Childminder in Surrey

Inspection report for early years provision

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Unique reference number EY433616 Inspection date 15/05/2012 Inspector Carol Willett

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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 2011. She lives with her husband who is also registered as a childminder and they work together. They have three children, two of whom are primary school age and one is pre-school age. They live in a house in a residential area of Walton-on-Thames, Surrey. Local schools, shops and parks are within walking distance. The whole of the property is used for childminding. Children play on the ground floor and go upstairs only for sleeping. There is an enclosed garden available for outside play. The family have three rabbits and three chickens in the garden.

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Description of the childminding

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 four children under eight years; of these, two may be in the early years group. When working with her husband they can care for 10 children in total; of these, five may be in the early years age group. There are currently eight children in her care, of which six are in the early years age group. The childminder attends the local toddler group on a regular basis.

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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 safe, welcoming, inclusive family home, where children are happy and confident and make good progress in their learning. Children enjoy playing with a wide range of good quality toys, both inside and out that support their learning and development well. The strong, successful relationships with parents and other providers enable a coherent approach to children's care and education. The childminder is enthusiastic about her role and, overall, she works generally well with her husband to provide an effective childminding service. She has made a good start to childminding and has begun to reflect on her service. She demonstrates a good capacity to develop her practice and make continual improvements.

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further?

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

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further?

 develop further the systems for working collaboratively within the setting, for example, by more effectively sharing information with the co-minder to enhance planning for individual children This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

Children stay safe in a secure, welcoming and child-friendly home. The childminder is confident in her understanding of safeguarding issues. She is fully aware of her responsibility to protect children and she knows who to contact if she has concerns. She shares her safeguarding and complaints policy with parents so they also know what to do. The childminder is very attentive and closely supervises children which helps ensure their safety at all times. She effectively checks her home and garden daily, so it is safe for children and she completes a record of her risk assessment. She does risk assessments for all places she visits with children to make sure they are all safe. The childminder effectively promotes children's health and welfare. She has a current first aid certificate and effective procedures in place to deal with accidents, sickness and to administer medication.

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the early years provision

The childminder organises her home very effectively, making good use of space to accommodate children's individual needs. She provides a well-maintained space for children to play, eat and rest in comfortable surroundings. Good quality toys and resources are readily accessible in an attractive, dedicated playroom, enabling children to make independent choices for their play. The childminder positively promotes equality and diversity. She creates a child-friendly, inclusive environment where all children are welcome and valued. She plans effectively for their individual needs.

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the early years provision

The childminder develops good relationships with parents, which provides a consistent approach in meeting children's needs. Parents are happy with the care their children receive and they provide very positive comments in the compliments and complaints book. Children receive care in accordance with their parents' wishes. They settle well, because the childminder takes time to obtain information about their individual needs and preferences before they start. The childminder obtains a full range of written consents from parents, to effectively promote children's safety and well-being. Daily discussions and the use of a daily diary enable parents to receive important information regarding children's daily routines and activities. The childminder keeps parents well informed about her provision and they receive written copies of her policies. She displays a range of information about her setting, including her registration certificate, planning and weekly menus

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the early years provision

on a notice board. The childminder maintains effective partnerships with others involved with the children, so they receive a consistent approach to their learning.

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the early years provision

The childminder is very enthusiastic about her role and she works effectively with her husband overall to promote children's development. However, they have not fully developed systems to share the planning for individual children with each other to enhance and maximise children's learning. The childminder has started to reflect on her service and has identified areas for training in order to improve her knowledge and skills. Overall, she has a strong capacity to identify and make continual improvements. The views of parents and children are included in the self-evaluation process, which helps to continually improve the quality of care and learning for children. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Children play happily and are settled and secure, as the childminder creates a warm, child-friendly environment. They enjoy their time and make good progress in their development and learning. The childminder ably supports the children in their play. Children confidently choose from the wide range of good quality toys that are easily accessible in the dedicated playroom. They initiate their own play and become independent and active learners. The childminder develops close relationships with parents and observes children effectively. This enables her to have a good understanding of each child's interests and stage of development. Children enjoy an interesting and varied range of activities which promote all areas of learning. Toddlers actively explore a box of natural materials to develop sensory skills. They develop language skills, as the childminder introduces a new range of vocabulary as they talk about the scratchy toothbrush and shiny paper. Older

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and outcomes for children

children enjoy creative activities linked to cultural themes. They cut out printed postage stamps of the queen and write on envelopes, as part of a planned activity to develop scissor skills. They develop emergent writing as they address the envelopes. During the activity the childminder develops children's understanding through encouraging their discussions. She records children's progress well using written observations and photographs in their development records. She uses these to plan effectively for children's progress and support their enjoyment of learning.

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and outcomes for children

Children develop a good awareness of diversity through the use of books, small world resources, discussion and planned activities. Visits to local children's groups effectively help to develop children's social skills and awareness of the wider community. Children eagerly learn about the natural world as they help collect eggs from the childminder's chickens and help grow vegetables in the garden. They prepare these to make food, such as omelettes and vegetable soup for their lunch. This helps them develop a good awareness of healthy eating. The childminder enjoys baking and provides a range of healthy, nutritious food, such as muffins with grated carrot and sweetcorn for toddler's lunches. Children learn good self-care skills, as they know they need to wash their hands before they eat. They know which flannel is theirs as they recognise their names above. Children enjoy regular fresh air and are active both indoors and outdoors, using the garden on a

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and outcomes for children

daily basis. They have regular walks and visit the local park and children's groups to further develop physical skills.

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and outcomes for children

Children behave well because the childminder provides consistent boundaries, clear explanations, gentle reminders and lots of praise and encouragement. Children learn the importance of listening to others, taking turns and playing cooperatively, as they share toys and equipment. Children show they feel safe, as they go to the childminder for support and cuddles. They follow their own home routines, developing confidence and self-esteem. The childminder uses laminated This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 photographs of children's parents and important family members to comfort children and develop links with home. Children develop skills for the future. Their communication and language develops very well, as they enjoy looking at books and singing familiar songs. They learn numeracy and counting as they happily sing number songs and rhymes. Early problem solving skills develop, assisted by a wide

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and outcomes for children

variety of quality resources, such as shape sorters, jigsaws and pop-up toys. Children have good opportunities to develop their technology skills as they play with electronic toys and games. 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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