Childminder in Surrey

Inspection report for early years provision

p.1

Unique reference number EY424034 Inspection date 31/08/2011 Inspector Catherine Greenwood

p.1

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.

p.1

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

p.2

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.

p.3

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).

p.3

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.

p.3

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

p.3

Description of the childminding

The childminder was registered in 2011. She lives in a ground floor flat in Witley, Surrey, with her partner and two children aged 14 years and 11 years. The premises is close to local schools, childminding groups, parks, and public transport. Children have access to a sitting room, kitchen, bathroom, and one of the bedrooms for sleeping purposes only. There is a secure enclosed garden available for outside play. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register to care for a maximum of three children under eight years at any one time, of whom no more than three may be in the early years age range. She currently has two children on roll in the early years age group. The provision operates from Monday to Friday for most of the year. The childminder also offers care to children aged over five years to 11 years. She collects children from the local school. The childminder has a pet dog.

p.4

The overall effectiveness of the early years provision

Overall the quality of the provision is good.

p.4

The overall effectiveness of the early years provision

Children's individual needs are well met and they make good developmental progress due to the positive communication with parents. The childminder understands and engages in reflective practice and makes changes to the provision that improve most outcomes for children. Her energetic, caring and enthusiastic approach, combined with her ability to promote children's development, is a key strength of the provision.

p.4

further?

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

p.4

further?

 improve the opportunities for children to play and learn in groups of varying sizes  improve the opportunities for babies and children to explore many processes, media and materials and to make new things emerge as a result.

p.4

the early years provision

Children's welfare is fully safeguarded because the childminder has a good knowledge of child protection procedures. Records of risk assessment show she takes appropriate action to reduce potential hazards and maintain children's safety, for example, when taking them on outings. The childminder has a good knowledge of the strengths and most weaknesses of the provision and there are plans in place to improve the range of creative activities, for example taking children to a soft play area. Since registration the childminder has obtained additional play This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 equipment, including outdoor resources, which successfully capture children's enthusiasm. The childminder's positive interaction in their play is a key resource of the provision. This is because her own involvement inspires children and sustains their interest, as she talks with them and asks them questions that extend their

p.4

the early years provision

learning. Children's understanding of difference and equality is promoted through the provision of a range of resources, for example, books and disabled play figures.

p.5

the early years provision

The childminder understands that, where children receive education and care in more than one setting, it is good practice to share relevant information about children's learning priorities to ensure continuity and coherence. She is committed to establishing this communication if the children she cares for in the future attend other early years provision. The childminders open approach means that parents are fully consulted about the care and development of their children. She works closely with parents to establish and meet children's individual needs, for example, with routines and medication requirements. This effective partnership is established through the childminders ability to communicate in a very positive way and the interest she shows in children's individual development. Her enthusiasm for this is evident as she talks about the home cooked food that parents provide, that fully promotes children's health. Parents are provided with good information

p.5

the early years provision

about the provision through a comprehensive range of written policies and procedures and have access to children's developmental records.

p.5

and outcomes for children

Children are happy and at ease; this can be seen as they laugh with the childminder and settle easily at sleep times. The childminder is skilled at capturing children's interest and promotes their ability to focus and get involved, for example, as they use musical shakers whilst she sings. Her ability to support and guide children means they quickly pick up new skills, for example, as they learn to walk and feed themselves. Children are provided with a good range of activities that incorporate their interests. The childminder embraces their enthusiasm to attempt new challenges, for example, as they try and close a zip on a camera case and learn to walk. She has a very good knowledge of children's individual developmental progress and what she wants them to achieve next. Assessment records for each child include photographs and observations that identify children's achievements, with links to aspects of the early learning goals.

p.5

and outcomes for children

Children show great determination and develop good independence as they choose toys and decide to play in the garden. They are beginning to develop social skills as they play with minded children, although there are limited opportunities for them to play in different sized groups, which restricts this area of their development. Children's love of music and books is fully promoted, as the childminder embraces their interest in listening to stories and playing musical instruments. She is observant of the choices that children make within their play This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 and uses opportunities to extend their vocabulary by asking questions. Consequently, they are beginning to say a few simple words. Children's interest in mark making is promoted through using resources, such as, chalks on the childminders garden patio.

p.5

and outcomes for children

Children are beginning to learn to count and identify colour during everyday events. Some children show interest in attempting to join construction resources and pull them apart and they learn about capacity as they fill and empty containers whilst playing in a paddling pool. They develop an understanding of how things work, as the childminder sits on the floor and helps them to use response toys, for example, a toy camera. Children develop control of their movements and laugh with excitement as the childminder holds their hands whilst they are learning to walk. She is very observant of children's differing physical abilities and provides them with lots of opportunities to crawl around freely and test their physical skills. This is evident as children independently climb on and off a rocking horse and are beginning to develop balancing skills, as they attempt to stand up on the horse. Children enjoy using a small garden slide and show emerging co-ordination as they

p.6

and outcomes for children

catch and kick a small ball. Their increased hand and eye co-ordination can be seen as they place small figures inside other resources.

p.6

and outcomes for children

Children enjoy playing in the childminders garden play house and make good use of favourite resources, for example, toy telephones and cars during imaginative play. In warm weather they like splashing about in a paddling pool and with the childminders support walk around in bare feet on the grass in her garden. However, the range of resources to promote children's creativity and sensory development are limited, which restricts their development in this area of learning. Children are given opportunities to explore their environment within safe limits, for example, as they attempt to use wheeled garden toys. The childminder takes the lead from parents about the experiences they provide for children at home that promotes safety, for example, when walking independently on local walks. She remains close to the children at all times which helps them feel reassured and secure. This can be seen as children choose to sit on her lap during their play. The

p.6

and outcomes for children

childminder promotes children's understanding of danger and how to stay safe through adapting her communication according to their level of understanding, for example, when using the steps in her garden. Children are protected from the risk of cross infection, for example, through nappy changing procedures and also when childminder helps them wash their hands, before eating and after playing with chalk in the garden. Local trips to the park, lots of outdoor play and walks with the childminders pet dog, successfully promote children's physical health. They receive a well-balanced diet through the provision of home cooked healthy food, which parents choose to provide. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.6

Annex A: record of inspection judgements

The key inspection judgements and what they mean

p.7

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

p.7

children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

p.7

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 3 The effectiveness of the setting’s engagement with parents and carers

p.7

Stage

The quality of the provision in the Early Years Foundation Stage 2

p.7

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

p.7

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

p.7

Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Met

p.8

Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Met

p.8