Childminder in Sutton

Inspection report for early years provision

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Unique reference number EY318591 Inspection date 08/02/2011 Inspector Chris Mackinnon

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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 assesses 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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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 first registered in 2006 and lives with her husband and three children aged ten, six and three years, in Cheam, Surrey. Children have access to all of the home and also use the garden play areas. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. A maximum of five children under eight years may attend, with no more than two in the early years age group. The childminder currently has eight children on roll, and four are in the early years age group. The childminder has completed NVQ level three training and also has Montessori experience. She makes regular outings to local parks, play centres and places of interest.

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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 successfully supports individual children's welfare and development. Children have access to a highly organised and stimulating play environment, and the presentation of resources is excellent. Children enjoy well planned play activities and have frequent outings and outdoor play. The assessment of children's achievement is exemplary, and the childminder works closely with parents and other carers, to ensure children make consistent progress with their learning. The childminder is developing the use of self-evaluation to support continuous improvement.

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further?

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

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further?

 develop self-evaluation systems to support continuous improvement.

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the early years provision

The childminder is an experienced and well organised provider, with level three childcare training. She demonstrates a confident approach to the management of her childminding, and has prepared a welcoming and highly attractive play and learning environment. The planning and presentation of activities to support the learning needs of children over a range of ages, is excellent; with a highly organised system in place to monitor children's progress and achievement. Safeguarding is consistently maintained within the setting, with well organised records, policy guidance and security procedures in place.

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the early years provision

The childminder uses all of the ground floor, and has a highly organised and attractive children's play room in the conservatory extension. This area in particular This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 provides many excellent opportunities for exploring and learning, including a rich variety of assembly and small world play activities. The childminder gives close consideration to the promotion of child-led play, and presents a highly accessible range of resources, to promote choice and opportunities for selecting and adapting materials. Resources are also effectively used to extend children's learning and challenge their thinking, For example, she presents a wide range of manipulative and puzzle-based items, to promote coordination and learning about shapes. Books are also highly featured and well displayed, and successfully used to support planned learning themes; such as animals, transport and learning about where

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the early years provision

The childminder takes good care to be aware of individual children's needs and help make progress. She works closely with parents to support the physical and developmental needs of children, particularly those aged under two years. Children in the later early years age group, have consistent support with their use of language and social skills, through planned activities and close links with other care settings. The childminder shows a good approach to the promotion of inclusion and equalities, and is currently presenting a diversity learning project, based on countries of the world; that effectively helps children learn about other cultures.

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the early years provision

The childminder works closely with parents, and takes a close interest in family events. She uses information from home effectively to establish children's starting points, and to follow and support their interests. The childminder makes consistently good use of photographs, to record children's learning progress, and to show parents how their children respond to the play activities provided. The childminder makes good use of reflective practice to develop her play programme, and successfully revises and makes changes; as the children's play develops and new initiatives arise. The childminder has identified several practice areas she would like to expand within her provision, but this is not formally organised. A consistent system for self-evaluation and support for continuous improvement has not yet been established, and this is noted as an area for further development.

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and outcomes for children

The childminder's use of planning to enjoying and achieving is a strong and highly consistent element of her practice. She uses clear and effective weekly plans, that include an excellent range of outings and organised activities, and well prepared for children over a range of ages. The weekly plans also effectively include all the six required elements of children's learning, which are clearly marked to show the intended focus. A consistent range of play themes and learning initiatives are also included, such as making pictures and decorations as part of Chinese New Year. The childminder is a highly confident and skilled teacher, which is shown by the excellent way she uses questions to extend children's learning, For example, asking where the bus is going, and how many is that, during activities. The childminder also demonstrates a highly consistent awareness of children's development stages, and is receptive to individual children's interests. For

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and outcomes for children

This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 example, from looking at photographs of a recent farm visit, the children are then encouraged to dress up and have expressive role play pretending to be animals.

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and outcomes for children

Observation and assessment is highly organised within the provision, and the childminder takes care to establish individual children's starting points; and make links with parents. She makes frequent written notes each day on all the early years children, and also produces written assessments every month. These are highly detailed, with a full page of comment on children's progress, and their possible next steps in learning. Each child also has a highly organised learning journey folder, that makes much excellent use of text and photographs together, to provide a full picture of children's ongoing achievement.

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and outcomes for children

Children are made welcome in the setting, and the childminder consistently encourages children to feel safe and secure. A well organised and detailed set of risk assessments are in place to maintain safety, and children's appreciation of others, and ability to share play is consistently promoted. Many of the planned games and activities include opportunities to promote children's personal and social development, with encouragement to be independent, and take turns. For example, when using the doll's house, children of different ages, successfully help each other and share their ideas.

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and outcomes for children

Support for children's future learning skills is highly successful and effectively included in all the play and activities provided. For example, children's language and literacy is well promoted using chalks for writing, and children show confidence with words during their role play, as they make up stories. Children are strongly supported in developing their counting and awareness of numbers. For example, a number based visual wall display is well used to develop the children's skill with counting, and learning about sets of items. Children also love sharing play with bricks and assembly items, to learn about shapes and sizes, and building up towers. Children's creative development features prominently, with many excellent opportunities provided to use art and craft materials, and have imaginative play. Children like to look at the many photographs taken by the childminder during all their planned outings, and trips to places of interest. This often stimulates new

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and outcomes for children

games and further learning, as well as providing evidence of how children are effectively helped to develop their knowledge and understanding of the world. 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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Early Years Foundation Stage

The effectiveness of leadership and management in embedding ambition and driving improvement The effectiveness with which the setting deploys resources 1 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 2 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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