Childminder 135879

Inspection date

Previous inspection date 08/08/2014 14/03/2011

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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 takes account of the interests of children to plan enjoyable and challenging activities which cover all areas of their learning. As a result, children progress very well.  The childminder provides appropriate levels of support to children so that they can carry out task independently. Children are well prepared for their next step in learning because the childminder works cooperatively with the school they will be attending.  Children enjoy nutritious snacks and meals, including items that they have grown themselves. The childminder walks with them to a variety of local parks and play areas. This supports children to live a healthy lifestyle.  The childminder fosters a culture of continuous improvement and uses self-evaluation effectively to improve the childcare provision that she provides.

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It is not yet outstanding because

 Although the childminder's assessments on the progress children make are accurate she does not have an effective system in place to record their progress.  Not all children who attend have practised the fire drill. This means that there are missed opportunities to increase some children's understanding of keeping themselves safe.

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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 children's activities indoors and outdoors.

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Inspection activities

 The inspector observed adult-led activities and discussed the intentions and learning outcomes with the childminder.

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Inspection activities

 The inspector sampled the childminder's documentation including policies, children's folders and assessments.

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Inspection activities

 The inspector took account of the views of parents through recently completed questionnaires and a selection of written references.

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Inspection activities

 The inspector saw evidence of the suitability of all persons living and working on the premises and other documentation in relation to the safeguarding and welfare requirements.

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Information about the setting

The childminder registered in 1996. She lives with her husband and adult son near Enfield Town within the London Borough of Enfield. She is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The whole ground floor of the childminder's house is used for childminding and there is a fully enclosed garden for outside play. The childminder operates throughout the year, except for her annual holiday. There are currently three children on roll in the early years age group. The childminder walks to local schools to take and collect children, and uses the facilities in the local community such as parks, the library and the children's centre.

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

 ensure all children have the opportunity to practise evacuation drills to enhance their understanding of how to keep themselves safe

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

 simplify the current assessment system to enable parents to see the progress their children have made.

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who attend

The childminder has a good knowledge of the Early Years Foundation Stage and monitors the learning and development requirements through her local authority. This supports her in remaining up to date with any changes and to prepare in advance to ensure that she meets the requirements. The childminder demonstrates a good quality of teaching and differentiates activities for each child. As a result, children are offered challenges and experiences which are suitably matched to their abilities. The childminder adapts activities as needed by being responsive to children's level of engagement and displayed interests. Therefore, children enjoy a good balance between adult-led and child-initiated activities which fully extend and support their progress.

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who attend

Children can help themselves to resources and engage in a wide range of activities that promote all areas of their learning. When outside children ride on cars and pedal bikes to develop their leg muscles and also enjoy exploring the properties of water. Indoors, they use the toy kitchen with play food and a wooden house to role play with their peers, supporting their developing relationships. Children are able to choose books, both indoors and outdoors, for the childminder to read. They listen as she uses open questions which further challenge their thinking. She also supports their listening and speaking skills as she models words for the younger children to repeat. This supports their communication and language well. Children use the large garden and manage the steps independently as they are given time to assess the risks for themselves. They develop good physical skills as they kick various-sized balls and run around the grassed area. Children are growing

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who attend

beetroot and onions and use a variety of tools in the digging patch. They water the plants to help the vegetables grow and watch how they change over time, supporting their understanding of growth and decay. Children have sufficient time to practise and reinforce what they learn. For example, the childminder demonstrates how to make the coloured plastic frogs jump. Children then attempt this several times before further support is offered.

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who attend

The childminder promotes children's readiness for school effectively. For example, children are encouraged to dress themselves and manage their own personal needs in line with their capabilities. Children are challenged to solve problems through various puzzles the childminder provides and use paints and stencils to practise their early writing skills. Children use a selection of tools, such as scoops and sieves, to explore the properties of flour and fill various containers, extending their understanding of size and space. This supports the early stages of mathematics. Children walk to the local school each day and become familiar with the daily routines and surroundings. The childminder works cooperatively with the teachers and follows advice given to support children's learning. For example, she has provided children with flashcards to support their reading and literacy skills. In addition, she obtains copies of children's reports from the parents to further

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who attend

support this shared way of working. As a result, children are supported well in preparing for the next stage in their development and are ready for school.

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who attend

The childminder carries out observations on children and notes any interests that they display each week. She then uses these to determine children's next steps and inform future planning to support their progress. The childminder uses national guidance to assess children's skills, knowledge and abilities accurately and write individual targets for each child. Parents are informed of the types of activities that their children take part in and their response to these. The childminder writes next steps for children in the communication books or discusses these verbally. In addition, parents access their children's folders containing observations and the work that they have completed on a regular basis. As a result, there is a strong continuity between the setting and home. The childminder completes clear progress checks for two-year-olds to identify areas in which children may not be progressing well. Parents contribute to these. Information about

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who attend

children's learning is shared generally successfully with parents. However, the assessments completed twice a year are complex and planned targets do not clearly show the levels children are working from, or towards, making it difficult for parents to fully understand them. This means that parents are not as supported as well as possible to extend their children's learning further.

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

Children are extremely happy and settled in the childminder's home. They enjoy their time with her and benefit from the good quality of care she offers. As a result, children have developed secure bonds with the childminder, which supports their personal, social and emotional development. Children receive support to be kind and affectionate to each other as the childminder offers gentle reminders of how to behave. For example, children are asked not to jump on one another or snatch toys when they are excited. This is consistent with the behaviour management policy. The childminder uses her knowledge of each child and effectively uses distraction techniques to disperse any unwanted behaviour quickly. The childminder asks parents to complete an 'All about me' sheet before children start. This includes information on children's likes, dislikes, home routines and their current capabilities. The childminder uses this information to plan activities during the

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

initial days children attend and work towards developing each child's starting points with parents. The childminder issues each parent withan information leaflet providing details of the service that she offers including; details about the home and her family, her qualifications, and the policies and procedures. In addition, the childminder completes a communication book for each child including; starting details, the daily activities and any care information. As a result, parents are kept fully informed of the service offered and children's time with the childminder and record their own comments, to support continuity.

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

Children quickly gain a sense of belonging to the home as they access their own pegs to hang their belongings on. In addition, the childminder offers to display children's work in progress as they complete each item. Therefore, children are valued for their achievements and able to reassess their learning as they refer to the displays. Children enjoy looking at a book they refer to as 'the interesting book.' The childminder compiles a scrapbook to display positive images of men and women in different roles and various people of different cultures in high ranking positions. This supports children's understanding of inclusion and diversity. The childminder promotes children's awareness of personal safety as she reminds them to wear shoes on the decking area as they may hurt their feet. However, not all children attending have yet practised the fire drill, meaning there are missed opportunities to further promote children's understanding to

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

The childminder promotes children's health as she encourages them to try a range of nutritious food which is balanced & healthy. For example, children enjoy snacks of watermelon, satsuma, apple and banana, and have homemade carrot soup for lunch. Children are given support to butter their own bread, promoting their independence. On occasion the childminder provides children with breakfast, such as porridge, and demonstrates flexibility in line with the needs of parents. Parents appreciate the childminder's flexible approach and the varied selection of fruit and vegetable that she provides. The childminder has completed an appropriate food hygiene course. The childminder encourages children to remain seated while they eat and regularly reminds them to say 'please' and 'thank you.' Therefore, children are aware of socially acceptable behaviour and the appropriate times to use it. Children wash their hands before all

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

mealtimes and after playing outside using soap and paper towels. Furthermore, the childminder wears gloves to change children's nappies. This promotes safe hygiene practice and reduces contamination through the spread of germs. The childminder encourages children to enjoy fresh air and take part in exercise as she offers them the freedom to move between the indoor and outdoor areas. Furthermore, the childminder walks to the local parks and other facilities in her community to extend children's experiences. For example, children enjoy the local splash park in warmer weather. As a result, children's physical development is promoted well.

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provision

The childminder ensures her home is safe for children as she keeps the front door locked and uses safety gates as needed to restrict access to areas of the home. She asks all visitors to sign in and out and has received a full Disclosure and Barring Service vetting clearance for all adults living on the premises. This ensures that only adults that are suitable have contact with children. This helps to safeguard children against any adults they have contact with. Furthermore, this means that no unauthorised person can access the home and children are unable to leave unsupervised. The childminder demonstrates a thorough understanding of the child protection procedures and the action to take if an allegation is made against any member of her family. To increase her knowledge further the childminder has attended an advanced course on safeguarding children. The childminder carries out daily visual risk assessments and completes written assessments

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provision

for any outings that the children go on. In addition, she completes a full detailed assessment of the areas of her home and garden each year. She is aware of what constitutes a risk or hazard to children and removes items from the garden or parks she attends before allowing the children access. The childminder has robust policies in place and implements these consistently within her practice. She follows her procedures for using digital images and has registered with the Information Commissioners Office due to handling sensitive data on families. In addition, the childminder details procedures for administering medication and dealing with children who are sick. The childminder issues all parents with copies of her policies as they are updated so that they remain fully informed. She also ensures parents are made aware of the complaints process through displaying a poster clearly detailing the relevant numbers to call.

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provision

The childminder has a well-organised, regular and effective professional development programme in place and attends regular training to improve the quality of teaching and other areas of her practice. She has attended courses on; home learning-working in partnership with parents, progress checks for two-year-olds and implementation of the Early Years Foundation Stage. These are in addition to the core required courses, such as her first aid. The childminder has made many improvements to her practice and has addressed all the actions raised at her last inspection. For example, the childminder uses observation and assessment to support children's progress, seeks the views of parents and has developed effective partnerships with the other provisions children attend to support continuity of care. The childminder completes a detailed self-evaluation form to assist her in identifying areas of strengths and weakness and support continuous improvement. The

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provision

childminder's current action plan includes looking at alternative national guidance documents to support her further development.

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provision

The childminder has established good partnerships with parents and involves them generally successfully in all areas of children's learning and development. She seeks their views through daily discussions and regular questionnaires. She gains the views of children through observing their interactions during activities to note their likes and dislikes. In addition, older children are asked what they would like to do and the childminder provides suitable resources for them to use. The childminder has also established good links with other agencies, including the local children's centre, who support her to organise specific activities for children. The relationship she has with these providers provides her with access to specialised additional support if needed for the children in her 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 135879 Local authority Enfield Inspection number 842978 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 6

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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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