Childminder in Enfield

Inspection date

Previous inspection date 24/10/2014 13/04/2011

p.1

early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

p.1

This provision requires improvement

 The childminder provides a challenging environment both indoors and outdoors to engage children's curiosity and interests.  Children have strong attachments with the childminder. She is very caring towards them and so they feel content in her care.  The childminder is knowledgeable about child protection issues, which contributes towards keeping children safe.

p.1

It is not yet good because

 The childminder does not fully evaluate her practice. Therefore, she does not clearly demonstrate a clear capacity to promote ongoing improvement.  The childminder does not keep an accurate daily record of the names of children being cared for on the premises and their hours of attendance. This has the potential to affect children's safety in an emergency.  The childminder does not use observational assessment to full effect to plan challenging activities and fully promote children's next steps in learning. She does not consistently encourage parents to share what children learn at home, so does not take all opportunities to extend children's learning.

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

 The inspector observed the childminder and her assistant engaging with children.

p.2

Inspection activities

 The inspector viewed the areas of the premises and garden used for childminding purposes.

p.2

Inspection activities

 The inspector looked at documentation, including children's records, policies and evidence of the suitability of assistants.  The inspector took account of the views of parents.

p.2

Information about the setting

The childminder registered in 2010. She lives with her 14-year-old child and runs her provision from her three bedroom house. Children have use of an indoor play area and a secure outdoor play area. The childminder is registered on the Early Years Register, and both the compulsory and voluntary parts of the Childcare Register. The childminder collects children from local schools. She employs two assistants who work part time. The childminder and her assistants have appropriate childcare qualifications. There are currently 13 children on roll, seven of whom are in the early years age range and attend various sessions throughout the week. The childminder operates during weekdays, from 7.30am to 7pm, all year round. She offers extended hours if requested.

p.3

must:

 ensure the processes to observe and assess children's progress, including identifying starting points and stages of development, result in a full understanding of children's achievements and interests, and use this information to plan the next steps in their learning

p.3

must:

 ensure that a daily record of the names of the children being cared for on the premises and their hours of attendance is kept.

p.3

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

 enhance opportunities for parents to contribute to children's learning and progress by developing more effective ways to share information on children's development

p.3

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

 develop the use of self-evaluation to ensure all requirements of the Early Years Foundation Stage are fully met and to continually improve the provision for children.

p.3

who attend

Children are happy and enjoy their time at the setting. The childminder and her assistants help to engage the children by getting down to their level, and offering care and attention to enhance their learning experiences. They are attentive to what the children want and introduce a variety of resources to stimulate their interests, such as stacking toys or a baby gym. The childminder uses the environment to promote learning through play. She provides a good range of resources for children that are within easy reach, both indoors and outdoors. For example, babies can choose to play with cause and effect toys, while older children can choose to play with trains and tracks. As a result, children are able to use their imaginations and are engaged for the majority of their time at the setting. Children are happy with the childminder demonstrating positive relationships.

p.3

who attend

The childminder and her assistants promote children's learning and development adequately through play-based learning opportunities. The childminder notices what children do as she observes them in their play. This helps her to make some routine assessments based on her knowledge of how children develop. However, this system does not detail how children are achieving in the different areas of learning. This means the childminder does not accurately identify the next steps needed in children's learning so that she can plan more challenging activities. The childminder does not fully consider each child's stage of development when they first start, because she does not evaluate their initial interests and abilities effectively. Consequently, activities are not targeted to each child's individual learning needs form the onset. Therefore, she does not challenge children effectively to help them make the best possible progress.

p.4

who attend

The childminder uses commentary when playing with the babies and adds words to their utterances. For example, when babies were playing in the ball pond she included language by asking questions and adding words to children's actions. The childminder reads age- appropriate books to the children as they sit on her lap, and puts on suitable music for the children to listen to and join in with. Consequently, she promotes children's communication and language skills well. Younger children use materials to make marks, such as chunky crayons and chalks. The older children use pencils and felt-tip pens to practise their early writing skills. They have opportunities to draw on a chalk board or copy letters using worksheets or blank paper. This enables children of all ages to develop their early writing skills. The childminder takes opportunities to count with children, for example, when they are singing nursery rhymes or counting balls. Younger children have

p.4

who attend

opportunities to use shape sorters while older children play with puzzles. The childminder and her assistants use words, such as on or under, to describe positions as children play with the stacking toys. Consequently, children are gaining an awareness of numbers and mathematical concepts and have opportunities to develop their small-muscle skills.

p.4

who attend

The childminder has developed positive relationships with parents, and shares information through a termly newsletter and informal discussion. Therefore, parents are aware of children's activities and what they have been doing. However, parents are not consistently encouraged to share the learning that takes place at home. Therefore, the childminder does not fully gain an understanding of what children can do, especially when the children first start. Therefore, she does not take all opportunities to promote a consistent approach to children's learning and development.

p.4

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

The childminder and assistants are very kind and caring towards the children. Although the childminder is the key person for all the children they have formed strong attachments with all adults. As a result, they feel happy and content in their care. The childminder promotes children's personal, social and emotional skills effectively. She speaks to the children respectfully and encourages them to behave well. When reinforcing positive behaviour she offers opportunities for children to take turns and be polite, reminding them to say please and thank you. As a result, behaviour is good and children learn to respect each other. Children are praised for all their achievements, which boosts their self-esteem. Children feel valued, and are happy and confident in the setting. The childminder helps children to settle into the setting. She works closely with parents by following children's routines from home so children benefit from continuity of care.

p.5

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

The children have access to a well-planned outdoor area, including a covered area. This enables all children to have daily outdoor experiences regardless of the weather. The garden is safe and secure, and the childminder allows the children to move around and explore freely. Children are able to run around and exercise if they choose to be active. Consequently, children learn to be healthy. The childminder provides a range of resources to help promote children's physical skills, such as ride-on toys, ball play and push-along toys.

p.5

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

The childminder helps children to learn about keeping healthy. For example, she teaches children to wash their hands correctly and guides younger children through the process. As a result, children learn about good hygiene practices. The childminder provides healthy meals and snacks and children are encouraged to eat independently. For example, the childminder gives babies their own spoons while she feeds them and older children sit at a child-sized table to eat their food. She offers children drinking water throughout the day to ensure they are never thirsty. The childminder and her assistants follow good hygiene procedures when changing babies' nappies and prepare their bottles as needed. Consequently, they promote children's health needs and their well-being. Children develop their independence as the childminder encourages them to develop practical skills, such as putting on their own shoes and hanging their coats up.

p.5

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

The childminder has a good selection of resources and toys that are suitable for the children to play with. She regularly checks the resources to ensure they are not broken and are safe for the children to use. Children are able to access toys independently and make choices depending on their preferences. As a result, children enjoy their play. However, the childminder's systems for observational assessment and planning are not fully effective. This means that she does not consistently plan or provide children with more challenging resources and activities that promote the next steps in their learning. The childminder helps children to keep safe. For example, when travelling in the car they use the correct car seats and seat belts. The childminder teaches children to use the steps correctly when going into the garden. Consequently, children begin to develop an understanding of how to keep themselves safe. However, the childminder does not

p.5

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

consistently keep a daily record of children and their hours of attendance, which has the potential to affect their well-being.

p.5

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

Parents speak highly of the care their children receive from the childminder. Some information is shared well between the parents and the childminder. This helps her to understand each child's individual care needs. As a result, children settle quickly, which prepares them well for future changes, such as the move to pre-school or school.

p.5

provision

The childminder understands safe recruitment procedures and all her assistants have current checks to show they are suitable to work with children. The childminder and her assistants are knowledgeable about safeguarding. They understand the signs and symptoms that would cause them to be concerned and know who they should report to if they have any concerns. The childminder and her assistants have current paediatric first- aid qualifications, so are able to give suitable treatment in a medical emergency. This helps to keep children safe and promotes their welfare. The childminder minimises the risk of children having accidents. For example, she carries out daily checks of her home before the children arrive and has a good outings procedure. However, the childminder does not regularly record the hours of children's attendance. This is a breach of requirements, which also relates to the Childcare Register.Therefore, the childminder does not take all

p.6

provision

steps to promote children's safety, because there is an inaccurate record of who is present in the setting at any one time. However, the childminder ensures that she maintains ratios and that the assistants are well deployed to ensure children are supervised at all times. This helps to reduce any risks to children's safety.

p.6

provision

The use of self-evaluation is not yet fully effective because the childminder has not clearly identified the strengths and weaknesses of her practice. Therefore, she does not fully demonstrate how she drives improvement. However, she has acted on her assistants' training needs and also attends relevant training herself. Parent questionnaires and feedback show the childminder meets individual children's needs well. The childminder also shares daily diaries with parents who value these because they enable them to feel involved in their child's day. The childminder does have an awareness of national guidance for learning and development and takes some steps to offer relevant learning experiences for children. However, her observation and assessment arrangements are not yet fully developed. The childminder does not consistently observe and assess the children in order to plan purposeful, challenging activities to fully extend their learning. Therefore, she does

p.6

provision

not assure the ongoing development of children to help them progress well.

p.6

provision

The childminder has forged partnerships with other professionals, such as at the local children's centres and the other settings that children attend. This helps her to identify and meet children's needs so those who need it receive appropriate support. Partnerships with parents are respectful and trusting. Parents speak very highly of the childminder and are keen to recommend her to family and friends. However, the childminder does not take all opportunities to involve them in their children's learning. She has experience of caring for children with special educational needs and/or disabilities. She is aware of the importance of working with parents and other professionals to make sure that she meets the needs of the children appropriately.

p.6

The Childcare Register

The requirements for the compulsory part of the Childcare Register are

p.7

actions)

The requirements for the voluntary part of the Childcare Register are

p.7

To meet the requirements of the Childcare Register the provider must:

 keep a daily record of the names of the children looked after on the premises and their hours of attendance (compulsory part of the Childcare Register)  keep a daily record of the names of the children looked after on the premises and their hours of attendance (voluntary part of the Childcare Register).

p.7

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

p.8

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.

p.8

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.

p.9

Setting details

Unique reference number EY418441 Local authority Enfield Inspection number 816497 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 8 Number of children on roll 13

p.9

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.

p.9

Type of provision

For the purposes of this inspection the following definitions apply:

p.9

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.

p.9

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.

p.9

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.

p.10

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,

p.10

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’.

p.11

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.11