Childminder, Out-of school day care in SurreyOfsted inspection, 14 Oct 2011

Inspection report for early years provision

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Unique reference number EY251940 Inspection date 14/10/2011 Inspector Judith Reed

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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 2002. She lives with her husband and two children aged nine and five years in Horley, Surrey. The ground floor of the childminder's house is used for childminding purposes and there is a fully enclosed garden for outside play. The family have a pet rabbit.

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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, no more than three of which may be in the early years age range. She is currently caring for two children in the early years age group. She also offers care to children aged over five years to 11 years. The childminder is registered by Ofsted on the Early Years Register as well as the compulsory and voluntary parts 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

Children enjoy their time with the childminder and benefit from the wide choice of toys and activities available. Overall children's progress and development are good although detail within observation records and planning is limited. Equality and diversity are very well promoted through books, toys and acknowledging a number of festivals from around the world. The childminder evaluates her childcare provision which helps to pinpoint weaknesses and target future training to ensure ongoing development of the childcare provision.

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further?

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

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further?

 support children's individual development through planning for their next steps  develop observations to include further detail as well as the six areas of learning.

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the early years provision

Children are effectively safeguarded as the childminder ensures her training in this area is regularly updated. She shares all policies with parents and keeps relevant documentation and booklets to refer to if she has any concerns. All adults living in the household have completed the required checks. The childminder has a good understanding regarding managing risks and keeping children safe at all times. For example, she carries out and reviews risk assessments around her home, garden and for various outings. The childminder builds sound professional relationships This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 with parents and invites them to complete all necessary documentation to ensure children's health and safety. When children commence with the childminder she asks their parents to complete an 'All about me' booklet, which helps to set starting points for their individual learning journeys. A daily record sheet is

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the early years provision

prepared for parents to give them information regarding food consumption, activities, outings, nappy changes and sleep times. The childminder currently meets parents at the school gates and gives them a verbal feedback about the day alongside the information sheet. Parents appreciate the information provided by the childminder and know their wishes are met regarding the care of their children. They feedback positively when invited to evaluate the childcare. The childminder is prepared to work with other providers of early years education for children. She has obtained permission to communicate with the local pre-school when children start shortly. She is also prepared to work with therapists and outside agencies to support children's development as necessary.

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the early years provision

Equality and diversity is suitably promoted and the childminder has a policy in place stating that all children are welcomed into her provision. She provides a number of books and toys which reflect diversity and support children's learning regarding other cultures and people with special educational needs and/or disabilities. The childminder effectively supports children whose language development is limited by preparing pictures and signs for them to point to if they need snacks, sleeps or the toilet. A persona doll is also skilfully used as an aid to communication. She also works closely with parents to help narrow the achievement gap. Since the last inspection the childminder has improved her toy storage facilities. She provides a wide range of toys in a low level storage unit. Toys and resources are easily accessible to all children around the conservatory play room. They help themselves and enjoy familiar toys including a play kitchen

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the early years provision

with multi-cultural pans, impliments and foods. Children also enjoy regular outings to toddler groups and outside play in the rear garden or nearby park.

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the early years provision

The childminder carries out effective self-evaluation of her provision and is well aware of the value of this process. She plans further training to improve her knowledge and understanding of the Early Years Foundation Stage. She updates her knowledge through attending courses, seminars, meeting other childminders and her coordinator and obtains updates through an Early Years Foundation Stage bulletin publication. The childminder has removed high shelving previously used to store toys to enable easy access for all children. She updates her resources regularly and purchases toys such as puzzles which reflect diversity and games to meet the developmental needs of the children in her care.

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and outcomes for children

Children's development in all areas is consistently promoted through competent observations and effective evaluation and assessment of ongoing learning. The childminder carries out regular observation of children's activities and reports them to parents through the daily diary sheet. These observations include limited detail regarding the activities and areas of learning. The childminder knows the children This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 very well as individuals and she is extremely well aware of their individual stage of development as she carefully plots this on individual Early Years Foundation Stage documents provided by the local authority. These pages help inform her about next steps for development which she uses during her planning. Currently written plans are linked to themes and do not state the next steps for individual development or differentiation. Planning reflects that children learn through their

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and outcomes for children

Children develop very well and enjoy their various activities. They make choices and move around the home as they wish. Children benefit from taking part in both adult and child-led activities. The childminder treats all children as individuals based on their own characteristics. For example, she is well aware that one child knows the colours but likes to play a game naming colours incorrectly. She invites the children to match colours to other items of the same colour and this enables her to note their knowledge regarding colours. The childminder supports children's learning and development by asking questions to make them think. She keeps children interested by offering activities which children enjoy such as posting letters into a toy post box. The childminder talks about the different colours of the letters and asks how many they have. They also discuss the stamps and sort which letter goes into each particular envelope. This supports development in all six

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and outcomes for children

areas of learning. Children are praised and congratulated when they answer correctly.

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and outcomes for children

Children's safety is a high priority and the childminder helps them learn how to keep themselves safe. Children join in regular fire evacuation drills and learn about stranger danger and how to cross roads safely. The childminder employs toys and activities to reinforce this learning. For example, when children notice the signs in the train set show both red and green they are asked what these colours mean. They say they mean 'stop' and 'go'. Children's self-esteem is nurtured as the childminder encourages caring, sharing and making friends. She praises children and reassures them and they receive certificates for their good behaviour. Children develop valuable skills for their future lives. They are encouraged to ask questions and develop varied interests. They are provided with a range of resources, time and attention to ensure they develop all the key skills needed for the future.

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and outcomes for children

Children's good health is promoted as they walk to and from local parks, schools and shops. They enjoy playing ball games, running and chasing through the leaves. The childminder ensures children's good health as she records all accidents and medication administered and has parents sign as required. Meals, snacks and drinks are provided according to the wishes of the parents. Dietary issues are discussed with parents and the childminder provides fresh fruit as required. Children are familiar with the routine of washing their hands before eating and after using the toilet. They proudly demonstrate the 'special soap' which is provided, as it magically disappears when they rub their hands together thoroughly. Children demonstrate good manners as they say 'please' and 'thank- you' when their lunch is served. 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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