such as distraction and explanation.

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

The childminder places a strong emphasis on developing a supporting relationship with parents and children. She encourages parents to have pre-visits with their children as well as carrying out home visits to establish appropriate bonds. However, she has not fully strengthened the relationship formed with parents by encouraging them to share their children's learning at home, to further complement the activities and planning for their learning and development.

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provision

The childminder has a good understanding of her responsibilities in meeting the welfare and safeguarding requirements of the Early Years Foundation Stage. She is well informed about safeguarding procedures and the protection of children and their well-being. The childminder has attended training to ensure her knowledge and understanding is secure. Her policy clearly reflects current guidelines and contact details of the relevant agencies to contact if she has a concern about a child. She gives high priority to ensuring that her home is safe and secure for the benefit of the children.

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provision

The childminder is competent in her ability to provide a range of educational experiences across all areas. She is skilful in supporting children's learning through play based upon their unique interest and abilities. As a result, children are enthusiastic and keen to learn. The broad and balance range of activities she provides helps to promote children's learning across the seven areas of learning.

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provision

Partnerships with parents are effective. The childminder engages with parents through daily discussions and provides them with a daily diary. She shares a good range of documentation about her service including written policies, procedures, contracts and consents. Although the childminder presently has no children that attend another setting, she is aware of the importance of partnership working and understands how it contributes to meeting the needs of the children in her care.

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provision

The childminder has a wealth of experience in caring for children. She places a high emphasis upon her own professional development and is keen to attend training. In addition, the childminder holds a recognised childcare qualification. All of which, positively impacts on the good quality service that she provides. Suitable systems of self-evaluation are in place. These help the childminder to identify appropriate areas for future improvement. For example, she plans to continue with her professional development by attending local authority training. This shows she understands the importance of promoting children's safety, welfare and learning 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. We re-inspect nurseries and pre-schools judged as requires improvement within 12 months of the date of 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

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Grade Judgement Description

is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. Met There were no children present at the time of the inspection. The inspection judgement is that the provider continues to meet the requirements for registration. Not met There were no children present at the time of the inspection. 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 EY472496 Local authority Hackney Inspection number 982991 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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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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