Childminder in Surrey

Inspection report for early years provision

p.1

Unique reference number EY414716 Inspection date 18/10/2011 Inspector Helen Penticost

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 2010. He works alongside his wife, who is also a registered childminder. He lives with his wife, one child aged 17 years and two adult children. The family live in a six-bedroom house, in a residential area of Redhill in Surrey. The downstairs of the house is the main area used for childminding. A garden is available for outdoor play. The family has a dog.

p.4

Description of the childminding

The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. He is registered to care for six children under eight when working on his own, three of whom can be in the early years age group. When working with his co-childminder they may care for a total of 10 children under eight years old, six of whom can be in the early years age range. Together, they are currently caring for six children in the early years age range and they also provide care for children of school age.

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 benefit from the welcoming and inclusive learning environment, where their individual welfare and care needs are met well. They make good progress overall, in their learning and development. They are supported effectively by the childminder and his co-minder. Partnerships with parents are fully fostered as are relationships with others. The childminder is fully aware of his strengths and weaknesses, which aids in the promotion of continuous improvement.

p.4

further?

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

p.4

further?

 develop mathematical understanding through all children's early experiences, including stories, songs, games and imaginative play  maintain a fire log book of any problems encountered and how they were resolved.

p.4

the early years provision

The childminder has a good knowledge and understanding of safeguarding issues. This enables him to respond effectively to any concerns that he may have. Thorough risk assessments have been undertaken for all aspects of the service provided. This aids the childminder in identifying potential risks within the immediate environment. Children practice fire evacuation, however the fire log was This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 not available to confirm if any problems were encountered and if so, how they were resolved.

p.4

the early years provision

The childminder's co-minder takes the lead role in the organisation of paperwork, however he completes records when required. An extensive range of updates to policies and procedures, that support the day to day running of the setting, are in place and freely available to parents. The childminder and his co-minder are skilled at highlighting and using their individual skills and strengths. They use these to promote all aspects of their childminding business in order to drive and promote continuous improvement. Consequently, this impacts positively on the lives of the children in their care.

p.5

the early years provision

There is a wide range of resources which are age-appropriate and provide children with effective challenges. These are stored in baskets with labels in both words and pictures, to enable children to freely choose. The childminder uses the space within the home well to create different play and learning opportunities. Both the childminder and his co-minder are effectively deployed within the setting, to enable children to feel supported and secure.

p.5

the early years provision

Equality and diversity are effectively promoted. Children are encouraged to respect differences. They access ample resources reflecting different backgrounds and cultures, which effectively supports children's growing understanding of diversity. The childminder has effective systems in place to support children with special educational needs and/or disabilities and those who speak English as an additional language. Communication links have been formed with other early years settings and also with the local school that the children attend. This promotes a consistent and cohesive approach for children's learning and development.

p.5

the early years provision

Partnerships with parents are well established, which fosters an equal approach to learning and care. They have access to a good range of information, through the use of a well presented notice board, and the range of policies and procedures which underpins the good quality service. Parents are kept fully informed of their child's stage of learning to ensure a cohesive approach to children's development. Comments received from parents highlight the high satisfaction of the care provided.

p.5

and outcomes for children

A shared approach is fully fostered by the childminder and his co-minder. This enables them to successfully plan for the individual needs of the children. Systems for observation and assessment of children's learning and development are undertaken. However, observation and planning for problem solving, reasoning and numeracy is less evident. This potentially inhibits children's development across this area of learning.

p.5

and outcomes for children

Children are well supported in their play and learning experiences. Their likes, interests, desires and learning needs are fully embraced as they access the This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 extremely warm and welcoming environment. Children benefit from the caring and positive interaction of the childminder, enabling them to gain the most from their learning experiences.

p.5

and outcomes for children

Children's behaviour is good, given their age and stage of development. They are encouraged to develop good manners and be polite and considerate to each other. Children independently help children younger than themselves to undertake tasks, such as wiping their noses. They show that they feel safe as they have developed strong bonds and close relationships with the childminder. For example, they look to him for help when they are hurt or upset, and cuddles and support are quickly given.

p.6

and outcomes for children

Children's creative flares are encouraged and their works of art are clearly displayed within the dedicated playroom. They are given opportunities to work through problems for themselves for example, as they build a train and carriages that are connected by magnets. The development of children's language skills are fully supported by the childminder. For example, they access books and mark making materials that fully promote children's skills of communication, as they learn about the written word. Children enjoy using a wide range of technological equipment, which promotes their skills for the future. They press buttons and are rewarded with a tune and flashing lights.

p.6

and outcomes for children

Children have good opportunities to learn about healthy lifestyles. Their individual heath and dietary needs are supported at all times. They access a healthy diet of home cooked meals. Children have good opportunities to develop their physical skills, both in the garden area and at the various local parks they visit. They undertake walks with the family dog and they are armed with appropriate wet weather garments, to enable them to explore muddy puddles.

p.6

and outcomes for children

Children learn effective systems to keep themselves safe. For example, they practice 'safe hands' when getting in and out of the childminding vehicle. From a young age they are requested to have both hands touching the vehicle. This encourages them to remain close to the childminder, until they are all ready to undertake their next adventure. They also wear bright yellow hats to enable them to be quickly identified by the childminders, whilst on outings. 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 2 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