Childminder in Haringey

Inspection date

Previous inspection date 29/09/2014 21/01/2009

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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

 Children make strong attachments with the childminder which promotes their personal, social and emotional development.  The childminder enhances children's communication and language development. She talks to children at their level and engages them in conversations to extend their learning.  Good quality teaching and learning experiences through a mix of adult-led and child- initiated experiences support children to make good progress in the setting.  The childminder forms strong relationships with parents which promotes children's individual needs.

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It is not yet outstanding because

 Children are not always encouraged to learn about healthy lifestyles and practise their self-care skills during mealtimes.  There are fewer natural materials and resources to encourage children to learn about the environment.

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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 inspection observing interactions between the childminder and children.

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Inspection activities

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

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Inspection activities

 The inspector discussed the childminder's practice and safeguarding procedures with her.  The inspector took into account the written comments from parents.

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Information about the setting

The childminder registered in 2004. She lives with her school-aged son in a two bedroom, second floor maisonette in Tottenham, in the London Borough of Haringey. The living room and a bedroom are used for childminding purposes and outside play is organised through various places within the community. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. There are currently two children in the early years age group on roll.

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

 develop the use of natural materials and equipment in the setting to extend children's opportunities to learn about the environment.

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

 strengthen opportunities for encouraging children's self-care skills and understanding of healthy lifestyles at mealtimes

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who attend

The childminder has a good understanding of the seven areas of learning outlined in the Early Years Foundation Stage and how to promote children's learning. The childminder finds out about children's abilities when they first start in the setting by talking to parents and then completing ongoing observations. She follows children's interests and provides a good mix of child-initiated and adult-led activities that help children to move on to the next stage of their development. Children are able to choose from a range of resources to promote all areas of learning and development. Consequently, children make good progress towards the early learning goals.

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who attend

Children played with a range of wooden puzzles and learnt how to problem solve. The childminder gave children the time and encouragement so that children kept trying and only intervened to extend their learning. Children sat for long periods and concentrated on the puzzles. The childminder talked about the pictures and shapes of the puzzles to promote children's communication and language. Children asked where things went on the puzzle and the childminder encouraged children to think for themselves and become independent learners. She gave lots of praise and encouragement clapping together with children when they successfully completed the puzzle. This supports children's self-esteem and confidence. Children counted blocks as they built towers and giggled when they knocked them down, which supports their physical development and counting skills. They played with shakers and plucked wooden instruments exploring the sounds made by a range of multicultural

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who attend

musical resources. Children learnt that some instruments sound like the rain and thunder and lighting. This supports children's communication and language skills. However, there are few natural items around the setting to enhance children's understanding of the real world and the natural environment.

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who attend

The childminder works in partnership with parents to support children's home learning. She talks to parents about their child's development and shares scrap books of children's work and photographic observations. Thank you cards, compliments and questionnaires from parents show that they value the support that the childminder provides for the children's care and learning. She also works with other providers to provide continuity of care and learning so that children make good progress in the setting.

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who attend

The childminder supports children's self-care skills so that they become ready for school. Children learn to identify their names and photographs on pegs where they hang their bags and coats. The childminder works with parents to support children to become confident in using the toilet before they start school. Children develop high levels of concentration as the childminder gives them the time and space to explore the environment, and to return to toys when they choose to. She supports children to start to make marks and recognise shapes which support them ready for school.

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

Children form strong emotional attachments with this warm and nurturing childminder. She sits with children and speaks calmly, encouraging them all the time with their learning through play. The childminder finds out about children's routines, interests and individual needs when they start in the setting and consequently, children feel safe and secure. The childminder encourages children's independence by sitting back and allowing them time to explore, but is always on hand for reassurance.

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

The childminder gives lots of praise to children for all achievements however small throughout the day. This promotes their self-esteem and confidence. She is a good role model and children have good manners and behave well in the setting. The childminder displays a list of rules in the setting and reminds children of how to keep themselves safe and not to climb on chairs.

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

Children have lots of daily opportunities for fresh air and exercise which encourages a healthy lifestyle. They walk to school and visit local parks, shops and the library. The childminder takes children on visits to the farm, museums and the zoo. The childminder provides a healthy menu and encourages parents to continue this at home. She encourages children to try new foods and children eat pasta, chicken, apple and yoghurts. Children learn about eating healthy foods including sweetcorn, broccoli and carrots during role play with kitchen resources and the childminder explains that this helps the body grow big and strong. However, there are missed opportunities at mealtimes for children to learn more about healthy lifestyles and develop their self-care skills, as the childminder makes the food for the children and serves it to them.

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

Children learn about personal hygiene and washed their hands before mealtimes. The childminder follows rigorous hygiene routines and children were sensitively changed at nappy time. The childminder talked to children and explained what she was doing all the time. She continued to support children's learning during the routine as she sang to them and children also joined in. The childminder follows children's sleep routines from home. She explains to children the importance of having a sleep and children settle well as they feel secure in the setting.

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

Good procedures are in place for dealing with and recording accidents and administering medication. The childminder records children's dietary requirements in their child record forms and she takes into account any cultural preferences and allergies. The childminder holds an appropriate paediatric first-aid qualification to ensure she deals with accidents appropriately. This supports children's well-being successfully.

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provision

The childminder has a good understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage. She has effective policies and procedures in place, which she shares with parents and reviews regularly. The childminder attends safeguarding training and has a good understanding of the procedures to follow if she has concerns about a child. She has contact numbers to call if she has concerns and follows the Local Safeguarding Children Board procedures to help to protect children's welfare.

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provision

The childminder's provision is safe and secure for children to use and standards of hygiene are good. The childminder has risk assessments in place to ensure children are kept safe in the setting and on outings. She identifies the hazards and puts effective actions in place to minimise the risk to children. Children take part in regular fire drills. The childminder has effective evacuation procedures in place for her home and appropriate fire detection equipment in case of a fire. Records show attendance registers are up to date and the childminder follows legal requirements in relation to administering medication and recording accidents. Child record forms 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 children well and plans activities that follow their interests and to support their individual needs. This helps support them to become independent learners. She understands the requirement for progress checks for two-year-old children and monitors their development well. The childminder regularly shares information with parents and encourages them to support children's learning at home. She provides activities to extend their next stage of development. As a result, children make good progress towards the early learning goals. The childminder reflects on her practice by observing children and speaking to parents. They regularly share information and ideas on supporting children in their development in

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provision

the setting and at home. The childminder receives support from the local authority early years advisor. She is keen to develop her skills by attending future training 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 EY279714 Local authority Haringey Inspection number 814677 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 0 Number of children on roll 5

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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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