Childminder in Waltham Forest

Inspection date

Previous inspection date 25/09/2014 24/04/2009

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early years provision

This inspection: 2 Previous inspection: 3 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 uses her considerable experience of how children learn and develop to make accurate assessments of their progress. This enables her to plan their next stage of learning effectively and helps ensure they make good progress in relation to their initial strengths and abilities upon entry.  Children thoroughly enjoy exploring and investigating their environment and the good range of toys and activities. These are freely available both indoors and outside in the community and comprehensively covers all areas of learning.  Children's personal, social and emotional development is promoted well by the childminder. Consequently, children are happy, settled and secure and the relationship between the childminder and the children is good.  The childminder has a good understanding about how to promote the health and safety of the children in her care. She has assessed all risk in her setting and has minimised

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This provision is good

these so children are able to access all areas safety.

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It is not yet outstanding because

 The organisation of the book area does not fully enhance children's enjoyment of books.

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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 spoke to the childminder and children at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at a range of documentation, including children's development record and a selection of the childminder's policies and procedures.

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Inspection activities

 The inspector observed the interaction between the childminder and the children throughout the inspection.

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Information about the setting

The childminder registered in 2003. She lives with her adult daughter and son in the Walthamstow area, in the London Borough of Waltham Forest, close to public transport, schools and parks. The childminder uses the whole of the ground floor of her premises for childminding purposes. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. There are two children in the early years age range on roll. The family have a dog.

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

 promote children's early reading skills further by reviewing the organisation of the book area.

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who attend

The childminder has a secure understanding of implementing the learning and development of the Early Years Foundation Stage. She has high expectations of children, based on accurate assessments of their skills on entry to the setting. Regular observations of children's play helps the childminder to plan activities, which meets their next steps in learning, sustain the progress they make and quickly close any identified gaps. As a result, children are making good progress in all areas of learning and in some areas, such as communication and language, children's learning is exceeding. The childminder plans activities to suit the needs of the children who attend, such as opportunities to complement what children are learning at nursery. The childminder has completed the progress check for children aged two years in her care, to effectively monitor the development of younger children. These are shared with parent to enable early

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who attend

The childminder is actively involved in children's play and these positive interactions and skilful questioning contributes to her promoting children's communication and language progression. For example, she uses simple questions such as 'what do you think' and 'shall we try'. This promotes children's thinking and problem-solving skills and gives them confidence to say and apply their own ideas in play. As a result, they are eager learners who enjoy the wide range of challenges the childminder plans for them. Younger children enjoyed babbling increasingly, experimenting with sounds and creating personal words. The childminder listened to the different messages young children were trying to convey. She then repeated and modelled the language to help them build sentences. This helps children to develop the key skills needed for their next stage in learning. The childminder effectively enhances children's creative development. She organises a

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who attend

variety of creative activities including painting, cutting and sticking. Children's imagination is further challenged as they enjoyed creating pretend and make-believe scenarios. For example, they dressed up in a nurse and doctors uniform and then recreated the roles. They pretended to take each other's temperatures, listened for the patient's heart beat using the telescope and pretended to give injections. The childminder used this opportunity to extend children's learning as she introduced bandages and talked to the children about their own experiences in seeing a doctor. This initiated a discussion, where the children talked about having a fever and tummy ache, and having to see to the doctor. This quality interaction between the children and childminder further promotes children's communication and language, and expressive arts and design skills.

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

Children feel secure and enjoy the time they spend in the care of the childminder. She provides a bright and welcoming environment where children thrive in her company. The childminder has a good knowledge of each child's background and individual needs. She follows children's home routines effectively to help ensure consistency in their learning and care. As a result, children are very settled, confident and relaxed in the childminder's home. Children laugh and smile with enjoyment as they move around freely. They form secure emotional attachments to the childminder, who is a good role model and takes time to listen to what children have to say and this helps children feel valued.

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

Childminder have lots of opportunity to practise their social skills as they mix with other children and adults when they visit local drop-in centres. Children visit places of interest such as the farm, where they feed the animals and watch the cow being milked and then discuss where milk comes from. Children are learning about different lifestyles and cultures as they access a good range of resources, such as books and puzzles that promote diversity. This help children start to learn about the wider world and communities.

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

The childminder supports children to develop a healthy lifestyle and provides them with a variety of healthy meals and snacks. She effectively promotes their understanding of the benefits of exercise as she ensures children have regular access to the garden. She makes good use of local resources, such as parks and soft play areas. Children experience good levels of supervision and appropriate safety equipment is in place to ensure hazards are reduced. Their knowledge about staying safe when they go for walks is nurtured well, even with the youngest children, as the childminder explains how to safely cross the road.

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

The childminder has a lovely, calm and caring approach to managing children's behaviour. She reiterates her expectations and uses praise frequently and meaningfully, building children's self-esteem and confidence. Consequently, children display good manners, listen and respond positively to the childminder and to each other as they play together. Children readily smile, laugh and giggle in her company. Children feel confident in exploring the engaging resources as they make choices from the wide range resources. However, the organisation of the book area does not fully encourage children to independently access books. Consequently, this impacts on children's ability to freely read for pleasure, to further enhance their early reading skills.

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provision

Children are safeguarded due to the childminder's clear understanding of child protection issues. She is trained in this area and is fully aware of her role and responsibility to protect children welfare and safety. The childminder understands the importance of risk assessments and is vigilant to minimise hazards, enabling children to play freely and safely.

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provision

The childminder has established successful partnerships with parents. She values parent's involvement and seeks it from the start, ensuring she meets children's needs consistently and respects parents' wishes. She encourages parents to take an active part in their children's learning. For example, by considering their views in planning of activities and by obtaining regular feedback in learning records. This enables parents to support their children's learning at home. Parents contribute their views of the childminder's practice through questionnaires and daily discussions.

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provision

The childminder's organisation and management are good. Her records, policies and procedures are well organised and effective in supporting the service. She is committed to continuous improvement. She undertakes regular early years training offered by the local authority, which helps to further develop her practice. The childminder has implemented a programme of self-evaluation and works closely with her early years advisor to ensure that the service continues to develop. She has met all the recommendations set at her last inspection, which has had a positive impact on children's learning and well-being. For example, she now uses her observations to inform her planning to help further children's learning opportunities.

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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 EY260445 Local authority Waltham Forest Inspection number 906588 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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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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