Childminder in Merton

Inspection date

Previous inspection date 19/09/2012 18/12/2009

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early years provision

This inspection: 3 Previous inspection: 3 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

 Children have access to a well resourced and welcoming environment, both inside and outside, which supports their all round development and emotional well-being.  Parents contribute information on their children's starting points and they are kept well informed on children's progress. The partnership with parents is actively fostered to encourage parents to share information about their children's learning and development at home.  Children's language and communication skills are a prime focus in the setting and encouraged daily through ongoing conversation and the introduction of new vocabulary during play. The additional input of the Spanish language also offers children an understanding of the wider world.  Children's health benefits from eating freshly prepared nutritious food and being able to rest and sleep according to their needs.

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It is not yet good because

 Although the childminder completes a self evaluation of the provision the method needs now to reflect on practice and encourage contributions from parents, to recognise areas for improvement, not just what is being done well.  The risk assessments that are in place identify risks to children to minimise hazards however the childminder now needs a system to assess the identified risks to children on a daily basis and to keep a record of these checks to ensure children's ongoing safety.  There is a sound planning and assessment system in place to provide appropriate activities to children to help them make progress however these now need to include the intended learning outcome linked to the aspects of areas of learning and development.  The deployment of the childminder and co-childminder within the setting is not effective in supervising children to ensure their safety at all times.

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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 voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The regulatory inspector arrived unannounced at 10.45 a.m. showing Ofsted identification, and left the setting at 2.25 p.m.

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Inspection activities

 The regulatory inspector explained the reason for the visit was because a concern had been raised about the security of the premises and the safety of children attending and that a full inspection will be carried out as a priority because of the information we have received.  The regulatory inspector observed the premises throughout including the garden.  The regulatory inspector observed children at activities throughout the visit.

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Inspection activities

 The regulatory inspector spoke to the childminder and her co-childminder throughout the visit.  The regulatory inspector looked at children's learning journey's, planning, policies and procedures and required documentation.

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Inspection activities

 The regulatory inspector provided feedback to the childminder and co-childminder and gave an outcome judgement and an explanation that the report will be checked before publication and until then was confidential.

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Information about the setting

The childminder was registered in 2004. She regularly works with another childminder, working from her co-childminder's house in the London borough of Merton. The whole of the premises is used for childminding and there is a fully enclosed garden for outside play. The household has a dog, two cats, Degu's, goldfish and snails, all of which the children have some contact with.

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Information about the setting

The childminder is registered to care for a maximum of six children under eight years at any one time, of these, no more than three may be in the early years age group. She is registered on the Early Years Register, and on both the compulsory and voluntary parts of the Childcare Register. When working with another childminder she is registered to care for a maximum of eight children under eight years. There are currently ten children on roll, five of whom are in the early years age group. The childminder is bilingual and speaks English and Spanish. The childminder's co-childminder usually takes and collects children from local schools.

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must:

 ensure children are adequately supervised to ensure their safety by deploying practitioners to ensure children's needs are met (Staff:child ratios)  devise a system to check risks to children on a daily basis and keep a record of the checks (safety and suitability of premises, environment and equipment)

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

 improve monitoring and evaluation systems by incorporating the views of parents and children and prioritising targets for improvement  improve the sound planning and assessment system in place to include the intended learning outcome linked to the aspects of areas of learning and development.

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who attend

The childminder thoroughly enjoys the time she spends with the children and is clear about her role in providing worthwhile outcomes for the children. Children behave well and the childminder is a good role model. Children are able to learn independent skills and appropriate manners which will benefit them in the future. This is reinforced at mealtimes when children and adults sit together around the table to eat.

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who attend

Children are able to choose activities freely but also participate well in the childminder’s planned activities. Children were engrossed in play with natural materials, pouring and filling using spoons, small glass bowls and jugs. This activity was to help children’s use of utensils to aid independent feeding. The childminder gets down to the children's level and shows genuine interest in their activity, which encourages participation. Children chose a matching game and are able and complete it with help and support from the childminding while she reinforces colour and picture recognition. Children have easy daily access to pens, crayons and paper which enables them to develop their early writing skills and creative art and craft. The childminder completes observation and assessments of children’s development and plans for the next step to aid children’s progress. However, the system for planning and assessment does not currently include the intended learning

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who attend

outcome of an activity or link it to the aspects of areas of learning and development to ensure children are making steady progress through all areas.

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who attend

Children’s communication and language is fostered by conversation and also the childminder asking questions which make children think, for example, what colour or how many? Children have opportunities to make progress through all seven areas of learning outside in the fresh air, in the well equipped garden. For example, children use the slide, ride-on toys, and sit in the tent and the play house. Children are allowed to be expressive with chalks and draw and make marks on the patio area. Outside children see the chickens and can collect eggs, learning where eggs come from which are then used in cooking activities, such as making cakes. This promotes their overall development, well- being, imagination, creativity and cooperation.

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who attend

The childminder has sufficient information from parents on children’s starting points on entry to the setting and parents are kept well informed about children’s continued progress.

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

The children eat a healthy and nutritious diet which the childminder prepares freshly each day. Through regular routines such as hand washing, the children are developing their self-care skills and are learning about good health practices. The childminder makes good use of praise so that children have confidence and positive self-esteem. The childminder acts as a good role model and through consistent routines, children learn about appropriate behaviour and the importance of being kind to others. The childminder spends plenty of time supporting individual children in their play and at activities. Children are learning to be independent appropriate to their ages, for example choosing activities or going upstairs to use the bathroom. At mealtime younger children have their own spoons when feeding so that they are actively involved in the process.

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

Children are beginning to learn about their own safety and taking risks. For example, the childminder provides the space and freedom, both inside and outside, for children to explore, crawl, toddle and reach for toys while being kept safe through her supervision and support. The childminder and her co-childminder have recently reviewed the risk assessments to ensure the premises remain safe and secure as children become more confident and competent in their new found skills, such as opening windows. However, the childminder has yet to implement a system to check risks to children on a daily basis and keep a record of the checks to fully ensure children's safety everyday.

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

Children are able to play, rest and eat according to their individual needs to ensure their welfare and wellbeing. The opportunities on offer and the daily routines in the setting provide a solid basis for children’s all round development.

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provision

The childminder cares for children in her co-childminder’s pleasant, well organised and equipped home. The setting runs smoothly on a day-to-day basis as the childminders work cooperatively to ensure children are content and well occupied with appropriate learning experiences. The childminder can offer a bilingual service for spoken English and Spanish. Children are able to use a few words of Spanish in the correct situation. The childminder considers each child’s individual needs to help children be proficient speakers and be able to manage in their future settings, such as, nursery and school.

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provision

The childminder participates fully in preparing the required documentation and policies and procedures which underpin the working practices in the setting to support children’s welfare and safety. However, she has not securely reviewed the risk assessments to ensure all hazards to children have been minimised; in particular, checking the security of the premises. Children were able to leave the premises for a short period of time and were potentially at serious risk though there was no negative impact on their safety. The childminder has worked with her co-childminder to monitor security and acted speedily to ensure the premises remain secure at all times, to keep children safe. However, the childminder was unaware of what children were doing as the supervision of the children was insufficient to prevent them from independently leaving the premises.

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provision

The childminder has a good understanding of safeguarding issues and is able to recognise signs of abuse or distress in children and would take appropriate action to seek help and advice should any child protection concerns arise. The childminder has established positive relationships with parents to meet the individual needs of their children. The childminder ensures that she keeps parents well informed about all aspects of their child’s well-being through daily verbal discussions and written records. Parents of children attending often stay for cups of tea and a chat at collection time. Children benefit significantly from the effective working relationship between the childminder and the parents, for example working to discuss safety issues and getting children’s input on a list of safety rules and behaviour guidelines.

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provision

The childminder has completed a written self-assessment to monitor the provision and is able to identify what is done well by herself and her co-childminder to meet children’s needs. She has identified training needs and intends to use the local authority training sessions to update her knowledge and skills with current information. However, the system of self evaluation is not sufficiently reflective to prioritise targets for improvement or incorporate the views of parents and children.

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provision

The co- childminder’s home offers children a variety of stimulating resources that are clean, in very good condition and easily accessible to children to aid independent decisions about their play and promote their self-care skills. The garden and the available range of equipment is an asset to the setting. Working together, the childminders plan daily and weekly activities that provide play and learning opportunities that encompass the seven areas of learning to promote children’s development and enhance their progress.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary 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 EY290294 Local authority Merton Inspection number 884220 Type of provision Childminder Registration category Childminder Age range of children 0 - 0 Total number of places 0 Number of children on roll 0

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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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