Childminder in Richmond upon Thames

Inspection report for early years provision

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Unique reference number EY333288 Inspection date 22/11/2011 Inspector Jane Nelson

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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 2006. She lives with her partner, and adult step daughter in a house in Twickenham, Middlesex, in the London Borough of Richmond upon Thames, close to shops, parks, schools and public transport links. The living room, kitchen diner and toilet on the ground floor and a bedroom on the first floor of the childminder's home is used for childminding. There is access to an enclosed garden at the rear of the house. The childminder is registered on the Early Years Register, and on the compulsory and voluntary parts of the Childcare Register. She is registered to care for a maximum of six children aged under eight, three of whom may be in the early years age range at any one time. The childminder is currently caring for three children in the early years age range and five children aged between five and eight years. The childminder's partner works with her as an assistant, on a part time

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Description of the childminding

basis. The childminder collects children from the local school and attends several toddler groups on a regular basis.

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The overall effectiveness of the early years provision

Overall the quality of the provision is satisfactory.

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The overall effectiveness of the early years provision

Children benefit from affectionate and caring interaction with the childminder that encourages their individual development and progress. A range of activities and play experiences are provided for children, many of which take place outside the home, making use of local resources. Good relationships are built with parents and information shared regularly. Information is shared with other settings children attend. Self-evaluation is in it's early stages and although used to identify some areas for development, is not yet sufficiently robust to monitor all requirements are being met and the required records and documentation are available for inspection. The childminder has visually risk assessed most of her home for safety but the required records relating to risk assessment are not maintained. The childminder is not meeting the conditions of her registration relating to the numbers of children she is caring for.

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further?

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

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further?

 ensure a risk assessment is conducted and reviewed regularly - at least once a year or more frequently where the need arises. The risk assessment must identify aspects of the environment that need to be checked on a regular basis: a record of these particular aspects and when and by whom they have 13/12/2011 This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 been checked must be maintained (Premises, environment and equipment)  ensure that all required records are easily accessible and available for inspection by Ofsted (Documentation) 13/12/2011

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further?

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

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further?

 develop the use of observations and assessment; use this consistently to monitor all children's progress and development  develop the use of self assessment and use this to monitor that requirements are being met, together with target areas for future development, and how these will be achieved.

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the early years provision

The childminder understands her responsibilities relating to child protection and the procedures to follow if concerns arise or an allegation is made relating to her. She has attended training in the last year, to develop her knowledge in this area. The childminder visually risk assesses her home, supervises children closely and according to their individual stages of development. However, the required record relating to risk assessment, stating which aspects of the premises have been checked, when and by whom is not maintained.

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the early years provision

The use of self-evaluation is in the process of development. The childminder uses this effectively to identify her own training needs and prioritise her own development, for example she is currently working towards an Early Years degree. However, self-evaluation is not effective in monitoring that all the required records and documentation are in place and available for inspection and that all requirements are met. The childminder has misunderstood the maximum numbers of children she can care for at any one time, following a request to Ofsted to have her partner work with her as an assistant. This has resulted in the childminder occasionally caring for more children than her conditions of registration allow. The childminder gave a reasonable excuse for doing so and on this occasion Ofsted does not intend to take further action.

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the early years provision

Space in the childminder's home is organised appropriately for children to rest, play and eat safely and comfortably. Due to the childminder's current arrangements and the need to make bus journeys to and from school daily to take and collect children, many activities and play experiences take place outside the home. Good use is made of local resources, such as visit to play groups, drop ins and libraries. Home based play takes place at the end of the day or during a short break between school and nursery collections. A varied range of play materials are provided and some are easily accessible to children in low storage units or set out on the table.

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the early years provision

Good relationships are built with parents enabling an effective exchange of This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 information. This is supported by the positive comments parents make about the childminder. Some comment on the progress their children have made while in her care. The childminder shares information with other settings such as schools and nurseries children attend and uses this to continue aspects of their learning, such as reinforcing letters children are learning about.

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the early years provision

The childminder knows individual children well and chooses toys and play materials that will interest them in the selection she sets out when they arrive home after their morning at school. Some observations and records relating to children's development are maintained and reflect that children are developing well. However, these are not used consistently for all children. The local and wider community are reflected in the various play settings children visit with the childminder and resources children use daily, such as books and toys.

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and outcomes for children

Children follow familiar routines, are happy and enjoy their time with the childminder. They benefit from a range of play experiences that encourage their learning and development. Children behave well and are learning to work together and share in their play, during the daily routine. Younger children demonstrate that they feel safe and secure in the childminder's care by smiling, vocalising and cuddling into her when waking from their nap. Older children frequently use the childminder's name, ask questions and chat to her as they play and eat their lunch. Individual routines are followed, particularly relating to younger children's rest patterns, helping children feel secure. Children follow procedures that help them develop an understanding of their own health and hygiene, as well as encouraging skills they will use in the future. For example, older children arriving home from part time nursery and school remove their shoes at the front door and immediately

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and outcomes for children

go to the bathroom to wash their hands. They understand they need to make sure they are clean before lunch. Younger children are familiar with wet wipes being used to clean their hands, and hold out their hands in preparation for this.

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and outcomes for children

Children have many opportunities to participate in the local community. For example, they visit various play settings and resources with the childminder, and make daily bus journeys to and from school. Children have daily outdoor play during visits to parks and their daily walks with the childminder. This supports children's understanding of the local and wider world, and helps their awareness of routines and experiences they will use in the future.

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and outcomes for children

Children are gaining an awareness of their own safety. For example, they walk home from the bus stop safely with the childminder, holding onto the buggy or the wrist strap to stay close to her. Children play and move about safely. They are able to help themselves to some toys that are in crates on the floor in the kitchen diner while the childminder prepares their lunch. Children initiate their own play as they explore and investigate some of the toys. They find a world globe and turn this around on the frame, referring to the globe as being 'a planet'. The childminder chats to children as she prepares their lunch, explaining 'this is called a globe and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 is our planet Earth'. The childminder settles younger children safely in booster seats at the adult table with a selection of press button toys and bells. Children explore these, finding out how things work and realising that their actions generate

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and outcomes for children

sound and lights. Older children find a slinky toy that they stretch out between them, discussing the colours and comparing these to a rainbow. Children work well together experimenting with the toy, stretching it out, then coming closer together to close the springs in the toy. They compare it to a film character and try to generate movement with the toy. Children enjoy books and spend time looking at the illustrations in books the childminder has put on the table, while waiting for their lunch. They discuss what it will be and the childminder tells them it is pasta. Children enjoy their healthy lunch of pasta and vegetables. Children chat to each other as they eat, talking about the colours of the vegetables and the pasta comparing some of the pasta to ham. The childminder encourages younger children to feed themselves. Older children know they need to leave for the afternoon school run after lunch and get themselves ready putting on their coats

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and outcomes for children

and shoes and going to the bathroom. 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 3 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 3 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 3

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Stage

The extent to which children achieve and enjoy their learning 2 The extent to which children feel safe 3 The extent to which children adopt healthy lifestyles 3 The extent to which children make a positive contribution 3 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: Not Met (with actions)

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Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Not Met (with actions)

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Annex B: the Childcare Register

The registered provider does not meet the requirements of the compulsory and or voluntary part/s of the Childcare Register.

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Annex B: the Childcare Register

To comply with the requirements of the compulsory part of the Childcare Register, the registered person must take the following action/s by the specified date:

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Annex B: the Childcare Register

 take action as specified in the early years section of the report (Records to be kept) 13/12/2011

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Annex B: the Childcare Register

To comply with the requirements of the voluntary part of the Childcare Register, the registered person must take the following action/s by the specified date:

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Annex B: the Childcare Register

 take action as specified in the early years section of the report (Records to be kept) 13/12/2011

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