Childminder in Surrey

Inspection report for early years provision

p.1

Unique reference number EY385129 Inspection date 30/09/2009 Inspector Amanda Jane Tyson

p.1

Type of setting Childminder to 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 rates council children’s services, and inspects services for looked after children, safeguarding and child protection. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 08456 404040, 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.

p.1

Royal Exchange Buildings St Ann's Square Manchester M2 7LA

p.2

T: 08456 404040 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.2

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.

p.3

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).

p.3

Introduction

Children only attend this setting before and/or after the school day and/or during the school holidays. The judgements in this report reflect the quality of early years provision offered to children during those periods.

p.3

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.

p.3

Introduction

Please see our website for more information about each childcare provider. We publish inspection reports, conditions of registration and details of complaints we receive where we or the provider take action to meet the requirements of registration. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.3

Description of the childminding

The childminder was registered in 2009 on the Early Years Register and the compulsory part of the Childcare Register for a maximum of four children aged under eight years, of whom one may be within the early years age range at any one time. There is currently one child, within the early years age range, on roll. The childminder lives with her husband and two children, who are within the early years age range, in Stoneleigh which is in the borough of Epsom and Ewell, Surrey.

p.4

Description of the childminding

All areas of the home are available for childminding use; toilet facilities are available on the ground and first floor, there is a designated play room, lounge, kitchen-diner and a fully enclosed garden available for outdoor play.

p.4

The overall effectiveness of the early years provision

Overall the quality of the provision is good.

p.4

The overall effectiveness of the early years provision

Children are cared for in a well maintained, safe and secure environment; they are happy, demonstrate a strong sense of belonging and are, overall, well safeguarded. Children enjoy a varied range of activities and are making good progress in all areas of their learning and development. The childminder works together with parents to support children's learning and has already initiated the beginning of an effective partnership with children's other early years practitioners. The childminder makes good use of self-evaluation to identify the strengths and weaknesses in her provision and is proactive in ensuring continuous improvement.

p.4

further?

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

p.4

further?

 make the rotary washing line safe or inaccessible to children  make more use of observation and assessment to inform and guide planning; so that it is more focussed on building on children's individual interests and skills.

p.4

the early years provision

Children are well safeguarded by the childminder's understanding of what to do if she is concerned about a child, by her mostly very rigorous attention to risk assessment, which includes a thorough assessment of each venue that she takes children to, and by her innovative focus on teaching children how to keep themselves safe. However, an uncovered and accessible rotary line in the garden presents a possible risk of entanglement. All records and documentation required for the safe and efficient management of the provision are in place to support children's welfare needs. For example, all the necessary written consents and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 health information is gathered from parents prior to placement and there are good systems in place to record accidents and administered medication. The childminder has a comprehensive range of policies and procedures in place which she shares

p.4

the early years provision

with parents. Some of these have been acquired from external sources and not yet adapted to provide parents with accurate information, but the childminder's self- evaluation system has already identified this and she is in the process of making amendments.

p.5

the early years provision

The childminder's relationship with parents is highly effective in ensuring that children receive consistent and continuous care and learning support. For example, they work together to prepare children for the transition to school; to develop children's writing and phonic skills and in planning for children's unknown reaction during the first week. A daily diary goes back and forth between the childminder and parents each day and this provides a clear picture of their learning journey, for instance, from being able to write the first letter of their name to independently writing all of it. Parents hold the childminder in high regard and it is very clear that a high level of mutual respect exists between them. In agreement with parents the childminder has already made links with children's new class teachers, which indicates the beginning of an effective professional relationship.

p.5

the early years provision

The childminder's commitment towards professional development is very well demonstrated by the several modifications, which are ongoing, that she has made to her systems for monitoring and evaluating children's progress and development towards the early learning goals, using observation. The childminder has completed a number of Early Years Foundation Stage (EYFS) workshops, networks with other local childminders and makes good use of the EYFS practice guidance to plan exciting activities. Her understanding of a child-initiated approach to learning is becoming much clearer.

p.5

and outcomes for children

Children are happy and very well cared for by a childminder with whom they have a close and trusting relationship. A key strength of this provision is how well children understand how to keep themselves safe and the fun they have with the childminder when she joins in their games. Children enjoy a good range of pre- planned innovative activities, as well as having some opportunities to initiate their own play and learning. For example, awareness of healthy eating is raised as children play with ideas to create 'fruit faces' on a pancake. They have fun exploring using their senses, for example, by delving into a bag of fruit and vegetables to describe and guess what they are going to pull out. This brings them into contact with diverse and exotic types, such as a kiwi and where it comes from. Children's critical thinking skills are demonstrated as they describe an orange skin as 'like a dinosaur', and their understanding of how to keep themselves safe is

p.5

and outcomes for children

consolidated as they look at different berries and talk about the associated dangers.

p.5

and outcomes for children

The childminder encourages daily outdoor play and children's squeals of laughter are testament to the fun they have when the childminder joins in their self-initiated This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 games, such as hide and seek. Play and learning resources are well organised to enable children to help themselves, for example to construction and role play. Children's progress and development records provide a clear indication of their individual developing interests and skills, but this information is not, at this stage, best used to inform and guide planning. Activities are currently linked to a pre- determined theme, for example, 'transport'. However, children still thoroughly enjoy these activities and they do take account of children's preferred learning styles, for example engaging in active learning, such as helping to conduct a premises risk assessment to explain the 'why' about safety.

p.5

and outcomes for children

Children have learned how write their name, they recognise primary and secondary colours and are able to create specific three dimensional shapes using clay. They use number language in context and demonstrate good problem solving skills. Children are becoming articulate communicators; levels of comprehension are high and well demonstrated by their ability to 'joke' with the childminder. They are keen to talk about their day, and confidently express their thoughts and feelings. Children skilfully use these foundations to negotiate, which the childminder good naturedly encourages, for example in agreeing for children to have a bite of the fruit pancake before dinner, whilst saving the rest for afterwards so not to spoil their appetite.

p.6

and outcomes for children

Posters displayed around the home remind children of the rules for keeping themselves healthy and safe and for when playing with each other. As a result, accidents and squabbles are rare; children understand the difference between right and wrong, are well mannered and play nicely together. A trip to the local fire station raised children's interest in fire safety and their knowledge and understanding of what to do in the event of a fire is consistently consolidated through monthly evacuation practises. Their attention during these practises is particularly well encouraged by a certificate for 'practising sensibly' afterwards. Children feel safe and secure on outings because they know what to do if they find themselves lost; they are reassured by the zip-tags that they wear detailing the childminder's mobile telephone number, they are reminded which adults at each venue are safe to approach, for instance farm staff, and of a highly visible meeting

p.6

and outcomes for children

point. The childminder's lovely selection of books helps children to accept and understand diversity issues, such as seeing pictures of wheelchair users playing basketball with other children in a playground. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.6

Annex A: record of inspection judgements

The key inspection judgements and what they mean

p.7

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

p.7

children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

p.7

and managed?

The effectiveness of leadership and management in embedding ambition and driving improvement The effectiveness with which the setting deploys resources 2 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 2 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 2 The effectiveness of the setting’s engagement with parents and carers

p.7

Stage

The quality of the provision in the Early Years Foundation Stage 2

p.7

Stage

The extent to which children achieve and enjoy their learning 2 The extent to which children feel safe 2 The extent to which children adopt healthy lifestyles 2 The extent to which children make a positive contribution 2 The extent to which children develop skills for the future 2

p.7

Stage

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

p.7

Annex B: the Childcare Register

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

p.8