Childminder in SurreyOfsted inspection, 18 Apr 2011

Inspection report for early years provision

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Unique reference number EY367995 Inspection date 18/04/2011 Inspector Louise Bonney

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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 registered in 2008 and always works with an assistant. She lives with her husband and their child in Brookwood, near Woking. The property is close to shops, parks, schools and public transport links. The converted loft provides a playroom that is predominantly used for childminding with sleeping facilities on the first floor. There is a fully enclosed garden for outdoor play. She has a pet cat and chickens.

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Description of the childminding

The childminder is registered on the Early Years Register and both the voluntary and compulsory parts of the Childcare Register. She currently has nine children on roll in the early years age group attending part time, and five children in the older age group. The childminder always works with one assistant, when she is registered to care for up to 11 children under eight years at any one time; of these, no more than five may be in the early years age group. She has a timed variation that allows an exception to these ratios for named children which allows up to six children in the early years age group to attend on Wednesday and Thursday.

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Description of the childminding

The childminder or her assistant collect children from local schools and pre- schools, as agreed with parents. Children attend the local Sure Start children's centre and toddler group. She provides care from Monday to Thursday throughout the year. Access to the loft playroom is via stairs only. The childminder and her assistant both hold relevant Level 5 qualifications.

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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 overall plans and provides a wide range of activities that children show enthusiasm for and which support their learning and development well. She and her assistant reflect on their provision and make continuous improvements to maintain its development. They safeguard the children through thorough risk assessments of their environment and minimise hazards. They develop strong partnerships with parents and most other provision, which supports good continuity in children's care and learning.

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further?

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

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further?

 ensure planned adult-led activities equally promote all areas of learning outside in order to use the space and larger resources available as well as children's individual learning styles  develop effective working relationships with all other providers offering the This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Early Years Foundation Stage, ensuring information about children's next steps for development are discussed and shared to ensure continuity and progression.

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the early years provision

The childminder and her assistant work closely together at all times. They develop, regularly review and implement policies and procedures that safeguard the children. All adults working or living on the premises undergo vetting procedures to check their suitability. In addition to her written procedures the childminder is able to describe the appropriate action to take should any allegations be made against those working with the children. Both the childminder and her assistant attend updating training for safeguarding. They maintain all records accurately, such as for accidents and medication. They are vigilant about safety and record their thorough risk assessments of the children's environment on the premises and for outings. They practise the evacuation procedure so that children know how to quickly and safely evacuate their loft playroom, and smoke alarms are linked on all floors. This safeguards the children well.

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the early years provision

The childminder and assistant continually evaluate and develop their provision and seek feedback from parents. They attend the local Sure Start children's centre and belong to the childminding network, where they discuss best practice with other childminders. They act upon recommendations made by inspectors and the network co-ordinator, leading to improvements in documentation and resources. They continue to develop professionally as they attend additional training, and use this training effectively to develop their provision further. They have increased role-play resources that reflect diversity and developed further opportunities for children to explore, investigate and develop risk awareness when playing outside. They have extended the space and access to resources by converting the loft into a dedicated playroom. They identify aims for future development, which include the provision of tables for activities outside and building a large wooden boat in

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the early years provision

the garden to increase children's imaginative play. This shows a good capacity for maintaining continual development.

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the early years provision

The childminder uses resources efficiently and promotes sustainability and equal opportunities through her provision. Children play with good quality and durable equipment. They help recycle as they feed the chickens their toast left over from breakfast or peelings from their snack-time fruit. The childminder deploys her assistant effectively and parents consent to her having sole care of the children when collecting them from school. Children usually play together but are sometimes grouped so that older children have opportunities to safely play with resources less suitable for younger children. She ensures children have resources that reflect their stages of development and encourage awareness of social diversity, and plans activities that reflect other cultures. She takes into account children's different learning styles, although planning for outdoor play is less developed than for indoors in order to take full advantage of larger apparatus and

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the early years provision

increased space. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 The childminder develops good partnerships with parents and some other settings supporting the children, such as pre-schools. She seeks information from parents about children's individual needs through the completion of contracts and consent forms. Parents receive clear information about the provision through written information, newsletters, the notice board and displays. Feedback from parents reflects high levels of satisfaction with the provision and appreciation of the rapid progress their children make in their learning and development. Parents regularly share the children's learning records and discuss children's progress with the childminder and her assistant. This helps involve them in their children's learning. The childminder tries to establish links with other settings children attend, either

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the early years provision

directly or through the parents. In some cases this supports good continuity in children's learning as pre-schools compare and update the childminder's records with their own, helping all to recognise and build upon children's progress. However, these links have not yet been successfully established with all pre- schools children attend.

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and outcomes for children

The childminder and her assistant show good understanding of the Early Years Foundation Stage welfare and learning and development requirements. They monitor children's progress towards the early learning goals using written observations, photographs and samples of children's work. They know the children well and clearly identify and support their next steps in learning. Planning is rotated over the years but is adapted to reflect children's individual abilities and interests. This means a child's interest in playing with dolls is used to promote counting and self-care, and extended into using puppets for songs and rhymes. This promotes good outcomes in children's learning and development.

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and outcomes for children

Children have a wide range of easily and safely accessible resources indoors and outside, which are well organised and clearly labelled to support their independent choices. Outside children develop physical skills and awareness of how to manage appropriate risks as they climb, swing and slide, or make their own obstacle course. They go on outings, such as to large gardens, where they play in willow tepees and get muddy as they explore the natural environment. Children develop good relationships with adults and each other and often play as a group. They develop behaviour that supports learning as they initiate their own play confidently and independently. They also show enthusiasm to do activities the adults suggest, such as when the childminder spreads large sheets of paper on the floor and they all participate in large-scale drawing. They help decide what they would like set out next and are excited as the childminder gets out the sand tray. They show

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and outcomes for children

curiosity as they explore dry sand and add water, mixing it together and seeing how it changes. The childminder shows younger children how to mould sand, helping them develop new skills. Children happily initiate their own play and initiate their own learning. They develop control as they pick up tiny beads and make patterns with them. Younger children develop awareness of space and shape as they do puzzles or fill up baskets with boxes until they can hold no more. Adults support children throughout their activities. They participate in their role play and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 introduce extra resources such as money to encourage counting and recognition of numbers. Children show a love of stories as they sit with an adult and look at books together, and adults playfully introduce phonics to encourage children to identify the sounds at beginnings of words. The childminder reflects children's

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and outcomes for children

backgrounds and promotes their awareness of the wider world. She shows them writing scripts used in other countries, plans activities that celebrate their own and others' cultures and children use resources and see posters displayed that reflect positive images of people's similarities and differences.

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and outcomes for children

Children learn how to keep healthy and safe through activities and routines. They walk carefully down stairs, holding onto an adults hand when required. They know to stand back when pushing a friend on the swing, so they do not get bumped. The childminder has recently added heavy logs to the garden, so children have more opportunities to develop control of reasonable risks as they manoeuvre them. Children show concern and quickly come to the aid of another as they struggle to stack their chair. Children develop good health through playing energetically outside daily. They have frequent drinks and enjoy nutritious meals that are cooked from fresh ingredients by the childminder. They talk about what is good for them to eat and planned activities promote their understanding of healthy teeth. They develop independence in looking after themselves as they dress to go outside and follow hygiene routines as they wash their own hands before eating. This

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and outcomes for children

promotes healthy lifestyles. 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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