Childminder in Sutton

Inspection report for early years provision

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Unique reference number EY424267 Inspection date 22/09/2011 Inspector Gillian Cubitt

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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 2011. She lives with her husband and two children, one pre-school child and one child over the age of five years. They live in a house situated in a quiet location in Carshalton, in the London Borough of Sutton. The home is close to the River Wandle, schools and parks. There is level access to the home and there are parking facilities immediately outside. Children use all rooms downstairs and the conservatory is organised as a playroom.

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Description of the childminding

The childminder is registered to care for a maximum of four children under eight years, of these two may be in the early years age group. At present she is caring for one child in the early age group on a part-time basis. The childminder is registered on the Early Years Register and the voluntary and compulsory parts of the Childcare Register.

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Description of the childminding

The childminder is qualified as a teaching assistant with particular experience working with children with special educational needs and/or disabilities.

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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 has a good knowledge of each child's needs which makes sure she is able to successfully promote their welfare and learning. Children are safe and secure and enjoy the childminder's individual and inclusive attention. The effective partnership with parents supports children's learning and development, and the childminder plans to make links with any other settings children might attend in the future. Most documentation supports children's welfare. Children make good progress because the childminder is overall making effective use of the guidance for delivering the Early Years Foundation Stage to support their learning. The childminder shows good capacity to maintain the continual development of her practice and has an informal system for self-evaluation which helps her recognise areas of strength and identify her priorities for future improvement.

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further?

To meet the specific requirements of the EYFS, the registered person must:

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further?

 maintain a daily record of the children's hours of attendance (documentation) 04/10/2011 This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 To further improve the early years provision the registered person should:

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further?

 develop the systems for observation and assessment, linking these to the early learning goals, to identify children's next steps to clearly show their progress and achievements.

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the early years provision

The childminder organises her time well to ensure children are supervised and receive individual attention. Safeguarding is given high priority. All of the adults in the childminder's household have Criminal Records Bureau clearances in place. She has a secure understanding of the importance of following the Local Safeguarding Children Board guidelines in the event of any child protection concerns. Comprehensive risk assessments are in place and these are reviewed and added to as necessary. Children are made to feel at home in this inclusive and friendly setting. The childminder supports them to be confident and independent. For example, they are very familiar with the daily routines and they know where to find the toys and other resources such as books and art and craft materials.

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the early years provision

Children benefit from the good partnerships that the childminder has established with their parents. Parents receive daily feedback from the childminder about the activities their child has enjoyed during the day as well as practical information such as food intake. Parents complete comprehensive questionnaires about their child, including the child's likes, dislikes and abilities. This enables the childminder to assess children's individual starting points so they are provided with appropriate activities to interest and challenge them. The childminder is mindful of working in partnerships with others supporting the children and has systems ready to promote links with them. For example, when children start nursery or school she plans to pass on information following consultation meetings with their child's key worker or teacher. This ensures the childminder's activities complement the child's experience in other settings and promotes a sense of consistency for the children.

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the early years provision

The childminder maintains most of the required documentation to support her childminding business. She has a full set of policies that underpin her practice and which reflect her commitment to promoting equality and diversity. However, although the childminder makes a note of the days children attend she does not note their specific hours of attendance. This breaches the welfare requirements. The childminder has just started childminding but already shows a good capacity to continue developing her provision. She constantly reflects on the benefit of the activities she provides and immediately makes changes to meet children's needs. For example, by preparing simple pictures which are displayed at a child's height she enables children, who are not confident speakers, to communicate their feelings and tell the childminder what they want. This shows that the childminder is listening to children and making changes as necessary to meet their changing

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the early years provision

needs. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Children get pleasure from an interesting range of resources that are deployed well by the childminder. The activities cover the six areas of learning and follow children's interests. This helps children make good progress in their learning and development, and develop skills for the future. New children to settle in quickly and enables them to develop a bond with the childminder, making them feel safe and secure. Children move around their play area in the conservatory to choose their toys, which show their confidence and growing independence. For example, they choose different colours of play dough and the childminder provides them with a range of equipment to cut and roll the dough to make cakes and other shapes. Children count cakes and begin to recognise different shapes such as 'round' and 'square'. Children show confidence as they happily ask for what they want, such as a caterpillar story. They cuddle up to the childminder and excitedly

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and outcomes for children

participate by adding their ideas as to what happens next in the story. The childminder's approach to equality and diversity means that she provides a wide range of resources and activities to support children's understanding of cultural differences. She encourages children to take turns and to share their toys, helping them to consider others. As a result, children behave very well.

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and outcomes for children

Children play in clean and well maintained play areas. They develop a good awareness of healthy lifestyles and personal hygiene. The childminder explains to them the importance cleanliness, especially before eating. Pictorial reminders by wash basins also give children gentle reminders. Children enjoy snacks of breadsticks and fruit. Children regularly participate in healthy exercise in the well planned garden where they use slides, ride on toys and older children use the fully enclosed trampoline. The childminder has successfully implemented the Early Years Foundation Stage learning and development requirements into her daily activity. Each child's progression is recorded in their individual files. The childminder uses the information from parents to plan suitable and challenging activities that follow children's individual interests. The childminder records her observations and also includes photographs and samples of their work, which are

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and outcomes for children

available for parents to view. However, as yet these records are not consistently used through cross-referencing or by using the guidance documents to help her identify children's next steps in learning and further support planning.

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and outcomes for children

Children feel safe in the childminder's care. They learn how to keep themselves safe whilst playing in the garden because the childminder gives them gentle reminders, such as to be careful when climbing the stairs to the tree house. Children learn to keep close to the childminder when on outings and she explains to them reasons for precautions especially when travelling in the car or walking near roads. 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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