Childminder in Surrey

Inspection report for early years provision

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Unique reference number EY405949 Inspection date 22/07/2010 Inspector Catherine Greenwood

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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 was registered in 2010. She lives with her two children aged 11 and eight years in Godalming, Surrey, close to shops, parks, schools and public transport links. Children have access to a open plan sitting room, kitchen and two bedrooms. The toilet is on the first floor. There is an enclosed secure garden available for outside play.

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Description of the childminding

The childminder is registered to care for a maximum of two children under eight years at any one time, both of whom may be in the early years age range. There is currently one child on roll in this age group. She also offers care to children aged over five years to 11 years. This provision is registered by Ofsted on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register.

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Description of the childminding

The childminder collects children from the local school and attends toddler groups on a regular basis.

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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 overall quality of the provision is good with some outstanding aspects. The childminder's exceptional knowledge of how children learn through play and her enthusiasm for helping children reach their full potential, are key strengths of the setting. Parents are fully included in their children's learning, through the sharing of comprehensive records of achievement. Self-evaluation includes well targeted aims that will improve outcomes for children. Documentation includes most necessary details.

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further?

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

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further?

 keep a daily record of the names of all the children looked after on the premises, their hours of attendance (Documentation). 23/07/2010

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further?

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

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further?

 provide appropriate equipment for children who need to sleep. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

Children's welfare is fully safeguarded due to the childminder's good knowledge and understanding of child protection procedures. Records of risk assessment include comprehensive details related to the premises and outings and show the childminder's excellent ability to identify and reduce the risk of potential hazards. The childminder has an exemplary knowledge of the Early Years Foundation Stage guidance and children's assessment records are of an exceptionally high standard. They show how children are being moved forward in their learning and include observations, photographs, samples of children's work and details of their individual progress. Children are extremely well supervised at all times and in good weather have free flow play opportunities between the sitting room and garden. There is a very good range of accessible resources and the garden is set up as a learning environment with an excellent range of activities. Additional resources

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the early years provision

enable all children to be included in activities and mealtimes. However, equipment used for children's sleep times is not age appropriate.

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the early years provision

The childminder forms exceptionally positive relationships with children and her enthusiastic and dedicated approach to meeting children's individual needs and joining in their play, means they are extremely happy and settled. Children are given lots of individual support and attention. They benefit from the childminder's caring and considerate approach and her ability to extend their learning through combining her knowledge, interaction and use of resources. Developmental targets for each child are shared with parents and used effectively within activities and everyday situations. Parental involvement is fully embraced, for example, through the use of a daily diary, which contributes to the continuity of children's care and learning. Partnership with parents is outstanding and their comments provide an accurate assessment of the high quality of the provision. For example, they say ' we are totally happy. The daily contact book is lovely to come home to and see

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the early years provision

what my child has done. My child enjoys a fun-fuelled day with plenty of physical, communal and imaginative activities. We are delighted'. The childminder is aware of her responsibility to share information about children's progress with other providers delivering the Early Years Foundation Stage.

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the early years provision

A comprehensive written self-evaluation shows the childminder's ability to evaluate and assess her own practice. She reflects on the strengths and weaknesses of the provision and uses her knowledge from obtaining a Higher National Diploma in Early Childhood Studies within her childminding. For example, she says 'that this qualification has given her a secure understanding of child development, how to move children on and how to get the best out of them'. Targets for improvement are clearly identified. All documentation is extremely well organised, although details of one child's attendance have been omitted from the attendance register. This is a breach of the regulations. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Children make outstanding progress in their learning and development. They form close relationships with the childminder and her family. This can be seen as they spontaneously approach the childminder for a hug. Children are encouraged to take the lead within their play and show determination and independence as they make their own choices. For example, they enjoy discovering teddy bear puzzles within small boxes and persist at using these resources due to the childminder's excellent encouragement and support.

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and outcomes for children

Children have good opportunities to socialise with others during regular visits to toddler groups and when the childminder meets up with other registered childminders. This can be seen in photographs which show children playing 'chase' with friends. Children concentrate and focus well during activities, such as, painting at the easel due to the one to one support they receive from the childminder. They are very well behaved and are beginning to learn to share and take turns, due to the consistent approach the childminder establishes with parents.

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and outcomes for children

Children are beginning to develop a range of vocabulary and express their feelings and observations through using sounds, signs and simple words. The childminder supports children's language development through engaging in regular conversation and consequently, they are beginning to copy what the childminder says and extend their ability to communicate during play. Photographs show that children love looking at books, for example, during trips to the library. When looking at books independently, they like talking about the pictures and what they see as they 'lift the flaps'.

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and outcomes for children

The childminder helps children to begin to learn about colour and capacity. For example, she names the paints they use at the easel and uses language such as 'full and empty', as children sit with her in the sand pit and use scoops to transfer sand into buckets. In addition, they enjoy filling and emptying watering cans in a water tray in the childminder's garden. Children have good opportunities to explore their environment and learn about the features of living things. For example, they enjoy visits to a lake to feed the ducks, use large wooden climbing equipment during outings to protected woodland areas and plant seeds and strawberries. They look at fish, rabbits and lizards during outings to a pet shop and investigate objects, for example, as they play with plastic sea creatures in a water tray at a children's centre and use magnifying glasses in the childminder's home. A good range of resources such as skin coloured pastels, dolls and books such as 'I love

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and outcomes for children

my hair' and ' Don’t call me special', enable children to learn about differences. Children's observations are discussed, for example, their interest in other children who wear glasses, to help them begin to understand the needs of others.

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and outcomes for children

Children develop their hand and eye coordination and dexterity through using resources such as puzzles, where they place wooden 'bees' over sticks, bang pegs with a hammer and blow bubbles in the childminder's garden. Photographs show children steering and manoeuvring dolls pushchairs and developing large motor skills as they climb into ball pits' at a children's centre and a soft play facility. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Children currently attending really enjoy music and choose favourite songs such as 'wheels on the bus' and make attempts to sing along in a tuneful manner. Their interests are supported through a good range of musical instruments, such as bells, triangles, drums and shakers. Children play imaginatively with dolls, a pretend shop till with money and a play cooker and pretend food, which the childminder makes available in a wigwam in her garden. Their enjoyment of this

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and outcomes for children

area of play can be seen as they dress up, for example, in hats and pretend to be fire people and policemen and play peek-a-boo inside a small playhouse. Photographs show that children explore a good range of media and develop their senses, for example, through using rollers and sponges for painting activities, play dough, making cakes, playing in a paddling pool and a large sand pit at the park.

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and outcomes for children

There are clear aims for children to feel part of the childminder's family and they are beginning to develop an awareness of their own safety. For example, with the childminder's support, children successfully negotiate the steps to the garden and learn about safety and road safety. Children are provided with healthy home cooked food and particularly enjoy finger food and eating fresh fruit at snack times. Children develop a knowledge of sustainability through learning to turn off taps to save water, borrowing books from the local library, using cardboard and cartons to make things and growing fruit such as tomatoes and strawberries. 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 1 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 1

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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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