Childminder in Surrey

Inspection report for early years provision

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Unique reference number EY431162 Inspection date 02/02/2012 Inspector Elizabeth Mackey

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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

Children only attend this setting before and/or after the school day and/or during the school holidays. The judgements in this report reflect the quality of early years provision offered to children during those periods.

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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 2011. She lives with her two children aged 10 and 2 years. They live in a five bedroom townhouse in Warlingham, Surrey. All of the premises, with the exception of the top floor and master bedroom on the second floor, is registered for childminding use, although children play mainly on the ground floor. There is a fully enclosed garden for outdoor play. Two of the rooms in the house are rented out to tenants. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She is registered to care for five children under eight years, of whom two may be in the early years age group and of whom one may be under one year. The childminder is also registered to provide overnight care for two children. There are currently four children on roll, of whom two are in the early years age group. All children attend on a before-and-after

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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 happy and settled in a child-centred environment where they are valued and included. Overall, the measures in place to minimise risks to children's safety are good. The childminder liaises well with parents, and other professionals to achieve consistency in children's lives. In the main, observation, assessment, and planning works well. The childminder meets children's individual needs well and they make good progress. The childminder has a reflective approach to all aspects of her provision and she strives for continuous improvement to improve the outcomes for children.

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further?

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

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further?

 implement a system to verify the identity of any visitors, record their names, the purpose of the visit, and details of arrival and departure times  improve planning over the longer term, to include a balance of activities planned across the six areas of learning, which take into account the time of year, major festivals and celebrations and the interests of the children attending. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

Children are well protected because the childminder has a good knowledge and understanding of child protection issues and arrangements for safeguarding children are robust. Clear procedures for safeguarding children are in place; these are underpinned by a clear policy. The childminder has attended relevant safeguarding training and she provides transparent policies, which she shares with parents as part of their partnership agreement. The childminder holds a current Paediatric First Aid certificate. The childminder provides a safe, stimulating, and homely environment. Children access a good selection of activities and resources, which effectively meet their needs. Areas used by the children are clean and well organised to encourage their autonomy. Areas are organised to provide different activities for the children and they have the freedom to move from one room to another. In good weather, this includes free-flow into the garden. Children are supervised at all times and the

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the early years provision

environment has been risk assessed by the childminder to minimise hazards. However, there is not a system in place to maintain a record of visitors. The childminder successfully promotes children's development across the six areas of learning. She interacts warmly and positively with the children and she has a good knowledge of their background and needs. The childminder is pro-active in her commitment to inclusion and her policy sets out how she aims to ensure everyone is welcomed, included, respected and valued and how children's understanding of diversity is promoted in the setting. The environment and resources reflect cultural diversity. Planning for children's individual needs is completed in partnership with parents. Children attend on a before-and-after school basis. The childminder has a flexible approach to planning and she effectively engages with parents, particularly when children have a specific need. The system in place helps the childminder to monitor

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the early years provision

children's achievements and plan for their next steps. The overall planning lacks an overview of how the needs and interests of the children are incorporated over the medium and longer term. There are successful systems in place for daily communication with parents, including a daily verbal exchange of information via e-mail and text. The childminder asks parents how they prefer information to be communicated. Effective systems are in place to support the liaison with other childcare practitioners. For example, the childminder has established links with the local schools where children attend, which promotes a cohesive approach to children's development. The childminder demonstrates a commitment to driving improvement. She reflects on her practice through an effective system of self evaluation, which incorporates the views of parents. She keeps up-to-date with changes in requirements and works closely with the Early Years Department to

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the early years provision

develop her practice and ensure sustainability This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Children are collected from school and on arrival choose what they would like to play with; some complete their homework. They engage in activities that sustain their interest, imaginative play is a particular favourite. Children enjoy a good balance of adult-led and child-initiated activities. They benefit from having autonomy within the well planned space. The childminder provides guidance when needed and extends children's play by adding additional resources and encouraging ideas. She then allows the children to develop their play as she promotes their thinking by asking open-ended questions. Children clearly make their needs known. They independently choose resources and, with minimal adult intervention, organise a game amongst themselves that includes all the children. Their interest in books and stories is fully promoted and stories are brought to life through puppets and role play. Children have frequent

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and outcomes for children

opportunities to mark make with age-appropriate activities. They write, draw, and engage in a wide range of creative activities, including playing musical instruments. Children access a good range of age-appropriate resources and they self select from a well organised, labelled storage system. They have access to construction toys, puzzles and a varied range of electronic toys and games. Children use their imaginations well, as they hide in the den they have just made. This develops into a full game of hide and seek, which the children thoroughly enjoy. Their excitement builds and they organise turn taking independently. Children are respectful of the boundaries in place and follow the rules of not running or going upstairs. Children are very good communicators, they are inquisitive and articulate their needs very well. They enjoy playing with telephones and pretend to talk to one another through them.

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and outcomes for children

Children benefit from outdoor play, where they access a good range of resources to promote their physical development. Local outings are identified for the holiday periods, to help children learn about their community. Children learn about keeping safe as they practice road safety and fire evacuation. Children's behaviour is good and they respond positively to the reward system in place. As a result, they acquire a positive attitude to learning. Children learn about the importance of a healthy lifestyle, which includes practicing hygiene routines and learning about which foods are good for them. The childminder provides healthy and nutritious meals after school, which always includes fresh fruit and vegetables. Children serve themselves and access drinks when needed. Children are having fun in this setting, they have a good relationship with the childminder and they experience clear boundaries and a regular routine. They are encouraged to share, help to tidy

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and outcomes for children

up and to be kind to one another. This helps them to feel secure and supports their social and emotional development, which enables them to develop the skills needed for their future success. 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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