Childminder in Richmond upon Thames

Inspection report for early years provision

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Unique reference number EY286301 Inspection date 06/02/2012 Inspector Elaine Douglas

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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. She lives with her husband and two children aged over eight years. They live in a house in Richmond, in the London Borough of Richmond, close to shops, parks, schools and public transport links. The whole of the property is used for childminding. The conservatory is used as a dedicated playroom. There is an enclosed garden for outside play. The family has a dog, a rabbit and fish in a tank. The childminder is registered to care for a maximum of six children under eight years at any one time; of whom no more than three children may be in the early years age range. She is currently minding three children in this age group. She also offers care to children aged over five years to 11 years. The provision is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. The childminder walks or drives to local schools and pre-schools to take and collect children. She

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Description of the childminding

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 outstanding.

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The overall effectiveness of the early years provision

The childminder provides a highly enabling environment which she uses extremely well to promote children's learning. The excellent partnerships with parents and other providers help to ensure a highly inclusive environment where all children make rapid progress. Overall, systems accurately monitor children's development. Children develop highly positive relationships and develop an exceptional awareness of the wider world. Highly effective systems of self-evaluation and the childminder's enthusiasm to her ongoing professional development help to ensure excellent continuous improvement.

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further?

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

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further?

 enhancing the assessments of each child's achievements by including parents' ongoing contributions.

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the early years provision

Safeguarding children is given the highest priority. The childminder has the most up-to-date information on child protection issues and the procedures to follow should she have a concern. Highly effective risk assessments identify any potential risks and the childminder takes the necessary action to minimise these. Risk assessments for outings include any weather conditions, transporting children and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 involving the children to gain an excellent awareness of their own safety. The childminder implements an extensive range of policies and procedures consistently to promote and protect children's welfare. Very hygienic nappy changing procedures protect young children from cross contamination. All required documentation is in place and extremely well organised. The childminder is exceptionally successful in driving improvement. She regularly

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the early years provision

accesses an excellent range of websites to keep up to date and research new initiatives. The childminder regularly updates her knowledge and uses newly acquired skills to benefit the children. Recent training in Children's Rights, Disability Awareness and Inclusion, and Sign language has resulted in her having a very positive attitude to implementing procedures to ensure equal opportunities. Thorough systems of self-evaluation ensure actions taken by the childminder have an outstanding impact on outcomes for children. For example, she has extended the use of the garden to ensure there are resources which promote all areas of development and meet children's individual learning needs. The childminder is now working towards a childcare qualification and improving her information technology skills to support children.

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the early years provision

The highly effective deployment of resources in the extremely child-friendly environment directly impacts on children's learning and development. For example, a ''discovery table'' provides binoculars, magnifying glasses, magnets, camera, laser, sensory items and a wide range of resources for children to explore. An extensive range of well-organised resources both indoors and outdoors enables children to make independent choices and initiate their own learning. The childminder displays children's artwork around the premises promoting their sense of belonging and self-esteem. The childminder takes well considered steps to ensure the resources are sustainable and children develop an exceptional awareness of making appropriate choices. For example, they create three- dimensional designs using recyclable materials, grow their own produce and make matching games.

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the early years provision

Parents receive excellent information on the provision and their child's development. The childminder liaises extremely well with other providers sharing care to enhance the opportunities for children to develop. She visits the parents three times a year in their own home to discuss children's current levels of development and their next stages. Parents are given very good information on the range of activities provided. For example, how their children are involved in celebrating festivals and learning about diversity. The childminder is extremely well-organised and has a checklist to ensure that all parents receive all relevant information. She requests extensive information from parents in order to meet children's individual needs and safeguard them. Parents comment positively on the regular feedback they receive and the childminder's excellent ability at tailoring activities to their child's interests.

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the early years provision

This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Children thoroughly enjoy their learning and develop excellent skills for the future. For example, one young child says ''ready'' in anticipation of throwing a ball which they know will change colour and flash. They then run excitedly after the ball laughing and giggling. Young children learn new words through simple statements and questions being linked to gestures. For example, the childminder says ''in'' and ''out'' as a child plays with an animal in a truck. The child then makes their meaning clear as they pass the animal to the childminder and say ''in truck''. Children sing and dance with enthusiasm. They join in with familiar songs and through encouragement from the childminder make up their own versions. Children independently choose books and enjoy interacting with the childminder when she reads stories.

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and outcomes for children

The childminder records children's progress through photographs and written observations. Although parents' contributions are not included in the assessments they have excellent opportunities to be involved in their child's development. The childminder uses the Early Years Foundation Stage highly effectively to monitor children's development and identify their next stages. She uses each child's interests to challenge and promote their learning through play and planned activities. For example, one child's interest in positional language is extended by introducing programmable toys, such as a floor robot, to challenge their investigative skills. The childminder provides skilful interaction. She makes excellent use of impromptu situations. For example, the recent snow enables children to explore and experiment. They try to make an igloo and discover how quickly it melts according to the temperature.

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and outcomes for children

Children develop an outstanding awareness of safe and healthy practices. On outings they wear high visibility vests and learn the safe places and ways to cross the road. This is extended by playing road safety games in the childminder's garden. Young children learn to expertly negotiate the small step between the conservatory and kitchen. Children practice the emergency evacuation procedures every month. Children have daily opportunities to benefit from energetic play and develop increased independence in physical activities. For example, one young child skilfully manoeuvres themselves around obstacles, using their feet to propel themselves on a ride-on toy. All children help themselves to fresh drinking water in their own beakers. They are provided with very nutritional meals and take part in cooking activities to further enhance their awareness of healthy eating.

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and outcomes for children

Children build excellent relationships and develop a highly positive attitude to people's differences. For example, the childminder has made friends with a family who have children with disabilities and has organised for the children to regularly go to play. This benefits all the children. The childminder has an excellent awareness of children's individual needs and adapts routines accordingly. For example, one child is beginning to manage without their daily sleep. She monitors them closely to judge any changes in their behaviour and when they show signs of tiredness she gently rocks them to sleep in her arms. An extensive range of visual aids enable children of all abilities to express their needs. For example, pictures of This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 facial expressions enable children to explain how they are feeling. 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 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

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Stage

The quality of the provision in the Early Years Foundation Stage 1

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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

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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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