Childminder in Surrey

Website: www.ofsted.gov.uk This document may be reproduced in whole or in part for non-commercial educational purposes, provided that the information quoted is reproduced without adaptation and the source and date of publication are stated. Inspection report for early years provision

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Unique reference number EY305952 Inspection date 03/06/2009 Inspector Louise Bonney

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Type of setting Childminder This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Introduction

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of the registered early years provision. ‘Early years provision’ refers to provision regulated by Ofsted for children from birth to 31 August following their fifth birthday (the early years age group). The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and welfare, known as the Early Years Foundation Stage.

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Introduction

The provider must provide a copy of this report to all parents with children at the setting where reasonably practicable. The provider must provide a copy of the report to any other person who asks for one, but may charge a fee for this service (The Childcare (Inspection) Regulations 2008 regulations 9 and 10).

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Introduction

The setting also makes provision for children older than the early years age group which is registered on the voluntary and/or compulsory part(s) of the Childcare Register. This report does not include an evaluation of that provision, but a comment about compliance with the requirements of the Childcare Register is included in Annex B. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Description of the childminding

The childminder registered in 2005, and is registered on the Early Years Register and both the voluntary and compulsory parts of the Childcare Register. She lives with her husband and two children in Guildford, Surrey. The whole of the downstairs is used for minding. There is a garden available for outside play with local parks and shops nearby. The family have a cat as a pet.

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Description of the childminding

The childminder has seven children on roll. Of these, three children are in the early years age group. A maximum of five children may attend at any one time. The childminder provides care from Monday to Friday throughout the year. The childminder visits local groups and the Children's Centre.

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Description of the childminding

The childminder is a member of the National Childminding Association.

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Overall effectiveness of the early years provision

Overall, the quality of the provision is good. Children settle happily to their activities and have caring relationships with each other and the childminder. They make good progress in their learning and development through accessing a stimulating range of activities, and the childminder promotes their welfare well. The childminder develops close partnerships with parents, who highly value her service. Children benefit from an inclusive environment that reflects their individual backgrounds, such as home languages and cultures. The childminder continually evaluates and develops her provision through attending training and seeking support and feedback from others.

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further?

To further improve the early years provision the registered person should:

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further?

 develop a systematic and routine approach to observational assessment of children's development linked to the early learning goals and use to identify and plan their next steps in learning  develop understanding of the EYFS to support the evaluation of the provision for children's learning  ensure medication records always provide sufficient detail, such as times of administration.

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provision

The childminder organises her provision well. She provides a good range of resources for the children, some of which they can safely access for themselves. She allows children free access to indoor and outdoor areas as they initiate their own play. This helps them develop independence and confidence. The childminder plans activities that children find stimulating and which promote learning in all the This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Areas of Development within the Early Years Foundation Stage (EYFS). The childminder evaluates her provision and seeks support from others to help identify areas for development, which she then acts upon. This has led to an increase in art and craft opportunities for the children and to more formal systems being set up to record children’s learning. However, her knowledge of the EYFS practice guidance is not yet strong enough to help her rigorously evaluate how well her

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provision

provision supports children’s progress towards the early learning goals and to identify areas for future development. The childminder continues to develop professionally by attending training, such as for safeguarding children, the use of persona dolls and observational assessment. This supports her continual development.

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provision

The childminder develops strong relationships with parents. She shares her portfolio which provides well written and detailed information about her setting. Her policies reflect her commitment to safeguarding children and in providing an inclusive setting. Letters from parents show appreciation of how well the childminder values and includes children’s individual religions, cultures and languages. The childminder seeks and acts upon feedback from parents, such as by taking children to a particular group activity. This helps the childminder provide a responsive service that parents appreciate. The childminder fully discusses children's medical needs with parents and shares her records with parents. However, medication records sometimes lack detail, such as times medication is administered. This does not support continuity of care.

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The quality and standards of the early years provision

Children are very happy, safe and settled in the childminder’s care. They develop excellent relationships with each other and the childminder, and frequently show care and consideration towards each other. They take turns and offer resources to each other without being reminded, such as when they each shake a jar to mix powder paint with water. Children develop cooperative play as they help each other fill the water tray using the hosepipe, while another tells them when it’s full enough, or transfer water at another child’s request into their digger’s scoop. Children recite rhythmic rhymes as they work together, ‘what’s going to work – team work’ or ‘blue blue how are you’, which promotes their awareness of similarities in sounds. Children develop good attitudes towards learning through the childminder encouraging them to think for themselves and make choices. When children show an interest in something particular, she extends it through

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The quality and standards of the early years provision

asking questions or by introducing new resources. For instance, when children observe they are making patterns as they tread water along the concrete path, the childminder offers them the opportunity to make patterns doing foot painting which children excitedly accept. The childminder provides a good balance of adult- led and child-initiated activities. While children thoroughly enjoy her involvement in their activities, they also play well without her support as they initiate their own play and learning. During their play, children spontaneously count, name colours and use language to describe quantities, reflecting language previously learnt during interactions with the childminder.

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The quality and standards of the early years provision

The children attending have various cultural backgrounds and languages, which This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 the childminder incorporates into her provision. Children have books in other languages and music from other countries. The childminder shares key words with parents and encourages children to talk about and value each other’s differences and similarities. She takes children out every day to experience the wider community and has started to take them on a trip further afield every week such as on a train journey, to a garden centre where they see a juggler, or to the library to join in story time and look at all the resources available. This helps children develop awareness of their community.

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The quality and standards of the early years provision

The childminder is beginning to carry out observational assessment of children’s learning, although this is not yet systematically carried out to track their progress across all Areas of Learning. She uses photographs and examples of children’s work to record activities they participate in and identifies some aspects of children’s learning. However, she is not yet sufficiently familiar with the early learning goals to assess their overall progress and to help identify and plan towards specific individual learning aims. Meanwhile, her general knowledge of child development helps ensure that children make progress well through the provision of a wide range of activities and the good individual support they receive. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex A: record of inspection judgements

The key inspection judgements and what they mean

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Annex A: record of inspection judgements

Grade 1 is Outstanding: this aspect of the provision is of exceptionally high quality Grade 2 is Good: this aspect of the provision is strong Grade 3 is Satisfactory: this aspect of the provision is sound Grade 4 is Inadequate: this aspect of the provision is not good enough

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of children in the Early Years Foundation Stage?

How well does the provision promote inclusive practice? 2 The capacity of the provision to maintain continuous improvement.

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Foundation Stage led and managed?

How effective is the setting’s self-evaluation, including the steps taken to promote improvement? How well does the setting work in partnership with parents and others? How well are children safeguarded? 2

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Years Foundation Stage promoted?

How well are children helped to stay safe? 2 How well are children helped to be healthy? 2 How well are children helped to enjoy and achieve? 2 How well are children helped to make a positive contribution? How well are children helped develop skills that will contribute to their future economic well-being?

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Years Foundation Stage promoted?

procedures set out in the guidance available from Ofsted’s website: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Met

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Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Met

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