Childminder in Surrey

Inspection date

Previous inspection date 10/10/2012 Not Applicable

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early years provision

This inspection: 2 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 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 Children's emotional well-being is very well supported. The childminder is kind and caring and very attentive to children's individual care and learning needs.  Children are happy and have formed trusting relationships with the childminder, who they turn to readily for comfort and reassurance.  The childminder has a good understanding of how to support and extend children's learning through play. Consequently, children are making good progress in their development.  The childminder skilfully promotes positive relationships between children. She uses positive behaviour strategies to support children in sharing and turn taking.

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It is not yet outstanding because

 Children show a good understanding of spoken number but there are no number lines or number labels displayed to enhance their awareness of number.  Resources do not include, for example, books or photographs, which represent children's differing backgrounds to further support their understanding of similarities and differences.

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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 observed children's play both indoors and outside.  The inspector discussed children's learning and development with the childminder.

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Inspection activities

 The inspector viewed the childminder's documentation, including children's records and her self-evaluation form.

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Inspection activities

 The inspector took into account the views of parents as expressed in a recently completed questionnaire.

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Information about the setting

The childminder registered in 2011. She lives with her husband and two children, aged four and two years, in Feltham, Middlesex. The whole ground floor of the house is used for childminding and children have access to the first floor bathroom. There is an enclosed garden available for outdoor play. The childminder is registered on the Early Years Register and the compulsory part of the Childcare Register. She is currently caring for two children in the early years age group on differing days during the week.

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

 incorporate a visual mathematical component both indoors and out, for example number labels, to maximise children's mathematical development

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

 improve the programme for understanding the world by providing books and resources which represent children's diverse backgrounds and by sharing photographs of children's families, pets or favourite people, encouraging parents to contribute to these.

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who attend

The childminder has established good relationships with children in her care. She recognises that children learn when they are happy and stimulated. She successfully organises her time and space to provide children with a positive play and learning environment. Parents share information about their children when they start and the childminder plans weekly activities linked to the different areas of learning. The childminder shares 'learning journals', which include written and photographic evidence of children's development, with parents to keep them involved and informed about their child's progress. Parents confirm they are 'very happy' with the activities the childminder provides for their children. They confirm she 'goes above and beyond by texting [the parent] with updates' about their child.

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who attend

Children develop in all skill areas and are making good progress with their learning relative to their starting points. The childminder skilfully, and sensitively, interacts with children using discussion, demonstration and open-ended questions to challenge and further develop their knowledge. For example, children sit together at the table for a craft activity. The childminder gets out a variety of stickers for children to use and, seeing this, one child confidently says, 'I want sticker'. The childminder demonstrates how to carefully lift the sticker edge and then encourages the child to peel it off the paper. Having watched her demonstrate they show good fine motor control as they carefully remove the sticker to use on their picture. Children have fun as they freely express themselves making marks, using crayons. Their language and communication skills are developing well. They chatter happily to the childminder as they play, naming objects they see, such as 'a big bus'. The

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who attend

childminder effectively uses descriptive language to further develop children's vocabulary. She names colours, and children take ownership of their own learning as they repeat words after familiarising themselves with the different sounds they hear. They absorb themselves in play, carefully putting figures into a toy bus. The childminder encourages them to count how many people are in the bus. Children confidently count up to 10, showing an awareness of the correct sequence of numbers. While children develop an understanding of print through labelled resources, both indoors and outside, the childminder does not display any number labels to further develop children's knowledge of numbers.

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who attend

Children's physical development is progressing well and they move confidently and freely around the childminder's home. They carefully and confidently move toys around as they play. They develop an understanding of technology as they use the touch screen on a computer and learn about the wider world through outings. For example, they have been to visit a farm and soft play area. However, resources to develop an understanding of their own backgrounds and learn about similarities and differences with others are limited. The childminder understands when to support play and when to step back and allow children to play freely. As a result, children show a good motivation to learn as they relax knowing they can play at their own pace. The childminder understands the requirement regarding a progress check on children when they are aged two. She plans to liaise with other settings involved with children's care and education to ensure relevant information is shared to

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who attend

provide a full picture of children's development.

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

Children's emotional well-being is effectively supported by the childminder. She is sensitive and observant to children's individual needs and allows children to rest or be active according to how they feel. Children have strong bonds with the childminder and nestle in her arms for a cuddle, showing they feel safe and secure in her care. The childminder recognises when children are tired. She very softly rocks and sings to them to relax them before they settle for a nap. She keeps a frequent check on sleeping children and gets them up when they are refreshed and ready to play again. Children behave well and develop good relationships with others through the childminder's effective role modelling of positive behaviour. She is kind and caring to children and treats them all with equal concern. Children develop in self-esteem following the praise and encouragement they receive for their efforts. They learn to share resources and the childminder's skilful use of

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

distraction helps quell children's frustration when they cannot find the toy they want. Children are encouraged to be independent and they show good self-care skills as they confidently feed themselves and drink from their cup when thirsty. The childminder supports children in learning about healthy lifestyles. She provides fruit for snacks, talks to children about healthy foods and displays posters showing, for example, different fruit. Children are familiar with hygiene routines and carefully wash their hands before eating. They have good opportunities to develop their physical skills. They delight in playing in the childminder's garden and smile happily as they bounce on the trampoline. The childminder helps support play by holding children's hands and encouraging them to jump higher.

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

Children learn about safety as the childminder teaches them about road safety when she takes them out. She secures them in booster seats at the table and children carefully climb the stairs under the childminder's close supervision. Children are encouraged to learn how to manage risks. For example, the childminder encourages them to use the climbing frame in the park, while she oversees their efforts. Children have free access to a good variety of stimulating toys and resources made from both natural and manufactured materials. They enjoy their play which progresses their future skills and helps prepare them well for the next stage in their learning.

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provision

The childminder has a good understanding of her role and responsibilities in meeting the requirements of the Early Years Foundation Stage. She maintains all required documentation and provides a happy, family environment where all children are included in play. She has a secure understanding of how to safeguard children's welfare. She has attended relevant training and has a written safeguarding policy, which she shares with parents. Children play in a safe environment, as the childminder has risk assessed her home and identified and minimised hazards. For example, the home is kept secure, and safety gates prevent children's unaccompanied access to the stairs. The childminder also keeps a record of visitors to the home.

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provision

The childminder plans and provides learning opportunities to meet children's ever-evolving development needs. She is keen to continually improve her practice and has completed a self-evaluation document, in which she has reflected on all areas of her childminding service. She is keen to develop her own knowledge of child development through further training and has also booked to attend a food hygiene course. The childminder has formed good relationships with parents and seeks feedback from them on her service via a questionnaire. Parents are extremely positive in their praise of the childminder who they state is 'fantastic, diligent, warm and friendly'. The childminder shares a file of information with parents about her practice, including all her policies and procedures. This means they are well-informed about her service before children start. The childminder understands the importance of working in partnership with other settings involved with children's care and

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provision

education. She has been proactive in contacting the key people involved in children's care to share relevant information. This enables children to have continuity of care as befits their individual needs.

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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 EY437496 Local authority Hounslow Inspection number 798446 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 3 Number of children on roll 2

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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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