Childminder in Hillingdon

Inspection date

Previous inspection date 18/09/2014 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

 Children build positive relationships with the childminder and other children in the setting. This helps children feel safe and secure, which supports their learning and development.  The childminder encourages children to build confidence and independence in developing their self-care skills. This supports them to be ready for school.  Good quality teaching alongside a good mix of child-initiated and adult-led activities support children to make good progress towards the early learning goals.  Children are kept safe as the childminder has a good understanding of the safeguarding and welfare requirements. This ensures their well-being is being promoted effectively.  Partnership working is a strong feature of the childminder's practice. Parents regard her highly and the level of care and learning she provides.

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It is not yet outstanding because

 The childminder misses opportunities during mealtimes to engage children in discussions to develop their understanding of healthy lifestyles.

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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 spent the majority of the time observing interactions between the childminder and the children.

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Inspection activities

 The inspector sampled the childminder's policies and procedures and children's development records.

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Inspection activities

 The inspector discussed the childminder's process of self-evaluation with the childminder.  The inspector took into account the written views of parents.

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Information about the setting

The childminder registered in 2009. She lives in Edgware, Middlesex in a first floor flat which is accessed by stairs. Children use two reception rooms for play and there is a bathroom and bedroom used for sleeping children. Outside play is organised to local parks, walks and outings to various places within the community. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder takes and collects children from local pre-schools and schools. The childminder works seven days a week and is open all hours.

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

 strengthen children's learning opportunities during mealtimes by effectively engaging with them to extend their understanding about healthy lifestyles.

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who attend

The childminder plans good-quality learning experiences across all areas of learning for children. Children benefit from a good mix of adult-led and child-initiated experiences indoors and the childminder provides plenty of opportunities for them to learn outdoors daily. The childminder gains clear information from parents on children's interests and routines. She uses this along with her own observations on children's starting points and national guidance to plan activities to support children to move on to their next stage of learning. Consequently, children make good progress towards the early learning goals.

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who attend

The childminder provides children with a secure and stimulating environment where they explore, try out new games and activities and become confident independent learners.

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who attend

Activities and resources supported by this enthusiastic childminder help children to develop skills to enable them to learn effectively and be ready for school. Children undressed and dressed themselves when they arrived at the setting from school. The childminder gives the children lots of time and space to develop their self-care skills and children became confident in folding their own clothes. The childminder encouraged children to keep trying and made the activity fun so that they had a go until they were successful. Constant praise by the childminder supports children's confidence and self- esteem.

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who attend

Children found their own aprons and helped each other to fasten them. They build firm friendships by being kind to each other and supporting each other with the activities. Children painted and the childminder skilfully encouraged the children to practise the letters of the alphabet and the letters that make up their names. They developed their physical skills and knowledge of numbers as they manipulated play dough and counted spots that they made by imprinting number blocks into the play dough. The childminder understands how children learn and offers activities to support their preferred methods of learning. For example, children who learn by being hands on are offered activities to support this.

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who attend

The childminder supports children's communication and language skills by talking to them all of the time and following their interests. Children played with mobile phones and the childminder encouraged them to ask each other about their day at school. Children discussed their new teachers, how they felt about going to school and the friends they made. This supports children's personal, social and emotional development.

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who attend

The childminder works closely with parents to discuss children's development in the setting and at home. She provides lots of information so that parents know what their child is doing in the setting so they can extend their learning at home. The childminder completes the required progress check for two-year-old children comprehensively. Parents are fully involved in this process and appreciate the childminder's support and ideas for their children's next steps in learning. Parents make positive comments about the level of care and learning the childminder provides. They comment that children make good progress this 'positive and happy environment'.

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

The childminder works closely with parents to settle children. She finds out information on children's routines, likes, dislikes and their interests so that they feel safe and secure when they start. The childminder speaks to children at their level and they are comfortable to go to her for help. She encourages children's independence by encouraging them to do things for themselves. For example, she sits back and allows them time to explore and by encourages children to work together to solve problems. This supports children's personal, social and emotional development as they become confident with each other and with other adults.

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

The childminder uses appropriate praise and explains the consequences of children's actions. She talks to children all the time about helping and being kind to each other. This helps children to manage their own behaviour and they behave well in the setting. Children are encouraged to follow hygiene routines and engage in hand washing to promote their good health. They wash their hands independently before and after meals and after using the toilet. Children are also encouraged to wash their hands after sneezing and learn that this stops germs from spreading.

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

The childminder promotes healthy lifestyles by providing daily opportunities for children to play outdoors for fresh air and exercise. They walk to school every day and visit local parks. They go on outings in the local community including the library and to the children's centre. The childminder talks to children about healthy foods and works in partnership with parents to encourage healthy eating. However, she misses opportunities at mealtimes to extend children's learning about healthy lifestyles by sitting down with them and engaging in meaningful discussions to help promote a healthy diet.

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

The childminder has effective policies and procedures in place to support children's well- being. She records information about children's individual needs. The childminder keeps records and permissions on children's allergies and cultural preferences as well as accidents and medication. The childminder holds a first-aid certificate which ensures that she is able to deal with accidents appropriately. Consequently, children's safety and well- being is promoted well.

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provision

The childminder has a good understanding of her responsibility to meet the safeguarding and welfare requirements of the Early Years Foundation Stage. She has robust policies and procedures in place which she shares with parents so they are aware of the care she provides. The childminder attends training to support her knowledge and understanding of the statutory requirements. The childminder has effective policies and procedures in place to safeguard children. These include the safe collection of children as well as the use of mobile phones and cameras in the setting.

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provision

The childminder regularly attends child protection training and is confident in the action to take if she is concerned about a child in her care or if an allegation is made against her. The childminder's setting is safe, secure and hygienic for children to use and written risk assessments are in place and regularly reviewed. The childminder considers the hazards in all areas of her setting and the actions to take to minimise the risks. Written risk assessments are also in place for outings with children. Children take part in fire drills and they learn to keep themselves safe as they become familiar with the evacuation procedure. Appropriate fire detection equipment is in place.

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provision

The childminder has well-organised written documentation. Records show attendance registers are accurate and up to date and legal requirements are followed in relation to administering medication and recording accidents as well as pre-existing injuries. Contracts, child record forms and 'All about me' documents detail children's individual needs such as allergies or medication and include information on who has parental responsibility for a child.

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provision

The childminder has a good understanding of the learning and development requirements of the Early Years Foundation stage. She is enthusiastic and motivated to provide a high level of care and learning for children. She works with parents to get to know individual children's interest and plans activities and resources to support their next stage of learning. The childminder keeps written records of children's development including observations, plans and progress checks for children when they reach the age of two. She regularly shares information with parents and encourages them to support children's learning at home. Children are making good progress from this strong partnership working. The childminder reflects on her practice by listening to children and through observations. Verbal feedback from parents and written references help the childminder to develop her practice. She also receives support from her local authority childcare officer who supports her to ensure her

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provision

setting is of the highest standard. She is keen to develop her skills and maintain ongoing improvements by attending future courses.

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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 EY401291 Local authority Brent Inspection number 724549 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 2

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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

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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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