Childminder in Sutton

Inspection report for early years provision

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Unique reference number EY398665 Inspection date 29/03/2010 Inspector Patricia Jane Daniels

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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 0300 123 1231, 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: 0300 123 1231 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 has been registered since 2009. She lives with her partner and two children aged five and two years in a house in Worcester Park, Sutton. The childminder's home consists of three levels and the ground floor level is used as the main play and eating area, with the first floor lounge used for children to take their rest in a travel cot. The childminder's home is situated close to local schools, shops and parks.

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Description of the childminding

The childminder is registered to care for a maximum of four children under eight years. She is currently caring for one young child and two older children. All children are cared for on a part time basis. The childminder is registered on the Early Years Register and the voluntary and compulsory parts of the Childcare Register.

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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

The childminder recognises the individuality of minded children and offers care and support to meet their needs. Individual planning enables good progress in learning and development. The childminder develops partnerships with parents and other providers to ensure continuity of care. Self-evaluation is developing although it is not fully embedded in everyday practice.

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further?

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

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further?

 improve the system of self-evaluation, to identify the setting's strengths and priorities for devlopment that will improve the quality of provision for all children  develop the system of including parents when identifying their children's learning needs

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the early years provision

Required suitability checks on household members are in place. The childminder has a good understanding of the procedures to take should she have concerns about a child. She helps children to learn about safety. For example, she practices the fire drill with the children so that they learn how to evacuate the home quickly and safely in an emergency. A thorough risk assessment of the premises has been undertaken and all hazards removed or minimised. For example, cupboard locks are fitted, the front door is secure and stair gates are in place to the foot and top of the stairs. The risk assessment also covers outings to ensure that children are safe at all times. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 The childminder finds out about children's individual needs from parents. She uses this information to provide continuity of care and makes sure that her provision is

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the early years provision

inclusive and reflects children's needs and preferences. This helps children to feel valued and develop a sense of belonging. Partnership with parents is promoted with a daily exchange of information through conversation, telephone calls and a daily diary. Parents' views about the service are sought through a questionnaire; the views expressed are complimentary. Partnerships with other providers such as nurseries are developed to promote continuity of care and learning. The childminder makes sure that there are opportunities to play and relax after a busy time at nursery, to meet the children's needs and provide an appropriate balance.

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the early years provision

The childminder is beginning to use self-evaluation as a means to reflect on her practice. She has identified that her continuous evaluation is a useful tool for identifying goals for improvement. However, she has not developed a regular system for evaluation to provide clear goals for improvement that are specific and relevant to her everyday practice.

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the early years provision

Required documentation is in place and records are efficiently maintained. The childminder has developed a range of written policies. These are shared with parents so that they are aware of the childminder's procedures. Resources are stored in labelled drawers so that children can easily help themselves.

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and outcomes for children

The minded child is settled and confident. She enjoys making Easter cards and is very proud of her creations. The childminder supports play and takes opportunities to develop learning. For example, she asks the child how many legs the sheep has and counts with the child, praising her efforts. She talks to the child about what is being made and the colours used. The child then chooses to make a collage and is absorbed in applying glue and glitter. She concentrates well as she plans and makes her collage. The childminder is on hand to help and support but she makes sure that she does not overly direct the craft activities. In this way the minded child can explore independently and develop her own ideas.

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and outcomes for children

The minded child chooses to play with something else and independently selects the dolls. She plays imaginatively and helps herself to resources to support her play. The child is clearly at home in the setting and knows where to find the items she needs in the labelled drawers. She is able to make her own choices according to her needs and preferences.

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and outcomes for children

The childminder ensures that all six areas of learning are promoted within the activities she provides. She uses everyday activities to support learning. For example, she encourages a game of 'I spy' during the walk to and from school. She records her observations of the minded child and uses these to plan activities that promote the next steps in learning and development. For example, a planned cooking activity leads to discussion about weights and numbers. The childminder identifies the need to introduce more numbers and counting in everyday situations. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 She then borrows number resources from the local children's centre to support the identified plans within activities. This individual planning supports progress. However, targets are not currently planned with parents.

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and outcomes for children

The childminder has current training to administer first aid and written parental consent to seek emergency treatment. This ensures that children have appropriate treatment if they have an accident. The childminder offers home made meals using fresh ingredients and makes sure that drinks are freely available. The minded child learns about the importance of good hygiene through the routine of hand washing before eating meals and snacks. Daily walks and physical play in the fresh air are provided to promote a healthy lifestyle.

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and outcomes for children

The childminder has house rules in place to help children learn the boundaries for behaviour. She praises children and encourages them to develop good manners. Children learn to share and negotiate with others, which helps them develop good habits and attitudes for the future. 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 2 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 2 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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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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