Childminder in Richmond upon Thames

Inspection report for early years provision

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Unique reference number EY415940 Inspection date 04/05/2011 Inspector Christine Stimson

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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 November 2010 and lives with her husband and three children aged 12, 10 and eight in a residential road in Richmond, Surrey. The premises are located close to shops, parks, schools and public transport links. The ground floor of the childminder's home is used for childminding, with a room upstairs available for children to take their rest in travel cots. There is a fully enclosed garden for outside play.

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Description of the childminding

The childminder is registered to care for a maximum of five children under eight years at any one time, of whom no more than three may be in the early years age range. She is currently caring for three children in this age group. She also offers care to children aged over five years to 11 years. The provision is registered by Ofsted on the Early Years Register and the compulsory part of the Childcare Register.

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Description of the childminding

The childminder is able to take and collect children from a local school and nursery and attends several toddler venues on a regular basis with younger children.

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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 are supported in their play and are making good progress toward the early learning goals. Children's individual needs are met by the childminder and they are happy and confident within a secure setting. Relationships between the childminder, the parents and other childcare providers are good. The childminder has not yet started to self-evaluate her practice and has not embraced training opportunities since registration to ensure continual improvement. Children are safeguarded by the childminder, who undertakes risk assessments on her home and garden. These need further detail included to be fully effective. The childminder has a good knowledge of child protection issues and knows how to proceed if she has concerns about a child in her care.

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further?

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

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further?

 review risk assessments to ensure any hazards found and actions taken are indicated  revise the 'all about me' form to ensure experiences children bring from home and their family are used as a starting point for their learning. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

The childminder manages her provision by maintaining regulatory documentation and written consents from parents to safeguard children. She has attended child protection training and has a good knowledge of how to proceed if she has a concern about a child in her care. Children play in a safe environment as the childminder undertakes risk assessments on her home each week. However, she needs to review these so they indicate any hazards found and actions taken. All adults of 16 years of age living in the childminder's home have been vetted for suitability. The childminder has devised an evacuation plan for her home and has practised this with children to ensure they learn how to leave the building quickly and safely. The childminder has attended a first aid course to help her deal with any minor accidents children incur. She has written consent from all parents to seek emergency medical advice or treatment if necessary.

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the early years provision

The childminder has established caring relationships with the children in her care who are happy, confident and relaxed. Good relationships with parents have been established. The childminder regularly exchanges information both verbally and in a diary showing how children's personal needs are met each day. The childminder has, in the past, established the same rapport with other childcare providers, sharing information about learning and development. The childminder has devised policies and procedures for her practice and shares these with parents as part of their welcome pack.

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the early years provision

The childminder has completed the basic training for childminders and has attended a child protection course to update her knowledge. However, she has not continued to embrace training opportunities to improve her practice, but intends to access courses in 2011. Children play in a well maintained environment, using a range of good quality toys and equipment that are suitable for their age and stage of development. The childminder has a number of resources for children to access that reflect diversity and ensures children attend a variety of venues in the local community. For example, children regular attend a toddler group, organised by the childminder, where they make friends, join in group activities and learn to share and take turns. The childminder has not yet started to self-evaluate her practice to identify strengths and weaknesses, nor has she sought parents' views of her practice.

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and outcomes for children

The childminder plans adult led activities for individual children, based on her written observations of their achievements and her own next step notes. She offers all children enjoyable experiences that cover the six areas of learning. For example, a child finds a toy pig and slots large coins into his back. The childminder encourages her by counting them in. As they drop a tune is triggered and both she This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 and the other child start moving back and forth to the music. Most play is child initiated as the childminder makes sure children have toys within their reach on the floor or in a large box. This enables children to self-select and make a choice in their play. The childminder joins children on the floor as they play, supporting their learning and development.

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and outcomes for children

The childminder takes children to toddler groups to mix with others and to the park to play on large playground equipment. This helps to develop children's social and physical skills. Children learn about shapes whilst being cared for by the childminder. For example, they put shapes into a fun rocket and are encouraged to identify the shape and then its colour. As a result, children are becoming eager to identify shapes and colours of other things in the home and in the local environment. Children are becoming very confident with numbers and use numbered bricks, putting them in order with the encouragement of the childminder. Children look at the numbers, state them and then sequence them. When children struggle with sequencing numbers, the childminder talks to them about 'four' being the friend of 'five' and 'eight' being a friend of 'nine', and they soon put them in the right place.

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and outcomes for children

The childminder makes sure she meets each child's individual needs and has built a good rapport with parents to ensure continuity of care is achieved. The childminder and parents spend time chatting about the children before and at the end of sessions and the childminder regularly texts or emails parents if she needs to. A reference from a parent, received at the inspection, shows how pleased parents are with the care and learning provided by the childminder to their children. The childminder maintains a daily diary for children showing how she meets their personal needs and it gives brief detail of sleeps, moods and activities they have taken part in. The childminder asks parents to complete an 'all about me' form giving details of their children's abilities when they start in her care. However, this form is divided into the six areas of learning and some of the forms have not been completed well. As a result they do not indicate children's interests,

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and outcomes for children

fears, likes and dislikes and the childminder is not able to build on what children already know and can do.

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and outcomes for children

Children's health is promoted as the childminder makes sure they are taken out each day to get fresh air and exercise. They eat healthy nutritious foods that are provided by the childminder or the parents, depending on the age of the child attending. Children are learning to keep themselves safe as they experience routines of crossing roads with the childminder when walking in the local community. The childminder uses designated crossings to help children learn about how to cross roads safely and she talks to them about looking and listening as they cross. Children play in a safe environment and are taking on small responsibilities. For example, they have learnt the routine of tidying up toys before meals. Children are told it is snack time and put toys away, accompanied by the 'tidy up' song. Children attending the setting are receiving a good start on their learning journey. 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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