Childminder in Enfield

Inspection date

Previous inspection date 14/10/2014 03/11/2009

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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's progress is good in a well-resourced environment that fully promotes their independence and learning.  The childminder promotes children's communication and language skills very well. She effectively engages their interest and supports their individual needs.  Children develop strong emotional attachments with the childminder and are comfortable and secure in the setting.  The childminder is consistent in her routines and the ways she manages children's behaviour. She offers lots of meaningful praise and encouragement. As a result, children are well behaved.

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It is not yet outstanding because

 Children, on occasions, do not fully participate and express their own ideas when undertaking cooking activities.  The childminder does not take all opportunities to include weights and measures into the full range of activities.

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

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Inspection activities

 The inspector looked at a sample of relevant documentation including children's records.  The inspector held discussions with the childminder about her practice.  The inspector reviewed parents' feedback by sampling questionnaires.

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Information about the setting

The childminder registered in 2008. She lives on her own, in Brimsdown, in the London Borough of Enfield. The childminder uses the whole of ground floor as well as two of the first floor bedrooms for childminding. Children have access to a garden for outdoor play. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She offers full and part-time care from 7.30am to 6pm, before, during and after school and in the school holidays. There are currently two children in the early years age group on roll. The childminder takes and collects children from the local schools and takes children to the park, children's centres, and libraries. The childminder has a cat as a pet.

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

 further support children's creativity and independence by enabling them to represent their own ideas without necessarily making an 'end product' which is adult led

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

 encourage children to use weights and measures, especially during cooking activities, to develop their mathematical skills.

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who attend

The childminder promotes children's learning and development needs well, in a very welcoming and inclusive environment. She ensures her planning covers all aspects of learning and development. The childminder uses information gathered from parents, along with initial observations, to identify children's interests and abilities on entry. The childminder has good processes in place for assessing children's progress. Consequently, children make good progress in their learning, given their capabilities and interests on entry. In addition, the childminder demonstrates a clear understanding of completing the progress check for two-year-olds when this becomes necessary.

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who attend

The childminder provides a good range of quality resources and children make their own decisions about what they would like to play with. For example, children make their own choices as the childminder arranges books, puzzles and small-world play so that they are in easy reach for them. This helps children to feel in charge of their own play and become independent. The childminder uses good teaching techniques to support and challenge children's growing communication skills. For example, during story time and sensory play, she encouraged children to say new words, repeating and reinforcing familiar phrases as they explored with different sensory textures, such as flour, dough and sugar. Children enjoyed making biscuits and cup cakes using biscuit cutters and rolling pins as they mixed the mixture and watched it change from flour into dough. The childminder extended the activity further as she asked children open questions about the different textures and

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who attend

discussed with the children the different ingredients they used to make the cakes and biscuits. These stimulating experiences help teach children new words, as well as extend their learning further in early science. However, on occasions, the childminder took charge of the activity, for example, by mixing the dough for them. As a result, children were not always able to express their own creativity or experiment further with the mixtures to see the final effects.

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who attend

Children enjoy using new skills to solve problems and to count, which helps them make good progress for their future lives. For example, the childminder used an abacus to help children to count, add and subtract. Furthermore, she encouraged children to calculate by using more or less when they counted the biscuits and cakes they were going to take home with them. The childminder teaches children to recognise shapes and colours and match puzzles and construction pieces. These learning experiences help children to prepare them for starting school. However, during the cooking activity, the childminder did not take all opportunities to encourage children to calculate the ingredients by using weights and measures. Therefore, the childminder did not fully extend children's mathematical development.

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who attend

Children enjoy physical activities both indoors and outdoors and in all weathers, which means they benefit from fresh air and exercise. They use a variety of equipment such as slides, climbing frames, push-along toys and balls to practise and extend their physical skills. The childminder develops children's curiosity about their world by taking them to the park, library and local schools. This helps children to learn about the community in which they live in as well as socialising with other children. The childminder provides children with a good selection of programmable resources. For example, she provides many toys, which younger children learn how to turn on and off to learn how they work. This supports their understanding of early technology as well as teaching them repetitive words, sounds and numbers. Children develop an awareness of others as they celebrate festivals from around the world. They play with a range of multicultural resources that help them to

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who attend

develop their understanding of different cultures and diverse needs.

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

The childminder provides children with a warm, welcoming and friendly home that meets their emotional needs well. Children happily involve the childminder in their play, which demonstrates the secure relationship they have with her. The childminder has good systems in place for settling children into her home and works well with parents to ensure that she meets each child's individual needs accordingly. As a result, children settle quickly, form secure attachments and are happy and content in her care.

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

The childminder uses clear and consistent methods to manage children's behaviour. She is a good role model and offers lots of positive praise to acknowledge children's efforts. This good practice helps children to have a sense of pride and achievement. Consequently, children are extremely well behaved and the provision has a calm atmosphere in which children learn to be caring towards one another. Children practise regular evacuation drills to help them to become familiar with the procedures, so that they learn to leave the premises quickly and in a safe manner.

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

The childminder helps children to learn the importance of good hygiene practices. She holds meaningful discussions with the children during their mealtimes and during hand- washing routines. This helps children learn to wash their hands at appropriate times to promote their good health. The childminder provides children with a healthy, balanced diet. At lunchtime, they enjoy cooked meals, such as pasta and bolognaise sauce followed by fruit for dessert. By providing children with a wide variety of healthy food, the childminder helps them learn to make healthy choices from an early age.

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provision

The childminder promotes children's welfare well. She has a good understanding of safeguarding issues and knows what to do if she has a concern about a child. The childminder is vigilant in her supervision of children and conducts risk assessments to help her identify potential hazards. She uses a good range of policies and procedures to guide her practice effectively, and she shares these with parents. The childminder has a good understanding of her responsibilities in meeting the learning and development requirements. She effectively monitors children's progress by making good use of tracking documentation. These records help her to identify children's achievements in each area of learning and any gaps in their learning.

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provision

The childminder is enthusiastic and motivated to make improvements to her service. She reflects on her practice by taking into account the views and comments of parents as well as her childminding coordinator from the local authority. The childminder is keen to improve her professional knowledge and regularly seeks training and support. Consequently, this helps her to improve her skills and practice as well as children's overall learning experiences. The childminder has addressed the action and recommendations from her previous inspection, which has had a positive impact on children's learning and care.

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provision

The childminder has developed positive relationships with parents and other providers at settings that children attend. For example, she informs parents of their children's care and routines each day to promote consistency of care. Parents' written comments indicate favourably on the progress that their children have made while with her. The childminder has developed good relationships with other professionals involved in children's care and learning. For example, the childminder approaches all other settings the children attend with permission from the parents to share information. This supports the good progress of children in the childminder's care.

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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 EY377475 Local authority Enfield Inspection number 899858 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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