Childminder in Surrey

Inspection report for early years provision

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Unique reference number 511044 Inspection date 24/05/2012 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 was registered in 1990. She lives with her husband in Twickenham, Middlesex, in the borough of Richmond upon Thames. The home is close to shops, parks, schools and public transport links. The whole of 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. 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 school age children, who all attend on a part-time basis. The childminder has a National Vocational Qualification level 3 in Childcare and Education and has achieved Early Years Professional Status. She is a member of

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Description of the childminding

the National Childminding Association and Richmond childminding group.

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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 has a wealth of experience and is deeply committed to providing a highly stimulating and child-orientated environment. Children's individual needs are the focus of the excellent balance of adult-led and child-orientated activities and calm interaction the childminder provides. As a result children thrive in her care and are making excellent progress in their learning and development. The childminder has high aspirations for her own development demonstrated by her sustained commitment to ongoing training. The childminder uses self-evaluation to focus and drive improvement and is highly reflective of her practice. She gives high priority to building and sustaining excellent relationships with parents, successfully involving them in the majority of aspects of children's learning.

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further?

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

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further?

 reviewing and extending systems for encouraging parents to contribute to the observation, assessment and planning.

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the early years provision

The childminder has a comprehensive awareness of safeguarding and child protection issues. She has developed this through attending training, discussion This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 with other professionals and supporting childminding colleagues. She is aware of where to seek advice and the procedures to follow if concerns arise or an allegation is made. The childminder uses risk assessments effectively and reviews these according to children's ages, stage of development and the activities she is providing. The required record relating to risk assessment is maintained. Other records and required documentation are maintained and well organised.

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the early years provision

The childminder has a secure understanding of how children learn and develop and has extended her knowledge and expertise over a lengthy career. She has high aspirations for her own development through attending ongoing training and maintaining links with other professionals and childminding colleagues. The childminder has added to her existing childcare qualification by achieving the Early Years Professional Status, since her last inspection. She has used this process to great effect to drive improvement by reflecting on and reviewing her own practice, organisation and environment. Self-evaluation is comprehensive and used continually. For example, through implementing aspects of a see, do, review approach with children's activities and play.

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the early years provision

The childminder's home is organised to provide a stimulating, challenging and interesting environment that children want to explore, investigate and have fun in. The childminder makes excellent and highly effective use of resources. An extensive range of high quality equipment and play materials are provided. These are used together with recycled materials, such as boxes and dens, to encourage children's imaginative and creative play. The childminder makes excellent use of local resources, such as playgroups and visits to childminding colleagues, to complement home based play. Children's individuality is highly valued by the childminder and their interests and routines used as the focus for activities and outings. Children's understanding of diversity and the wider world is enriched through the extensive range of activities and resources they use daily.

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the early years provision

The childminder builds and sustains, long standing and highly effective relationships with parents. As a result children feel very secure in her care and parents praise and value her service highly. They describe her as caring and professional and wanting to be excellent in what she does. Information is shared well and parents are involved in the vast majority of aspects of children's learning and development. The childminder monitors and records children's development through observations illustrated attractively with photographs and examples of creative work. These are creatively presented and shared with parents both informally and more formally during regular review meetings. The childminder encourages parents' contributions to observations, although parents have not yet taken this up. The childminder is highly committed to working in partnership with other settings children attend and other professionals. She has built long term

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the early years provision

effective relationships with local schools and play groups children attend. The childminder exchanges information about activities and planning and uses this to extend and support children's learning. For example, continuing activities they have enjoyed at nursery, and particularly supporting children at times of transition by school visits and discussion. 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 enthusiastic, highly motivated and excited by their play and learning and the loving interaction they share with the childminder. As a result they thoroughly enjoy their time with the childminder, are secure, independent and are making excellent progress in their learning and development. Children acquire a wide range of skills they will use in the future, enhanced by the secure base established while in the childminder's care. Children behave very well as they are busy and engaged in their play and interaction with the childminder. They have an awareness of boundaries set and know what is expected of them. For example, they listen, respond to requests, and remind the childminder they are being careful as they move quickly.

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and outcomes for children

Children display a strong sense of their own identity and increasing self- confidence. For example, they relish looking through their own learning journals with the childminder recalling shared memories and observing how they have grown. They giggle and laugh at photographs of their younger selves and recall what they have enjoyed doing with the childminder. Children demonstrate a strong sense of belonging in the childminder's home. Highly effective systems are implemented by the childminder to encourage this. For example children find their photograph, and fix it to a display of a house showing 'who is here today'.

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and outcomes for children

Children are articulate and talk constantly, sharing meaningful conversations and discussions with the childminder about their play and observations. The childminder creatively supports children and extends their learning by sensitive questioning, clear explanations and constant reassurance. For example, children ask what the word 'separate' means when the childminder uses it relating to the segments of the satsuma they are peeling at snack time. The childminder explains and then demonstrates the action of 'separating'. Children practise the word and later recall its meaning and context. Children discuss their family's favourite flowers as they paint in the garden, describing a yellow flower that is a 'circlish' shape and has orange inside. The childminder uses a gardening book with photographs of different flowers to look through with children. They discuss different plants, colours and the names of flowers they see in the book.

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and outcomes for children

Children plan, concentrate and thoroughly enjoy activities, such as decorating a large cardboard box in the garden. They describe how the box will turn into a palace for a queen or prince. Children confidently mark make, design and form recognisable letter shapes. For example, they make zigzag shapes in paint on the box and compare these to snoring. Children assign the childminder the role of painting the palace doors and they work harmoniously together, admiring the finished product.

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and outcomes for children

Children show a secure understanding of feeling safe and their own safety. They move around with care, using utensils and equipment safely. They demonstrate their understanding through imaginative discussion. Children tell the childminder that if a dragon lived in the palace, their fire breath would be dangerous. Children show an excellent understanding of their own hygiene and healthy eating. They This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 refer to washing their hands to make sure there are no germs before eating snack. Children help the childminder prepare their healthy snack of fresh fruit, carefully choosing which fruits to have from the fruit bowl. They are supported by the childminder in using a knife to cut the fruit and in separating the segments of their satsuma. Children show delight and excitement as they savour the fruit. They describe their favourite fruit of mango and as they eat it, describe the taste as

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and outcomes for children

'lovely and sweet'. 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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