Childminder in Sutton

Inspection date

Previous inspection date 20/09/2012 Not Applicable

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early years provision

This inspection: 3 Previous inspection: Not Applicable How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 3 The effectiveness of the leadership and management of the early years provision 3

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This provision is satisfactory

 The childminder provides a varied range of play materials and equipment that children enjoy using  The childminder provides healthy snacks and meals and understands the importance of healthy eating  The childminder demonstrates use of self-evaluation and a commitment to her own development by identifying her training needs and starting the process of working towards a level 3 qualification.

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It is not yet good because

 routines are not yet established with predictable events, helping prepare children for changes that may occur in the daily routine. The range of activities that require give and take or sharing for things to be fair is not yet developed and used routinely to support children in acquiring the skill of sharing  the childminder does not yet involve children in discussions about what they like to eat, food preparation, discussing healthy choices or encouraging them to try something new  systems are not yet developed to encourage all parents to contribute to initial assessments of children's starting points and keep parents well informed about their children's progress.

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Information about this inspection

Inspections of registered early years provision are scheduled:  at least once in every inspection cycle. The current cycle ends on 31 July 2016  more frequently where Ofsted identifies a need to do so, for example where provision was previously judged as inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage; or where assessment of the provision identifies a need for early inspection  prioritised for inspection where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the compulsory part of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector spent the majority of inspection time with the childminder observing her and the children she was caring for. This took place in the childminder's dining room, garden, and living room.

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Inspection activities

 The inspector sampled children's information and an example of how the childminder intends to record children's development.

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Inspection activities

 The inspector shared discussion and joint observations with the childminder throughout the visit. Safeguarding was discussed with the childminder

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Inspection activities

 The inspector obtained parents views through information recorded by a previous parent in the childminder's records. No other information from existing parents was available.

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Information about the setting

The childminder has been registered since 2012. She lives in a house with her mother-in- law, husband and two children in Wallington, Surrey. The ground floor of the childminder's house is used for childminding and a bedroom and the bathroom on the first floor. There is a ground floor toilet accessed by a few stairs. The main areas for play are the ground floor rooms. There is a fully enclosed garden for outside play. The childminder is registered on the Early Years Register and the compulsory part of the Childcare Register. There are currently three children on roll within the early years age range.

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must:

 plan a challenging and enjoyable experience for each child in all of the areas of learning and development by; establishing routines with predictable sequences and events, and preparing children for changes that may occur in the routine; and by providing activities that require give and take or sharing for things to be fair.

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To further improve the quality of the early years provision the provider should:

 give children the chance to talk about what they like to eat, while reinforcing messages about healthier choices, for example by involving children in food preparation. Display a daily menu showing healthy meals and snacks and discuss choices with the children, reminding them, for example that they tried something previously and might like to try it again or encouraging them to try something new.

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To further improve the quality of the early years provision the provider should:

 develop systems to involve all parents in contributing to initial assessments of children's starting points on entry and keep them well informed about their children's progress. Encourage parents to support and share information about their children's learning and development at home.

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who attend

The childminder provides activities and toys that support children's learning and development in all areas. She provides a welcoming environment where children generally enjoy playing. However, some aspects of the daily routine and how play is organised do not always fully support all children. Particularly those who are new to the childminder's care and not yet familiar with the routine and where things are in the childminder's home. For example, children are not yet familiar with the garden and the range of toys and equipment there, so do not initially show interest and excitement in going outside to play. When they do go outside children enjoy running about in the garden, picking daisies from the lawn. They navigate space, riding and steering bikes using physical skills and co- ordination. Some children use the pedals confidently and others propel themselves forward with their feet. They enjoy generating movement with their bodies, laughing as

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who attend

they swing on low chairs suspended from the ceiling in the garden summerhouse. Children generally behave well and are gradually learning what is expected of them. Some minor disputes occur between children as they are still learning the concept of sharing and working together. Although the childminder manages these appropriately, the range of activities does not always include games and discussion that require turn taking and will support children in developing this skill.

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who attend

The childminder is newly registered and has very recently started to care for the children that are currently in her care. In view of this it is not possible to comment on their progress and the childminder's contribution to this, as yet. The childminder is in the early stages of observing and getting to know individual children in order to start the process of assessing their development and planning activities. She has obtained some information from parents. For example, about family compositions, but has not yet extended this to encourage parents to support and share information about their children's current stage of learning and development.

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who attend

The childminder shares friendly interaction with children, supporting them appropriately in their play, making suggestions and demonstrating some tasks. For example, showing children how to spread the glue on paper using a spatula and peel the backing off stickers during a creative activity, and reminding them to go 'forward' on the bikes. Children are articulate and confident speakers, chatting continually as they play, to each other. They demonstrate an understanding of how things work, operating simple electronic toys telling each other 'this does not work 'cos it hasn't got a battery'.

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who attend

Children show interest in numbers, recognising numbers in the environment and tracing the shape of some numbers on a poster on the wall saying, 'one,two,three,four'. Children use numbers in their play, counting along with the childminder as they select sequins to stick on paper, and using words such as 'one more'. They use small physical skills to carefully position the small sequins on the sticky glue and take pride in their finished picture and creative achievement. Generally children are supported appropriately in developing skills that will support them as they move onto the next stage of their learning.

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The contribution of the early years provision to the well-being of children

The childminder's family home is welcoming and space is organised appropriately for children to play, eat and rest comfortably and safely. A varied range of resources, such as creative materials, toys, and play equipment, are provided that the children enjoy using. Some are set out on the floor and on low shelving, encouraging children to help themselves and make choices about what they play with. Outdoor equipment such as swings and bikes encourage children to enjoy exercise and fresh air and develop their large physical skills.

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The contribution of the early years provision to the well-being of children

The childminder supports children in developing an understanding of healthy lifestyles by her commitment to a healthy diet and the healthy snacks of fruit and sandwiches she provides. However, her knowledge of children's individual preferences is still developing and she supervises children closely when they are eating, not always creating opportunities for their increasing independence. Practices are not yet developed to involve children in selecting healthy foods. For example, having photos displayed of food children enjoy and that is good for them and involving children in preparing fruit or making their own sandwiches for lunch.

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The contribution of the early years provision to the well-being of children

Children show a developing independence in their hygiene needs. They confidently rush to wash their hands before meal times and tell the childminder when their hands are sticky after a gluing activity. The childminder supervises children appropriately and reminds them to be careful with each other and as they play. The childminder is in the process of building relationships with children, she reassures children when they are unsure or ask for their parents. She supports them in achieving tasks in their play, for example riding the bikes in the garden and learning to knock skittles down with a ball. However, children are not always fully prepared in advance for changes that may occur in the daily routine, with which they are not yet familiar. For example, preparing in advance for the school run, or discussing a new child attending who they have not met before.

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provision

The childminder is newly registered and in the process of learning and developing in her new career. As a result some aspects of her practice and assessment of children's development are not yet fully developed and implemented. This is also due to the current children only recently starting in her care and the childminder's priority being focusing on her and the children getting to know each other.

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provision

The childminder understands her responsibilities regarding safeguarding and child protection. She is aware of the procedures to follow if concerns arise regarding children's welfare or an allegation is made relating to her. The childminder keeps herself up to date with developments in childminding and has the necessary reference documents relating to recent changes to the Early Years Foundation Stage framework. For example, she has a copy of Development Matters and intends to use this to support her observations and assessment of children's progress. The childminder is aware of the ratios she is required to maintain and the records she needs to keep and have available.

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provision

The childminder makes appropriate use of some aspects of self-evaluation, identifying that she will benefit from training. For example, she is about to begin working towards a level 3 qualification in Childminding Practice, which she has identified will help her develop her knowledge and understanding. The childminder has built sound relationships with parents in the past and their comments reflect their appreciation of her encouragement and support in their child's learning. She has, in the past, shared information with parents through a daily two way diary. The childminder plans to implement this system with her current children and their parents once they are settled in her care. Some children in the childminder's care will also be attending other settings such as nursery class in the near future. The childminder is aware of the need to share information and work in partnership with other settings children attend to support and enhance their learning.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Satisfactory Satisfactory provision is performing less well than expectations in one or more of the key areas. It requires improvement in order to be good. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be inspected again within 12 months of the date of this inspection.

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Grade Judgement Description

Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not Met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the Early Years Foundation Stage.

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Setting details

Unique reference number EY441572 Local authority Sutton Inspection number 787920 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 3

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Name of provider

Date of previous inspection Not applicable

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Telephone number

set out in the guidance ‘raising concerns and making complaints about Ofsted', which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises that are usually their own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. 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,

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Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, 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. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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