Childminder in Richmond upon Thames

Inspection report for early years provision

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Unique reference number 510893 Inspection date 07/07/2011 Inspector Maria Conroy

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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 1990. She lives with her husband and two children aged 19 and 15 years in Hampton in Richmond upon Thames. The whole of the childminder's home is used for childminding and there is a fully enclosed garden available for outside play. The childminder walks to local schools to take and collect children. She attends the local parent and toddler group and takes children to the local park and library. She is a member of the Richmond Childminding Network.

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Description of the childminding

The childminder is registered to care for a maximum of six children at any one time and is currently minding six children all of whom attend on a part-time basis, of those five are in the early years age range. The childminder is registered on the Early Years Register, compulsory and voluntary part of the Childcare Register.

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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

Overall children are very happy and settled, the childminder is aware of their individual needs and works in partnership with parents to meet those needs. The childminder has undertaken the process of self evaluation and has identified some areas of practice for futher development. She regularly attends a variety of training to update skills and knowledge and is part of the Local Quality Network. Although the process of observation and assessment are in place, they are not fully developed; in addition the risk assessment undertaken does not include a record of the risks associated with the outings undertaken.

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further?

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

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further?

 use the assessments undertaken on children to plan for the next steps in children's learning and use this to influence the activities provided to support children's developmental progress  record risk assessments connected with outings and trips and review these at regular intervals.

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the early years provision

The childminder has completed training on safeguarding and has a good knowledge and understanding of the steps to be taken if she had to make a child protection referral. There are measures in place which protect all children; for example a regular risk assessment is undertaken on the areas used by the This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 children, however the record does not include the risks associated with the outings undertaken. The childminder is vigilant and checks visitor's identity before letting them into her premises. The childminder has a range of policies and procedures are in place to support her practices and to protect children, which are shared with parents when they place their child.

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the early years provision

The childminder has undertaken the process of self evaluation and has identified areas for further development; she has uses questionnaires to seek the parent's views about the service they receive, in addition to verbally consulting with them on a daily basis. The childminder is motivated to seek further improvement; and attends ongoing training including the great outdoors. The childminder is part of the local quality assurance network and attends regular meetings to discuss practice issues.

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the early years provision

Resources are set out attractively at low level to encourage all children to participate in the activities provided; there is an excellent range of good quality toys and resources including natural play materials and treasure baskets. Good use is made of the space, enabling children to have plenty of space to move around and play freely. The childminder sits with the children and supports children in their play and they enjoy cuddles as they snuggle up for story time. The childminder encourages children to think for themselves by asking open ended questions as children play and listen to stories.

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the early years provision

The childminder seeks information about the children in her care when they are first placed, this information is continually updated through the daily diary which is a two way correspondence between the families and the childminder. She is very much aware of children's individual developmental needs and works with the parents to support these, for example sleeping routines. Children have access to a range of toys and equipment including those which promote positive images of the diverse community in which they live, such as books, small figures and dolls.

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the early years provision

The childminder has a positive relationship with parents; who comment how enthusiastic the childminder is when she informs them of the activities their children have taken part in, as though it was her own children. The daily diary gives parents details of their child's day including food intake. Parents use this book as another means of communication to inform the childminder of useful information, such as key words for children when they start to use verbal communication. Parents are informed of their child's progress through the mean of an 'all about me' summary report, which is supplemented with photos of the children taking part in a variety of activities.

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the early years provision

The childminder is aware of her responsibility to work with other professionals to support the children in their care; she talks to the children about their day during lunch time and the fun things they have been doing, she is aware of events within the setting such as picnics and communicates information between school and parents, ensuring continuity of care for children. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

The childminder has a good understanding of the learning and development requirements. She regularly evaluates the activities provided to ensure that children are suitably challenged and interested in what they do. The childminder observes the children and devises a summary report; however has she yet to fully develop the process of identifying the next steps for learning to fully support the planning of the activities for children's individual developmental needs.

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and outcomes for children

Children take part in a varied range of activities, to promote all six areas of learning. Their communication speech and languages is actively promoted as they thoroughly enjoy listening to stories and singing songs, the childminder uses puppets to engage the young children and maintain their interest. They explore and investigate when they use play dough and enjoy putting it in and taking it out of the pots and pans located close by. Children have opportunities to explore different textures, such as the items in the treasure baskets and other messy play materials including shaving foam and paint.

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and outcomes for children

Children's skills for the future are actively promoted, through the use of books and singing songs, they have access to a variety of battery operated toys and they have regular opportunities to socialise with other children, enabling them to understand the need to co-operate and share with their friends.

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and outcomes for children

Children have developed a sense of belonging to the childminder and the other children who attend the setting. A homely and inviting environment is provided which encourages children to settle well and feel safe. The childminder is vigilant and supervises children effectively enabling them to take appropriate risks, such as learning to move from one level to another by using the step. Children take part in activities to help them learn how to stay safe, for example they undertake fire drills teaching them how to get out of the premises safely in the event of an emergency. They are learning to understand boundaries that are in place to keep them safe, for example younger children understand when in their highchair, they have to have their straps on.

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and outcomes for children

Children are learning to have a good understanding of a healthy diet, they are given a range of nutritious meals and snacks and adopt good personal hygiene routines; for example they have their own flannels for drying their hands, on individual pegs in the bathroom. Children engage in a wide range of physical activities, both indoors and out, increasing their understanding about the importance of regular exercise as part of maintaining a healthy lifestyle. They enjoy music and movement where they take part in parachute games and action songs and rhymes.

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and outcomes for children

Children are confident, showing good levels of self-esteem and building strong relationships within the setting. Their achievements are shared with their parents through means of videos and photos which they regularly receive. They enjoy regular opportunities to meet and play with other children of a similar age both in the home and through attending toddler groups. The childminder has strategies in This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 place enabling children to learn right from wrong which she shares with the parents. 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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