Childminder in Barking and Dagenham

Inspection date

Previous inspection date 11/12/2014 11/08/2009

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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 1 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 ?The childminder has a thorough knowledge of how children learn and provides interesting and exciting activities for them to participate in.  ?The environment is extremely well-resourced. Children can access their chosen resources independently which means they remain interested and learn effectively.  ?Children are very happy and settled due to the warm and welcoming environment that the childminder offers.  ?The childminder has an excellent relationship with parents and works effectively in partnership with them. This ensures that parents are involved in their children's learning and development.

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It is not yet outstanding because

 Very occasionally, the childminder does not wait for children to respond to questions, so does not fully enhance their communication and language skills at such times.

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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 children at play inside and outdoors.

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Inspection activities

 The inspector spoke to the childminder and children at appropriate times throughout the inspection.

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Inspection activities

 The inspector sampled documentation such as policies and procedures, assessment records, parent's comments and self-evaluation forms.  The inspector gave feedback to the childminder at the end of the inspection.

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Information about the setting

The childminder registered in 2008. She lives with her husband and school-age daughter in a residential area of Dagenham, in the London Borough of Barking and Dagenham. The whole ground floor of the childminder's house is used for childminding and a fully enclosed garden is available for outside play. The childminder currently has one child in the early years age group on roll. The childminder also cares for older children. The childminder is registered on the Early Years Register and the compulsory part of the Childcare Register. The childminder walks to local schools to take and collect children. The childminder attends local community groups.

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

 strengthen children's communication and language skills by giving them time to think and respond to questions during play.

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who attend

The quality of teaching is of a good standard and the childminder offers an array of different learning opportunities for the children to access. She is qualified to level 3 and fully understands the learning and development requirements and how to promote these. Consequently, children benefit from a range of experiences to ensure they are well prepared for their next stage of learning and starting school. She collects information about children's skills and abilities from parents when children first start attending. This includes what they like to play with and what they can already do. She keeps records of observations of children's play, supported with photographs of them at their activities, which she shares with parents. She uses these observations to assess and monitor children's development. The childminder plans weekly for each child individually. She is flexible so that plans can be adapted to focus on and extend children's interests. These

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who attend

assessments show that children are making good progress in their learning and development, in readiness for school. The childminder provides a stimulating range of resources to support her planning. For example, children play with a variety of utensils and real food in the pop up supermarket. They extend their imaginative skills together using a toy trolley and cash register to play shops.

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who attend

Children choose to play with life size building blocks to build a house. The childminder enhances their vocabulary by encouraging them to use words such as bigger, taller, higher, smooth and rough and to count the number of bricks needed to build the house. The childminder supported children to build the house and they were keen to show the inspector their house and the previously made postbox. The childminder asked the children questions, such as 'How did we make the post box?? ?What colour did we use for the postbox and the snow?? and 'How many bricks do we need??. This interaction encourages children's communication and language development, and develops their critical-thinking skills. The childminder consistently talked to the children and asked a range of questions throughout all activities. However, at times, children were not given good amounts of time to respond. Therefore, the childminder does not consistently take

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who attend

all opportunities to fully promote their language development.

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who attend

The childminder encourages children to explore programmable toys. She helps them to learn about road safety using computerised traffic lights and road signs. Children enjoy pushing the buttons and learning about the red and green man when the childminder pretends to be a car on the road. The childminder has a good understanding of the progress check requirements for two-year-old children. She can identify what the children in her care are able to do and areas where children's development is less than expected, in order to inform this assessment. She provides parents with summary assessments of children's learning and talks with them about what their children are learning.

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who attend

The childminder takes children to several community groups, such as playgroups. This complements the activities provided in her home, giving children the opportunity to socialise with other children and link with the local community. Children learn about the wider world, for example, as they visit local parks and discuss the changes in the weather. All children are gaining the necessary skills to effectively prepare them for their future learning and they make good progress in relation to their starting points.

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

Children show a strong sense of belonging and security in the childminder's home. They settle very well and are extremely well supported to move successfully from home to the childminder's provision. Children form strong bonds and very good relationships with the childminder and other children and, as a result, are extremely confident and independent. Children explore their environment well and make choices about what they want to do. As a result, children have a strong voice because the childminder consults with them and treats them with great respect. This helps children to become responsible, make well- informed choices and their behaviour is exemplary. Children are secure enough to tell the childminder in what order they would like to do things. For example, children decide by themselves that they no longer want to play shops and they move into the garden to ride the bikes and water the plants.

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

There are many photographs on display of children participating in activities and their artwork takes pride of place. This makes children feel valued and gives them an excellent sense of belonging. Young children show they feel comfortable in the childminder's care as they reach out for cuddles. Parents have excellent opportunities to be thoroughly involved in their children's learning and development. For example, they are provided with a comprehensive report every couple of months, which covers all areas of learning and shows how their children are making progress. All parents are encouraged to comment and take part in deciding children's next steps. The childminder makes suggestions about how parents can complement children's learning at home to provide consistency in their learning.

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

The childminder completes regular risk assessments to minimise any hazards so that children can move around freely and in safety. She acknowledges children's efforts and achievements and gives them lots of praise and encouragement to help them play cooperatively with each other. Children learn to feel safe as the childminder supervises them extremely well and is highly attentive to their needs in her home and on trips to local play centre and toddler groups. The childminder sits where children can see her, ensuring their safety, while also being mindful of not interrupting the flow of their play unless asked.

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

Children are well nourished with balanced regular meals, snacks and drinks so that they do not become hungry or thirsty. Parents are provided with comprehensive guidance on healthy options should they prefer to send food from home. Activities such as preparing their food at mealtimes, cooking and gardening help children to understand about what constitutes a healthy lifestyle. Children learn about making healthy choices and the importance of good hygiene, fresh air and exercise. The childminder talks to them about keeping healthy and which foods are good to eat. She makes sure that children have lots of outdoor play and they walk to places of interest so that they benefit from fresh air and exercise.

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

Ongoing discussions with parents about children's medical needs, and routines mean the childminder has a clear, up-to-date understanding of how to support children's good health. The childminder gives excellent consideration to the welfare of children and follows appropriate procedures when children become ill while in her care. For example, she contacts the parents so that they can collect their child, follows this up to enquire how well the child is recovering and makes sure children are well enough to return to minimise cross infection to other children. The childminder organises her home effectively to support the needs of young children such as having a quiet area for babies and children to sleep undisturbed. She teaches children well about keeping themselves safe so that they develop a sense of responsibility for their own well-being.

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provision

The childminder is aware of her responsibilities in meeting the safeguarding and welfare requirements. Her knowledge and understanding of child protection issues is good, along with her awareness of the signs and symptoms that may cause concern. The childminder's comprehensive safeguarding policy details the procedures to follow and includes relevant information to guide her should she have any concerns. Suitability checks for all adults living and/or working on the premises have been undertaken and visitors to the premises have no unsupervised contact with the children. The childminder is vigilant in her supervision of children and conducts risk assessments to help her identify potential hazards. She has a fire blanket and smoke alarms situated in the appropriate places, helping her to ensure the safety of children. She keeps thorough documentation, including relevant public liability insurance, and effectively implements her policies and procedures.

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provision

These guide her practice and are shared with parents.

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provision

The childminder has a good understanding of child development and of how children learn. She uses published guidance to monitor children's progress across the areas of learning, and plans activities and experiences to help them achieve their next steps. The childminder collates this information in a learning record for each child. She shares this with parents to keep them well informed about their children's development and welcomes their feedback. The childminder is enthusiastic and motivated to make improvements to her service. She works with her local childminding coordinator, and completes regular self- evaluations to reflect on her practice and highlight areas for improvement. She takes into account the views of the parents and children, and shows a positive commitment towards developing and improving her provision. These measures help her to enhance her professional practice and improve the quality of provision for children.

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provision

The childminder knows when to contact outside agencies to support children's development. She shows a clear understanding of the importance of sharing information with parents and other professionals. Partnerships with parents are established and ensure that children's development is effectively enhanced. The childminder is aware of the importance of making links with the local school, or other providers, to ensure continuity of care and learning for children. As a result, children are prepared well for the move to nursery, or school, and for their future learning.

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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 EY375928 Local authority Barking & Dagenham Inspection number 815684 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 4

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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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