Childminder in Brent

Inspection date

Previous inspection date 18/11/2014 Not Applicable

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early years provision

This inspection: 2 Previous inspection: Not Applicable 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 good progress in their learning because the childminder uses good teaching strategies. She has effective systems in place for observation, assessment and planning.  The childminder plans activities that are fun and challenging for children. As a result, they are making good progress.  The childminder provides a warm and caring environment, where children feel happy and content and enjoy the positive interactions they share with her.  The childminder is committed to the ongoing improvement of her provision by attending further training. This results in continually improving outcomes for children.

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It is not yet outstanding because

 Children are not always encouraged to practise their self-care skills during daily routines with the childminder.  The childminder does not provide many resources to strengthen children's understanding of diversity.

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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 compulsory part 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 written documents.

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Information about the setting

The childminder registered in 2010. She lives with her five adult family members in a four- bedroom property in Kingsbury, in the London Borough of Brent. The childminder uses part of the ground floor for childminding. Children have access to a garden for outdoor play. The childminder is registered on the Early Years Register and the compulsory part of the Childcare Register. She offers full and part-time care from 8am to 9pm, which takes place before, during and after school and in the school holidays. There are currently two children in the early years age range on roll, who attend on a part-time basis. The childminder takes children to and from school and to the park, libraries and playgroups. The family has two pet cats.

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

 develop further opportunities for children to practise their self-care skills in everyday routines

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

 extend the range of resources that reflect positive images of disability in order to promote children's knowledge and understanding of diversity.

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who attend

The childminder promotes children's learning and development needs well in a welcoming and friendly environment. She finds out as much as possible about each child's background, because parents complete written information when their children first start. The childminder then observes children's achievements and plans activities that build on their interests and skills, making sure she introduces new challenges. The childminder involves parents in their child's learning. For example, she shares information with them and offers them suggestions for activities to continue at home. This helps involve parents in their child's learning. In addition, the childminder completes the required progress checks for two-year-old children and shares these with parents. As a result, children make good progress in their learning, given their capabilities and interests on entry.

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who attend

The childminder uses good teaching skills to extend children's language and communication skills throughout their daily activities and routines. She interacts well with them during their play, asking them meaningful questions to make them think. Children's vocabulary is wide and the childminder expands this further as she introduces new words throughout their play. For example, children enjoyed making baby owls out of play dough and craft material. The childminder extended their learning further as she encouraged the children to talk about the models they made. She then complimented the activity by reading stories about baby owls to them and extending the activity by asking children about the owl's habitats. These interesting discussions help to teach children a range of useful skills, which prepares them well for the next stage of their learning.

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who attend

Children enjoy drawing and painting. For example, they used colourful pens as they made interesting artwork on the board. The childminder joined in during children's creative play and offered them lots of praise during their mark making. This helps children to develop their creativity, as well as their early literacy skills. Furthermore, children are actively engaged and eager to identify sounds and letters, and this prepares them well for starting school.

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who attend

The childminder provides a good range of resources and children make their own decisions about what they would like to play with. For example, children have fun counting the construction bricks to make interesting models. The childminder extends the activity further by asking children questions to promote their critical thinking and understanding of numbers. The childminder teaches children mathematics well. For example, she praised children when they recognised a variety of shapes such as hexagon and rectangle as well as all the primary colours. The childminder promotes children's learning further by encouraging them to count, add and subtract a variety of objects such as the plastic ducks. Children match puzzles and use measuring jugs when playing with sand and water. These activities help children to build skills for their future lives.

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who attend

Children enjoy physical activities both indoors and outdoors and in all weathers, benefiting from the fresh air and exercise. They use a variety of equipment, such as a tricycles, wheeled cars, push-along toys and balls. These resources help children to practise and extend their physical skills. The childminder promotes children's curiosity about their world by taking them to local libraries and playgroups to socialise with other children. Children visit the park regularly to use the large apparatus in the playground, to help extend their physical skills. They learn about nature as they pick bark, leafs and conkers. The childminder provides children with a range of multicultural resources to develop their understanding of different cultures, and they celebrate festivals from around the world. However, although the childminder promotes children's understanding of the world well, there are few resources available to help children to learn about diversity and to

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who attend

understand differences through their everyday play.

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

The childminder has a stimulating and homely environment that is thoroughly child- centred. Children settle quickly, form secure relationships and are happy and content in her care. Children benefit from familiar routines that are consistent with their experiences at home, to help them feel secure. Consequently, children are confident and display a good sense of belonging in the childminder's home.

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

The childminder has a calm and consistent approach and offers children gentle guidance to help them behave well. She acknowledges their achievements through frequent and meaningful praise and encouragement. For example, the childminder praised children when they showed her their craft work or helped her to tidy up the toys. Consequently, children have a sense of pride for their achievements and behave well. 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. This helps to raise their awareness of safe practices in an emergency.

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

The childminder understands well how to promote children's health and well-being. She helps children to learn the importance of good hygiene practices. For instance, children wash their hands independently at appropriate times, especially before eating. The childminder ensures that children develop independence in many basic skills including managing their personal care needs. Mealtimes are a relaxed, sociable occasion and the childminder sits with the children. She interacts well with them and talks to them about healthy eating. Children benefit from varied, healthy, home-cooked meals and snacks that meet their nutritional needs. However, there are missed opportunities for children to practice their self-care skills further during mealtimes. For example, children are not encouraged to help to prepare and serve their snacks or meals for themselves.

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provision

The childminder promotes children's welfare well because she is knowledgeable about the safeguarding and welfare requirements. She has a good understanding of safeguarding issues and knows what to do should she have a child protection 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 which she shares with parents. The childminder has a good understanding of her responsibilities in meeting the learning and development requirements. She implements good processes for assessing children's progress including the use of monitoring documentation. These records help the childminder to identify children's achievements in each area of learning and any gaps in their learning.

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provision

The childminder uses the self-evaluation processes effectively to monitor what children enjoy and identify how she can improve and develop in the future. She reflects on her practice by taking into account the views and comments of parents as well as her childminding coordinator in her local borough. The childminder is particularly keen on attending training courses to further develop her knowledge and understanding of childcare. As a result, her commitment to further training helps her maintain a very good capacity for continuing overall improvement.

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provision

The childminder has good relationships with parents, resulting in effective communication and information sharing. For example, she informs parents of their children's care and routines each day. Parents are very complimentary about her caring approach, and say their children are very happy in her care and enjoy their days with her. The childminder works effectively with other early years settings and schools children attend, providing continuity in children's learning and development. For example, she shares children's achievements and progress with the nursery they attend; so planning aims in both provisions are consistent for children's learning. The childminder is aware of the need to work in partnership with other agencies or specialist providers if the need arises.

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The Childcare Register

The requirements for the compulsory 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 EY388410 Local authority Brent Inspection number 766081 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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Name of provider

Date of previous inspection not applicable

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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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