Braddick, Pauline

Inspection date

Previous inspection date 05/12/2014 20/09/2011

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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 provides a warm and caring environment, where children feel happy and content and enjoy the positive interactions they share with her.  The childminder plans activities that are fun and challenging for children. As a result, they are making good progress.  The childminder promotes positive behaviour consistently. She has clear boundaries and a sensitive approach appropriate to children's age and stage of development.  Good communication with parents by the childminder ensures that children's individual needs are met.

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It is not yet outstanding because

 The childminder does not take all opportunities to include counting and mathematical language in the full range of activities.  Children are not always encouraged to practise their self-care skills during daily routines with the childminder.

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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 written documents.

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Information about the setting

The childminder registered in 2011. She lives with her husband and two adult children in Enfield Chase, in the London Borough of Enfield. The childminder uses the whole of the ground floor and upstairs toilet for childminding purposes. 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-time and part-time care from 7.30am to 6pm, which takes place before, during and after school and in the school holidays. There are currently four children in the early years age range on roll. The childminder takes children to and from school and to the park, libraries and playgroups. The family has two pet dogs.

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

 encourage children to count and use number language in all activities, to develop their mathematical skills

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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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who attend

The childminder provides children with a good range of learning experiences which help them to learn and develop. She demonstrates a good understanding of how to promote children's learning and development through play. The childminder carries out regular and precise assessments of children to help her to plan effectively for children's next steps in their learning and development. At the start of each placement, the childminder meets with parents to find out about their children's learning and development. She uses this information to carry out initial assessments to ensure she meets children's individual needs effectively. The childminder encourages parents to keep her informed about how they support their children's learning 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

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who attend

in their learning, given their capabilities and interests on entry.

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who attend

The childminder uses good teaching techniques to support and challenge children's growing communication skills. She interacts well with them during their play, asking them meaningful questions to make them think. For example, during the inspection, the childminder used large flash cards to help children identify different feelings and words. This ensures children's personal, social and emotional development is supported well, as their communication skills increase. Children listen to stories and rhymes when the childminder reads to them. They become excited when they recognise familiar objects in the books. The childminder expands children's vocabulary further, as she introduces new words throughout their play. Children engage in planned activities to promote their mathematical understanding. For example, children played with puzzles that teach them about shapes. The childminder praised the children when they recognised a variety of

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who attend

shapes, such as pentagon and rectangle, as well as all the primary colours. However, on some occasions, the childminder did not take the opportunity to encourage children to count and use mathematical language in all activities such as, when singing counting songs.

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who attend

The childminder promotes children's curiosity about their world well. For example, children became creative while carrying out experiments such as pouring salt, colourful glitter and flour on their ice models. They then placed different animals that live in the Arctic zone on their models as they watched the ice melt and change consistency. The childminder extended their learning further as she asked them to name the animals and read to them books about the animals' habitats. These activities teach children to develop an awareness of the natural world as well as early science concepts in a natural and fun way. The childminder develops children's curiosity about their world further by taking them to the park and children's centres to socialise with other children. Furthermore, children develop a good awareness and understanding about other cultures and beliefs. For example, they use a good range of multicultural resources, including small-world play and costumes, and

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who attend

celebrate festivals from around the world. This helps children to learn about the similarities and differences between themselves and others.

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

Children are happy and enjoy their time with childminder. The childminder has good systems 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 wide range of stimulating play materials and toys that are age appropriate. Her home is very well organised and resources are very accessible in child-height storage units and shelves. This promotes children's independence and encourages children to help themselves.

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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 learn how to stay safe. They practise regular evacuation drills so that they are aware of what action to take should an emergency occur. 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

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

childminder 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 practise 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. Children play outside every day and in all weathers. They use a variety of equipment such as a climbing frame, wheeled cars and tricycles to practise and extend their physical skills. This helps children to enjoy the fresh air and exercise as part of a healthy lifestyle.

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provision

The childminder has a good understanding of her responsibility to meet the safeguarding and welfare requirements. She demonstrates a good knowledge of safeguarding issues and knows what to do should she have a child protection concern about a child. The childminder has a high regard for children's safety and conducts risk assessments to help her identify any 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 clear understanding of the learning and development requirements. She promotes inclusion for all children through keeping thorough records of their individual needs and meeting them consistently well. The childminder carries out accurate monitoring to effectively support children to maintain good progress in their learning.

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provision

The childminder monitors and reflects on her practice well to make continuous improvements. She has addressed the recommendations from her previous inspection and is eager to attend training courses to further improve her childcare knowledge. This demonstrates the childminder's willingness to maintain continuous improvement in her role as a childminder.

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provision

The childminder has well-established partnerships with parents. She shares information with them on a daily basis and gives them a detailed account of their children's day. The childminder regularly meets with parents to discuss their child's progress. Parental feedback is positive and they share their views about the childminder's provision through regular discussions and questionnaires. 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 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 EY422976 Local authority Enfield Inspection number 845306 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 10

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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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