Childminder in Surrey

Inspection report for early years provision

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Unique reference number EY391557 Inspection date 04/11/2009 Inspector Lynn Palumbo

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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.

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

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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

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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.

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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

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Description of the childminding

The childminder was registered in 2009. She lives with her husband and three children in a house in Hersham, Surrey, within easy walking distance of shops, parks, nurseries and schools. All areas on the ground floor and the bathroom on the first floor are used for childminding and are easily accessible. There is a fully enclosed garden for outside play.

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Description of the childminding

The childminder is registered to care for a maximum of five children at any one time. There are currently two children on roll within the early years age group who attend at different times of the week. The childminder is registered on the Early Years Register and the compulsory part of the Childcare Register.

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Description of the childminding

The childminder is a member of the National Childminding Association. She walks to local nurseries and schools to take and collect children.

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The overall effectiveness of the early years provision

Overall the quality of the provision is good.

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The overall effectiveness of the early years provision

Toddlers' individuality is recognised and nurtured by the childminder who has a good knowledge of their individual needs and requirements. Toddlers' needs are met because they are offered age-appropriate resources and activities suitable to their individual stages of development. The childminder has established secure relationships with parents to ensure a collaborative approach for toddlers' individual well-being and learning. The childminder has introduced systems to enable her to reflect upon her practice and identify future areas of development.

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further?

To fully meet the specific requirements of the EYFS, the registered person must:

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further?

 ensure a record of risk assessment is conducted for each type of outing and review it before embarking on each specific outing (Safeguarding and promoting children’s welfare) 16/11/2009

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further?

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

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further?

 continue to use assessment systems to ensure information obtained from observations is fully utilised to identify next steps across all areas of learning and enable parents to incorporate their comments into toddlers' individual records  establish a two-way flow of information with other early years providers to ensure a collaborative approach is achieved with toddlers' individual learning and development This inspection was carried out under sections 49 and 50 of the Childcare Act 2006  provide toddlers with a variety of healthy food at lunch and snack time to ensure they make choices about what they wish to eat.

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the early years provision

The childminder has a secure understanding of child protection procedures and knows where to make referrals. She has good records of risk assessments in place for her home and transporting children in a car. However, a risk assessment for each type of outing and review before embarking on each specific outings is not in place; this is a breach of regulation. This does not ensure any potential hazards are promptly identified and minimised. The childminder obtains all parental permissions. She shares all her policies and procedures with parents at the outset to ensure they are well informed.

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the early years provision

The childminder has designed the dining room for the toddlers and has arranged the wide range of good quality resources at their level. This enables toddlers to independently access them. The childminder has arranged an uncultivated area in her garden to ensure toddlers learn safely about wildlife. Toddlers are provided with an appropriate range of resources to foster an awareness of diversity in society, for example, they celebrate festivals.

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the early years provision

The childminder has effective systems to self-evaluate and has identified some areas for development. She has recognised that toddlers need to explore media such as paint, gloop and dough. This ensures toddlers' creative development is further enhanced and feeds into the continuous improvement of her setting.

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the early years provision

The childminder has good links with early years support workers and she has attended a number of training courses. For example, she has an up-to-date First Aid qualification, and has attended a childminding introduction programme course.

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the early years provision

The childminder has good relationships with the parents. Parents receive a home visit before their toddlers start at the setting. This ensures toddlers settle well into the childminder's family. Parents are informed about their toddlers' learning and development every day through daily discussions and they have access to samples of their toddlers' work. However, she has not yet fully established systems to incorporate parents' comments into toddlers' records to ensure they are fully involved with their learning. The childminder cares for toddlers attending other early years provisions. She is keen to fully establish systems to ensure a regular two-way flow of information is shared about the toddlers' individual learning and development.

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and outcomes for children

Toddlers are happy within the environment and the childminder has built strong bonds with them. The childminder demonstrates a good knowledge about their interests and provides resources and activities to extend these interests. For This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 instance, she provides toddlers with a good range of books and activities to help them develop an awareness of animals because they have been talking about chickens and geese as they feed them at the local river. The childminder has a good understanding of learning and development. The systems to plan for toddlers' individual needs through observing and assessing toddlers are established. The childminder is keen to implement these systems to ensure toddlers' learning priorities are fully identified for all areas of learning.

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and outcomes for children

Toddlers are developing good communication skills; they are beginning to say new words, such as ‘ball’ and ‘goal’ as they learn to play football with the childminder and her children in the garden. They have good opportunities to explore emergent writing and make marks in sand. Toddlers have good opportunities to develop physically. They crawl and roll balls on the trampoline and they are learning to confidently walk as they have recently taken their first steps. In addition, they play on the recreational equipment at the local park. Toddlers develop problem solving, numeracy and reasoning skills well as they begin to build structures with bricks, place pieces of puzzle in frames and post shapes in shape sorters. They develop the concept of number as they listen to number rhymes that the childminder sings. Toddlers have some opportunities to develop creatively as they feel the texture of animals when exploring discovery books. They learn to hold the rhythm of a beat

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and outcomes for children

as they play a range of musical instruments. In addition, they have fun when they role play and dress up in a variety of hats and laugh as they see themselves in the mirror. Toddlers have good opportunities to develop their understanding of diverse society, for example, playing with various children at the childminder’s friend's and listening about the celebration of light at playgroup. All toddlers are encouraged to access all toys and resources regardless of their gender.

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and outcomes for children

Toddlers appear safe, for example, they are happy to leave the childminder’s side and make choices about the resources they wish to play with. They are in a good routine and fall asleep in the cot and know when it is lunchtime. Toddlers are learning to be healthy. They learn about healthy foods, for example, they enjoy nutritious and well-balanced meals and snacks. However, there is less opportunity for toddlers to make choices of what they wish to eat. Toddlers sit in the highchair and hold their hands out to be washed and a clear explanation as to why it is important to wash their hands is discussed. Toddlers’ behaviour is good. They are learning to share and make friends. The childminder shows all children equal respect and values them as individuals. 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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children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

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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 3 The effectiveness of the setting’s engagement with parents and carers

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Stage

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

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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 1 The extent to which children develop skills for the future 2

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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

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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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