Sefta, Madina

Inspection date

Previous inspection date 18/11/2014 20/01/2009

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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

 The childminder and her assistant promote children's language skills well. They engage children in conversations, which develops their vocabulary and communication skills.  The childminder and her assistant provide a warm and caring environment, where children feel happy and enjoy the positive interactions they share with them.  Children behave well as the childminder and her assistant promote positive behaviour consistently. They have clear boundaries and a sensitive approach appropriate to children's age and stage of development.  The childminder and her assistant work effectively together. They utilise each other's strengths and deploy themselves effectively to meet all children's needs.

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It is not yet outstanding because

 The childminder does not communicate fully with other early years providers to further promote continuity in children's care and learning.  Children do not have access to a broad range of resources that reflect positive images of diversity to help children to recognise and respect differences.

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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, the childminder and her assistant's interactions with the children.

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Inspection activities

 The inspector held meetings with the childminder and conducted a joint observation with the childminder.

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Inspection activities

 The inspector looked at a sample of relevant documentation, including children's records.

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Inspection activities

 The inspector spoke to parents and took account of their views during the inspection.

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Information about the setting

The childminder registered in 2003. She lives in a three-bedroom property with her husband, two adult children and two school-aged children, in Colindale, in the London Borough of Barnet. The childminder's two adult daughters are registered as her assistants. The childminder uses the whole of the ground floor of her home 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 5.30am to 8.30pm, which takes place before, during and after school and in the school holidays. The childminder is in receipt of funding for the provision of free early education for children aged two-, three- and four-years-old. The childminder supports children who speak English as an additional language. There are currently seven children on roll in the early years age range, when the childminder is working with another

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Information about the setting

assistant. The childminder takes children to school and collects them and takes children to the park, libraries and children's centres.

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

 develop partnership working by extending links with other early years settings children attend

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

 extend the range of resources promoting positive images of people to enhance children's understanding and respect for differences in the world around them.

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who attend

The childminder and her assistant provide children with a good range of learning experiences, which helps them to learn and develop. The childminder uses initial observations and information gathered from parents to identify children's starting points. This helps her to effectively support children's individual learning and development. The childminder has implemented a comprehensive observation and assessment system. She identifies how she can progress children's learning based on what she has observed. The childminder encourages parents to contribute to their children's learning by informing her about their children's achievements so far. She shares the progress check for two-year-old children with parents, encouraging them to make comments about their child's progress. This results in children making good overall progress in their learning and development from their capabilities and interests on entry.

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who attend

The childminder and her assistant use good teaching skills to extend children's language and communication skills. For example, during the inspection, children enjoyed stories the childminder and her assistant read to them. The childminder promoted children's learning further by asking them useful questions to make them think and extend their vocabulary, thoughts and ideas. The childminder and her assistant teach children sounds and letters throughout their daily activities and routines. For example, children are actively engaged and eager to identify sounds and letters during a phonic session. This helps them to make very good progress when they start school. Children who speak English as an additional language receive good support. The childminder and her assistant use a good variety of methods of communication including pictures and visual clues to support children's developing language skills.

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who attend

The childminder and her assistant promote children's creative development well. For example, children enjoyed painting and making robots during the inspection as they explored with colours to make interesting models. They mixed different prime colours and watched them turn into different colours. The childminder and her assistant promoted the children's learning further by asking them to identify the different colours they created. The children were eager to show visitors the robots they made and the childminder and her assistant offered them lots of praise throughout the activity. These activities support children's creative skills and their expressions through art and design as well as, their personal social and emotional development. Children's problem solving and cooperation skills are encouraged as they work together with the childminder and her assistant. They count everyday objects, such as bricks and puzzles, and experiment with quantities and

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who attend

sizes. For example, children calculated the puzzle pieces and played matching games such as pairs. The childminder questioned them skilfully and encouraged them to use mathematical language such as more, less, long and short when completing puzzles or mixing paints.

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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 swing, 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 children's centres to socialise with other children. In addition, regular visits to the local parks and playgrounds support children's physical development. The childminder provides children with a good selection of programmable resources. This supports their understanding of early technology as well as teaching them repetitive words, sounds and numbers. 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

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who attend

childminder promotes children's understanding of the world well overall, there are fewer resources available to help children to learn about diversity and to 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 and her assistant have developed a homely environment that is stimulating and thoroughly child-centred. 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. 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.

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

The childminder and her assistant use clear and consistent methods to manage children's behaviour. They acknowledge their achievements through frequent and meaningful praise and encouragement. 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 and her assistant understand well how to promote children's health and well-being. They help children to learn the importance of good hygiene practices. For instance, children independently wash their hands at appropriate times, especially before eating. The childminder and her assistant ensure that children develop independence in many basic skills, including managing their personal care needs, so that they are prepared well for their next stage in learning and for school. The childminder provides children with nutritious meals and snacks to encourage them to develop healthy eating practices.

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provision

The childminder regularly updates her knowledge, as well as her assistants, with regards to safeguarding children by attending regular training. As a result, the childminder and her assistants promote children's welfare well, because they have a good understanding of safeguarding issues and know what to do if they have a concern about a child. The childminder and her assistant are vigilant in their supervision of children and conduct risk assessments to help them identify potential hazards. The childminder effectively implements a number of policies and procedures. These guide her practice and she shares them with parents.

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provision

The childminder and her assistant show a good understanding of the learning and development requirements. They effectively use information taken from observations to monitor children's progress and identify next steps in their learning. The childminder and her assistant refer to guidance on children's development to identify where children are within their expected levels of learning and development. This helps them to meet the individual learning needs of all children and identify any gaps in children's learning at an early age.

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provision

The childminder is ambitious about improving her provision and practice. She has an effective programme of professional development and the evaluation of her practice. The childminder uses training successfully to enhance her knowledge and skills. For example, she has gained a childcare qualification since her last inspection and regularly seeks training and support through her local authority. Consequently, this helps her to improve her skills and practice, as well as children's overall learning experiences. The childminder has made many changes since her last inspection and has completed the previous actions and recommendation set. As a result, this has had a positive impact on children's learning and care.

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provision

The childminder has strong 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 demonstrates her knowledge of working in partnership with other professionals. For example, she is aware of the need to work in partnership with other agencies or specialist providers if the need arises. Nevertheless, the childminder has not developed regular and secure links with all other settings that children attend, in order to enhance the consistency in children's learning programmes.

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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 EY258904 Local authority Barnet Inspection number 814546 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 7

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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

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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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