Childminder in Kingston upon Thames

Inspection report for early years provision

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Unique reference number EY275451 Inspection date 20/10/2011 Inspector Amanda Tyson

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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 2004 and is on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She works with two assistants from premises in New Malden in the London borough of Kingston Upon Thames. The childminder holds the National Nursery Examination Board qualification. Childminding takes place in a free standing building at the rear of the garden, and in two rooms at the rear of the house, where this is also a toilet. Between the free standing building and the house is an enclosed patio garden which is used for outdoor play.

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Description of the childminding

The childminder is registered to care for six children under eight years; of these no more than three may be in the early years age range. When working with an assistant, the childminder may care for six children under eight, of whom all may be within the early years age range. There are currently nine children on roll all of whom are in the early years age group. The childminder and her assistants take children to and collect them from a number of early years settings and schools each day.

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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 are cared for in a welcoming, very sociable and generally well-equipped environment. They are happy and form strong relationships with each other and the adults looking after them. Children are clearly making generally good progress in their learning and development. Priorities for improvement are identified through informal discussion as the childminder and her assistant reflect on the day's activities. Consequently, her capacity to maintain continuous improvement is good, overall.

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further?

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

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further?

 develop further self-evaluation to identify the setting's strengths and priorities for development that will continue improve the quality of provision for all children  develop further the observations and assessments to more clearly link to the areas of learning  develop the outdoor area to provide a stimulating environment that offers a range of activities covering all areas of learning, which will encourage This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 children's interest and curiosity.

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the early years provision

Children's health and welfare is closely monitored, supported and safeguarded. All requirements for record keeping and documentation are in place and consistently well maintained. The childminder and her assistants demonstrate secure knowledge and understanding of the procedures to follow if they become concerned about a child. Risk assessment is rigorous and effective for both the home and outings. Security is given high priority and smoke detectors are fitted in the free standing playroom as well as inside the house. The childminder ensures that adults with access to children have been subject to rigorous checks.

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the early years provision

The setting is equipped with a good range of play and learning resources which are regularly replenished and supplemented to meet children's developing needs and interests. Children have constant access to the garden, although planning for outdoor play is not always given as much attention as that for indoors. Arrangements for escorting children to and from other early years settings they attend avoids disruption to other children's play and learning. Very good use is made of community resources, such as parks, farms and the library.

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the early years provision

Partnership with parents and other agencies involved with children are good. Parents are provided with clear written information to explain the setting's operational and regulatory policies and procedures. All aspects of care provided are agreed in writing with parents. Information about children's progress and development is shared with parents and passed on to nursery or school teaching staff on a daily basis.

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the early years provision

Since the last inspection planning for literacy has been greatly improved. For example, laminated name cards have been introduced and the success of this is demonstrated by children's ability to recognise and write their names. Children's paintings and drawings are now labelled with their names and captioned with their individual descriptions. All play resources are labelled with words and pictures to help children of varying abilities. Where priorities for improvement are noticed, for example to introduce an additional method for teaching letters and sounds, this is effectively targeted. However, a clear process of self-evaluation, which reviews the overall effectiveness of the setting and identifies training needs and future plans, has yet to be formulated. The childminder is committed to achieving high standards and, overall, the capacity for maintaining continuous improvement is good.

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and outcomes for children

Children demonstrate a strong sense of belonging as they move freely between indoors and outdoors and express their wishes. Pre-school children good naturedly This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 help each other to solve practical problems, such as mending the playdough machine by removing blocked dough. They are keen to help with tasks such as laying the table for lunch. They are kind and considerate towards younger children who benefit from this good role modelling and thrive in their company. Children cheerfully greet each other at lunchtime when they arrive back from morning nursery and immediately begin to engage in sociable conversation. Squabbles do naturally occur, but these are quickly resolved by sensible adult intervention. Children keep healthy and active through plenty of fresh air and exercise each day. They ride scooters and bikes with confidence and skill and have fun crawling

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and outcomes for children

through, under and over the climbing frame as they act out their favourite stories. They feed the ducks, and take well-managed risks as they climb challenging apparatus and trees in local play-parks and open spaces. The daily menu encourages children to adopt healthy and varied eating habits. Adults model and explain good hygiene practice and children rarely need reminders about hand washing. They understand that the pet African parrot has to live in another room away from the dining room and sleep area because his feathers can make some people feel unwell.

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and outcomes for children

Children demonstrate a good awareness of safety as they carefully navigate scooters around the garden to avoid collision. Road safety and stranger danger rules are reinforced through the daily trips out in the community. Fire safety is promoted through regular evacuation practice, the use of books, and as they talk about the dangers of fireworks. Overall, children enjoy a good balance of adult supported and self-chosen activities which provide them with access to all areas of learning. While children's individual stage of development is recognised and understood by the childminder, observations and assessments are not always clearly linked to the expectations of the early learning goals.

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and outcomes for children

Planned themes provide a focus for some activities, such as arts and crafts, role play or trips. For example, children learn about animal habitats when they visit the farm, and go on nature walks to collect items to make autumn pictures. Children are positively encouraged to create their own interpretations and designs, such as when they paint pictures of the daddy and produce Rangoli patterns during the festive period of Diwali. Pencils and paper are constantly available to encourage children to make marks and practice their writing, which they are keen to do. Children have access to sand, water, cornflour, a good range of creative media, but generally only at times determined by planning, which is restricting.

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and outcomes for children

Resourcing of the outdoors during the autumn and winter is often restricted to wheeled toys and the climbing frame, which limits opportunities for creativity, exploration and investigation. Nonetheless, overall children are making good progress in their learning and development, despite some gaps in observational assessment. Older children who have been attending for many years are confident and articulate communicators. For example, bilingual children use both their languages confidently. They count reliably and are developing good calculation skills. Children recognise and write their names, link letters to sounds and thoroughly enjoy books. Children use the computer with high levels of competence and are inquisitive about the world that they live in. These acquired skills prepare them well for school. 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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