Childminder in Richmond upon Thames

Inspection report for early years provision

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Unique reference number 511019 Inspection date 03/03/2011 Inspector Jane Nelson

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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 registered in 1993. She lives with her husband and two adult children, in a two storey ground floor maisonette in Hampton, Middlesex in the London borough of Richmond Upon Thames. The setting is close to shops, parks, schools and public transport links. The living room and kitchen on the ground floor are used for childminding. A bedroom on the first floor is available for children's rest, if needed, and bathroom facilities are on the first floor. There is access to an enclosed garden at the rear. The family have a pet rabbit.

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Description of the childminding

This provision is registered by Ofsted on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder is registered to care for a maximum of four children under eight, three of whom can be in the early years age range at any one time. She is currently caring for three children in the early years age range. The childminder also offers care to children aged over five years to 11 years and is currently caring for six children in this age range, who all attend on different days on a part time basis. The childminder collects children from the local school.

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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

Children's individual interests and preferences are reflected in the range of activities and experiences the childminder provides. Self-evaluation is used effectively to identify most areas for future development. Partnerships with parents are promoted well and result in good communication. Partnerships with other settings children attend are effective and reinforce children's learning experiences. The required records and documentation are maintained.

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further?

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

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further?

 develop the use of self-evaluation to identify all areas for future development and involve parents and children in the process  develop the use of analysing observations and assessments of children's development to reflect their progress over time

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the early years provision

The childminder understands her responsibilities relating to child protection and the procedures to follow if concerns arise or should an allegation be made relating to herself. She has attended on line training in this area to update and increase her This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 knowledge. Risk assessments are used effectively to monitor safety issues in the home and identify issues. For example, the childminder has identified that older children do not always respond when the smoke alarm is activated by cooking, and recorded that she has discussed this with children and reminded them of the need to respond when they hear the smoke alarm. The required record is maintained, regular reviewed and includes outings.

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the early years provision

The childminder has been registered for many years and demonstrates a good commitment to ongoing improvement, by addressing the recommendations set during her last inspection and identifying and implementing changes to her records and documentation. Self-evaluation is used effectively to identify training needs and the childminder has booked to attend some training in the near future. However this is not yet fully developed, for example, to involve parents and children in the process, helping the childminder identify where future development may be targeted. Documentation and the required records are clearly maintained, well organised and contain the necessary details.

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the early years provision

The childminder provides a welcoming homely environment where space is well organised to encourage children to play, eat and move around safely and comfortably, and make some independent choices about what they play with. A good selection of play materials and equipment are provided for children and set out in containers or on the floor in the living room. The childminder plans and provides a good range of play experiences that reflect individual children's interests and support their learning experiences at the local nursery class they attend.

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the early years provision

Positive relationships with parents are promoted and result in good communication. Parent's views are sought through the use of questionnaires and reflect that they are happy with the care the childminder provides. The childminder records regular observations relating to children's development and these are creatively presented in individual files, illustrated with photographs and some examples of children's creative work. However, the use of observations is not yet fully developed to include when children have reached their next developmental steps, or extended to include assessments of children's development over time. Children individual developmental files are shared with parents and their comments reflect that their children enjoy the range of activities provided and their time spent with the childminder. The childminder forms good partnerships with other settings children attend, such as the local nursery class. She includes information

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the early years provision

from the nursery class planning in her own planning to continue experiences, such as learning about phonics, celebrating different events and discussing the characters children and their friends have dressed up as, to reflect World book Day at school.

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and outcomes for children

Children are gaining skills they will use in the future through the good range of play experiences provided and the affectionate and caring interaction with the This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 childminder. They are supported well in their learning and development, are happy, secure and enjoy their time spent with the childminder and each other, chatting to her and each other continually as they play and eat lunch together. Children are hungry after their morning at nursery and during the walk home. They enjoy their tasty healthy lunch of wholemeal pitta bread, cheese ,ham, cucumber and carrot sticks, sitting comfortably at the kitchen table. Children learn about their own hygiene through practices that are part of their daily routine, such as regular hand washing and using the toilet independently. Picture reminders at child height in the toilet remind children of the need to wash their hands thoroughly. They use

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and outcomes for children

the stairs carefully when going to the bathroom and call out to the childminder when they need help. Children have regular opportunities for outdoor play in the childminder's garden and daily exercise on the walk home from nursery.

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and outcomes for children

Children demonstrate that they feel safe and secure; they help themselves to toys and play equipment and ask the childminder for a yogurt which they get themselves from the fridge after their lunch. Children chat continually to the childminder as they play, asking for help when needed and talking about their morning at nursery. Children's personal possessions are stored in individually labelled boxes in the hall, helping create a sense of belonging and encouraging children to take some responsibility for their own possessions. Children behave well; they generally work together, share and take turns, and when occasional minor disputes occur the childminder comforts and reassures children, suggesting solutions and providing distractions that soon divert their attention.

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and outcomes for children

Children concentrate and persist at activities; for example, they spend time sorting out pieces of a train track with the childminder, carefully fitting the track together. They discuss the level crossing and the childminder reminds them that they see one on the way home from nursery. Children work together and help each other, realising a piece of track may be round the wrong way, and reposition this so that the track fits together. They discuss with the childminder if the trains will fit underneath the bridge. Children then sort the trains and carriages and each make a train which they drive round the train track. Children have access to a good range of books and writing materials and ask the childminder for a phonics book to write in. Older children sound out different letters that they see in the phonics book, recognise and write their own name and take pride in showing their drawing and art work, recalling what they have drawn in different pictures.

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and outcomes for children

Children experience the local community through discussions with the childminder and observations on the walk home from nursery. Themes such as learning about road safety are reinforced by the childminder during the walk home. Children see diversity and the wider world reflected in the good range of books they use at the childminder's. They enjoy looking under the flaps in the books and seeing different places and people. Events, such as, Chinese New Year and Diwali are included in the childminders planning and extend the experiences children are taking part in at nursery. Children talk about the colours they have painted the dragon that is displayed on the childminder's kitchen wall, during the recent Chinese New Year Celebrations. 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 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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