Childminder in Surrey

Inspection report for early years provision

p.1

Unique reference number EY262617 Inspection date 15/11/2011 Inspector Amanda Tyson

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 2003 and is on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She lives with her partner and three children, aged nine, seven and four years, in Claygate, Surrey. The family has a cat and a rabbit. All areas of the house is used for childminding purposes and there is a fully enclosed garden for outside play.

p.4

Description of the childminding

The childminder is registered to care for a maximum of four children under eight years, of these no more than three may be in the early years age group, and of these, not more than one may be under one year at any one time. There are currently eight children on roll aged under eight years, of these six are within the early years age group. All attend on a part time basis. The childminder currently works Monday to Thursday. The childminder walks to local schools to take and collect children. She attends the local parent and toddler groups and is a member of the Kingston Childminding Association.

p.4

The overall effectiveness of the early years provision

Overall the quality of the provision is outstanding.

p.4

The overall effectiveness of the early years provision

The childminder is experienced, highly qualified and dedicated to her role as a childminder. Relationships between the childminder and both children and parents are warm and trusting and the childminder's level of engagement with them both is superb. Children are cared for in a safe, stimulating, well resourced and generally very welcoming environment. The key strength of this provision is the childminder's planning for children's individual needs. Children are making exceptional progress in their learning and development. The childminder is a highly reflective and driven practitioner. Capacity for sustaining ongoing improvement is very strong.

p.4

further?

To further improve the high quality early years provision the registered person should consider:

p.4

further?

 displaying photographs of children, their families, pets and of things associated with regular routines to further encourage children's sense of belonging.

p.4

the early years provision

The childminder is highly organised, extremely well qualified and demonstrates a highly secure understanding of the requirements and practice guidance of the This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 Early Years Foundation Stage. Children's welfare, health and development is extremely well monitored, supported and safeguarded. Record keeping is comprehensive, risk assessment is rigorous and procedures such as keeping children safe on outings and teaching children about fire safety, are very carefully considered and implemented. The childminder's strong commitment to equality and diversity is evident within in all aspects of her practice.

p.4

the early years provision

The childminder's commitment and dedication to ensuring continuous improvement is very impressive. Since the last inspection she has achieved a Level 3 diploma in childcare and a Bachelor of Arts Honours degree in early years. Well researched early years techniques, such as to find out what children think about and want from their environment by giving them a camera to photograph what they like, are used by the childminder to drive improvement. For example, play and learning resources are now stored in accessible cupboards and shelving and wall displays are at children's eye level. The visibility and accessibility of these now encourages high levels of independent play and learning. The childminder has also acquired an allotment, visits to which are now a key feature of the educational programme as is outdoor play in general. Children have been introduced to woodwork, and play resources have been significantly added to.

p.5

the early years provision

Partnership working is another key area that the childminder has improved since the last inspection. Parents hold her in exceptionally high regard and, unsurprisingly, cite her levels of communication as a key strength. First time parents recall the reassuring two hourly texts messages the childminder used to send them during the settling-in period, and describe her wisdom and knowledge which enables health concerns to be identified at an early stage. This is a highly progressive setting. Self-evaluation is tremendously effective and the childminder's plans for the future indicate that the quality of provision will continue to improve. For example, now that she is nearing the end of achieving Early Years Professional Status, she wants to develop speech and language expertise and so is looking for an appropriate training course.

p.5

and outcomes for children

Children spend a good deal of time outdoors, for example tending vegetables on the childminder's allotment, fruit picking at local farms, playing in the garden, going on picnics, and building dens in the woods. Restaurant play is turned into reality when children plan their own menu, make a shopping list, prepare and cook a meal for themselves, naturally under supervision, For example, making burgers from fresh mince, preparing salad and fruit salad. Children's understanding of safety is developed as they play lotto games which present pictures of good and bad safety practice, for instance drinking a cup of juice, not liquid from an unknown bottle. They practice fire evacuation from both the ground and first floor and are developing knowledge of wider issues. Children are taught how to use tools, such as trowel and fork for gardening, and hammers and nails for woodwork as well as scissors, safely. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.5

and outcomes for children

Despite no photographs of children being displayed, they do demonstrate a sense of belonging. This is most likely because they are involved in the planning of the environment .Their creative work is prominently displayed which raises self- esteem. Pre-school children make props using art and craft materials which they help themselves to. Toddlers pull out construction sets, build models then tidy away before getting out the train set, or dolls and pushchair. Ethnicity, disability and gender differences are promoted through the use of resources, such as puzzles, books dolls, and small world. Children have fun creating rangoli patterns and decorating their hands mendhi style as they learn about the meaning of Diwali, the Hindu festival of light. Learning is brought to life through visits to places such as the farm. Children take photos, print these off when they return and then make their own books which the childminder helps them to caption in

p.6

and outcomes for children

writing. Children use a wide range of technology resources to support all areas of learning. For example they take a sound amplifier to the woods to listen to the sounds of nature and search the childminder's house and garden for treasure using a metal detector. Remote control toys teach children basic control and programming skills. The provision of more advanced robotic floor toys provide well for extension to these skills and to encourage use of directional language.

p.6

and outcomes for children

Children enjoy making things that can be used, for example a wind chime from bamboo and a bird table for the garden. Toddlers create worms, snakes and sausages with play dough, build models with construction and assemble interesting train tracks. The childminder recognises the importance of the senses to children's development and provides activities, such as jelly whereby she hides their favourite toys inside. This tempts even the most reluctant of children to dip in and discover what it feels like. Children experiment with weight volume and capacity as they fill and empty different containers standing on a step at the childminder's sink. Key to the success of this delightful setting is the childminder's skilled use of observational assessment. Children's developing interests, life experiences, and learning needs are tracked daily and the information is used to inform activity planning. For example, two toddler aged boys were helped to prepare for the birth

p.6

and outcomes for children

of siblings through doll play which they now love. They practised gentle holding of them, bathed them and took them for walks in the pushchair, 'just like daddies do'. The childminder notices children's talents as well as possible gaps in learning and this is all addressed within her planning. 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 1 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 1 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 1 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 1

p.7

Stage

The extent to which children achieve and enjoy their learning 1 The extent to which children feel safe 1 The extent to which children adopt healthy lifestyles 1 The extent to which children make a positive contribution 1 The extent to which children develop skills for the future 1

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