Childminder in Surrey

Inspection report for early years provision

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Unique reference number EY348901 Inspection date 20/03/2012 Inspector Louise Bonney

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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 2007. She lives with her husband and two children in Stanwell, near Staines. All areas of the premises are available for childminding. There is an enclosed garden for outside play.

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Description of the childminding

The childminder is registered on the Early Years Register and both the voluntary and compulsory parts of the Childcare Register. She currently has four children on roll all in the early years age group, most attending part-time. She is registered to care for a maximum of five children under eight years at any one time, no more than three may be in the early years age range. The childminder provides care from Monday to Friday during term time and Tuesday to Thursday during the school holidays.

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Description of the childminding

The childminder goes to the local schools to take and collect children. Outings include attending the local children centre and music groups.

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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

The childminder provides a welcoming, inclusive environment and meets children's individual needs effectively. She organises activities and resources to promote good outcomes in children's learning and development. Robust arrangements help to ensure children's health and safety. She has highly positive partnerships with parents and develops some links with others supporting the children. She reflects on her provision and takes action to maintain its continuous improvement.

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further?

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

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further?

 create an environment rich in print where children can learn about words, for example, by labelling the contents on the outside of toy boxes  develop the two-way sharing of information with other providers children attend, ensuring information about children's next steps for development are discussed and shared to enable continuity and progression.

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the early years provision

The childminder has good knowledge of how to protect children's welfare. She has clear understanding of child protection issues and the action to take should she have any concerns. The childminder shares a comprehensive range of written policies and procedures with parents to inform them about her inclusive and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 welcoming provision. She provides a safe environment for children to play in through her rigorous risk assessment of the premises and outings. The childminder regularly reviews her risk assessment records to identify any new hazards. She maintains all required documentation well and shares records with parents appropriately. This supports children's health and safety well.

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the early years provision

The childminder reflects on her provision continually and introduces changes that benefit the children. She seeks feedback from parents and uses this to improve her provision further. Recent improvements include extending resources to reflect individual children's interests, and planning the use of resources and space to support children's activities more effectively. She regularly meets with other childminders and uses the internet to reflect on best practice. She shows drive as she identifies clear targets for future development, and has booked a series of courses to attend in order to help her implement proposed changes in the Early Years Foundation Stage. She has taken action to meet all previous recommendations fully, including attending updating training for safeguarding. This shows a good capacity for maintaining continuous improvement.

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the early years provision

Children access a wide range of good quality and sustainable resources. The childminder organises children's toys and equipment so they are easily accessible and support children's independent choices as they play. She regularly rotates toys to stimulate children's interest and extends activities by providing plenty of opportunities for visits to local groups and parks. Photographs help children choose from resources stored out of sight. The childminder plans activities to develop children's positive attitudes towards others, such as for Diwali or the Chinese New Year, as well as to reflect their own cultures and religions. She uses her observational assessment of children's interests and progress and liaises with parents in order to meet children's individual needs fully.

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the early years provision

Letters from parents show that the childminder builds good partnerships with them and that they and their children are happy with her provision. The childminder seeks and acts on feedback from parents to provide a responsive service. They share a daily diary which helps to provide good continuity of care for the children and information about children's activities. Parents have opportunities to read the childminder's records of their children's learning and they regularly talk about children's present and future development. This involves parents in children's learning and helps provide continuity and progression. The childminder sometimes successfully establishes a two-way flow of information with others supporting the children, such as by sharing the daily diary with nannies. She helps children transfer into school by taking them to introductory sessions and meeting teachers, then sharing information with parents. However, she has not followed up her initial

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the early years provision

approach to some other settings children attend in order to further encourage them to engage in partnership working. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Children show they are very confident and settle well in the childminder's care. They quickly establish good routines that help to ensure they are well rested and able to cope emotionally with their active day. They demonstrate a strong sense of belonging as they show where their cot is with their special snugly and quickly settle for their sleep. The childminder meets their dietary needs well, providing healthy and nutritious meals. Children quickly accept water rather than juice and learn not to share their cups. This helps to keep their teeth healthy and prevents the spread of germs. The childminder is quick to notice if a child is unwell and keeps parents fully informed so they are able to take swift action to meet children's medical needs.

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and outcomes for children

Children show they develop healthy lifestyles as they remember they need to wash their hands before lunch. They enjoy a wide range of energetic activities, such as pushing along wheeled toys in the garden, clambering over large soft shapes at an activity centre, or joining in at music group. Children respond quickly to requests from the childminder as she reminds them of how to be safe. They immediately begin to place toys more carefully in their boxes rather than lobbing them, so as not to bump anyone. They practise the fire drill frequently and learn they need to leave their toys behind for their own safety. Children behave very well and develop good self-esteem as the childminder often praises them, such as when they are kind to each other.

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and outcomes for children

The childminder knows the children very well and uses resources and their interests to promote their learning effectively. She uses her observations to reflect on their progress towards the early learning goals and to identify their next steps in learning. Children show independence as they play and make choices about their activities. They love talking to the childminder as they play and she develops their language by modelling and repeating words or asking questions that encourage them to think. Children enjoy stories as they sit and share books. They develop writing skills as they make marks with water pens on colouring mats or push cars through a tray of rice. However, there is no labelling of toy boxes to promote children's awareness of writing further.

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and outcomes for children

Children learn about sustainable practice and use tools safely as they plant and grow vegetables and flowers. They show good attitudes to trying something new as the childminder suggests activities, and they contribute to decisions as they confidently come up with their own suggestions about activities. Children celebrate their success as they clap hands and laugh together, and respond to challenges as the childminder introduces harder puzzles for them to do. They problem solve as they stack blocks, putting the largest first and smallest last, and then knock them down to rebuild them again. Children often count and think about colours, sizes and shapes as they play, with the childminder's encouragement. They develop creative thinking as they role play in the kitchen or dress up as a clown. They discover cause and effect as they press buttons and spin wheels or use a range of technology, such as programmable toys or digital cameras. Children consequently

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and outcomes for children

make good progress in their learning and development and develop strong skills to This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 support future learning. 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 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 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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