Childminder in Surrey

Inspection date

Previous inspection date 22/10/2012 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

 The childminder gets to know the children and their families very well, enabling her to meet their individual needs effectively.  Safeguarding procedures are robust and rigorous to protect the children who attend.  Children's spoken language is promoted well through a range of activities and experiences.  Children have many opportunities to experiment and explore a broad range of resources, using all of their senses.  The childminder has effective systems in place to identify strengths and areas for development.

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It is not yet outstanding because

 Although the childminder successfully uses her observations to identify and plan for children's next steps in their learning, she does not yet monitor when they have been achieved, to ensure children continue to make good progress.  Babies do not have the opportunities to develop their self-awareness through seeing reflections of themselves, or to practice pre-walking skills on a regular basis.

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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 inspector spent times observing practice in the lounge.

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Inspection activities

 The inspector spoke with the childminder at appropriate times throughout the observations and accompanied her on a short walk with the minded children.

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Inspection activities

 The inspector looked at children's learning journeys, planning documentation, and a selection of policies.  The inspector analysed the childminder's self-evaluation form prior to the inspection.

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Information about the setting

The childminder registered in 2012. She lives with her partner and her two children in Redhill, Surrey. The childminder is situated close to shops, parks, schools and public transport links. The whole of the home is used for childminding, with main play taking place in the lounge. The family has a cat and there is a secure garden for outside play.

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Information about the setting

The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. There is currently one child in the early years age group and one older child on roll.

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

 strengthen the assessment systems to monitor when children reach their next steps to ensure they continue to make good progress towards the early learning goals

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

 extend opportunities for babies to develop their physical skills and self awareness by a) providing equipment so that they can pull themselves up to standing as they develop pre-walking skills; b) enabling them to see their own reflections, for example by placing mirrors where babies can see them.

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who attend

All children are making good progress towards the early learning goals in all areas. The childminder spends time observing the children and records what they can do. She uses this information to identify their next individual learning steps and plans a wide range of activities and experiences to reflect their different learning needs and styles. However, the childminder does not effectively monitor when the children achieve their next steps, to ensure they will continue to make good progress over time. Parents are able to make written contributions to their children's records at any time and receive reports about their children's progress to involve them in their children's learning. Children are self-confident and happily explore their surroundings. They know where the resources are stored and are able to access them freely, developing their decision-making skills and freedom of choice from an early age. Children's spoken language is developing well because the

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who attend

childminder engages them in conversation and she introduces new vocabulary at every opportunity. Babies babble, coo and laugh in response as they listen to the childminder's voice and attempt to repeat new words. All children's learning and development is in line with the expected developmental ranges for their age groups. Consequently, children are obtaining the skills, attitudes and dispositions they need for the next stage of learning overall.

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who attend

All children have many opportunities to develop their creativeness through a range of expressive arts and design activities. Children enjoy exploring and experimenting with different media. For example, children feel, taste and smell the jelly, watching it squeeze through their fingers as they learn about different textures. They enjoy using a range of resources and tools, such as, paint, 'gloop' and crayons as they practise their writing skills from a very early age. Children use a range of electronic toys and practise pushing buttons and pulling switches to turn the sounds and lights on and off, clapping their hands and laughing when they achieve their goals. Babies wiggle and rock to the sound of the music as they develop their listening skills. Children have access to books and enjoy listening to stories; they often turn the pages for the childminder as they begin to handle books with care. Children enjoy listening to the childminder singing and the childminder introduces

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who attend

number rhymes to the children from an early age. Children have opportunities to develop their physical skills, such as using tools and manipulating resources appropriately. However, babies' opportunities to pull themselves up to a standing position are limited in the main playroom. Children also have few opportunities to develop self-awareness because the childminder does not provide mirrors or surfaces to enable babies to see and explore their own reflections.

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

All children are very happy and settled in the care of the childminder. She spends time getting to know the children and their families well, providing a welcoming and caring environment. The childminder establishes strong working relationships with the parents before the children start to attend, through a series of settling in visits. She gathers and records a wealth of information from parents about the children's welfare, care routines and starting points to ensure she meets their individual needs. The childminder provides a stimulating play and learning environment where the children are enthusiastic and keen to learn. They try a range of new activities and explore their surroundings with ease. Children know where everything is and are able to select resources and activities from around the room. Children form strong, positive relationships with the childminder and their self-esteem and confidence is growing because of the well-organised and enabling

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

environment. Children and babies hold their arms up for cuddles and the childminder responds quickly to their individual needs, ensuring they feel safe in her care. Children's personal, social and emotional skills are developing successfully because the childminder has a good understanding of children's development and provides a broad range of activities to promote good progress across all areas of learning.

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

Children enjoy healthy and nutritious snacks as the childminder introduces the concept of healthy eating from an early age. For example, children enjoy fresh fruit and are keen to try new things. The childminder uses the 'Eat better, start better' School Food Trust resource for early years with ideas of different meals for the children, to ensure they enjoy a well-balanced diet during their time with her. Children are developing sound self-care skills, independently feeding themselves and holding their cups with ease. Children enjoy outdoor activities and experiences daily as they begin to develop an understanding of the world around them.

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provision

Safeguarding is effective because the childminder has a clear understanding of child protection procedures and knows how to implement them to protect the children in her care. She has attended safeguarding training to improve her knowledge. She shares full written policies and procedures with parents to enable them they fully understand the childminder's role and responsibilities towards protecting their children. Children enjoy a safe and secure play and learning environment because risk assessments are completed and the childminder is vigilant. For example, the childminder supervises and supports the children well at all times.

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provision

The childminder is continually developing self-evaluation systems to monitor the effectiveness of her practice for the benefit of the children and to drive improvement. She evaluates the success of individual activities to identify strengths and any areas for development to ensure the quality of activities and children's experiences continue to improve. For example, the childminder has already updated all policies in line with the reformed Early Years Foundation Stage framework and is addressing low-level storage issues in the playroom. Since registration, the childminder has attended a number of training courses and workshops, such as, Developing loving and nurturing relationships for children under three years'. This clearly demonstrates the childminder's capacity to improve.

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provision

Partnership with parents is strong. Children benefit greatly from the close working partnerships and open communication between the childminder and their parents. The parents are able to talk to the childminder at any time and they receive a daily diary with records of the day's events. The childminder has flexible working patterns to enable parents to visit and support their children at any time. For example, parents often visit at meal times. The childminder is developing systems to establish links with the local school and other early years providers to ensure children enjoy a smooth transition when the time comes.

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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 EY442772 Local authority Surrey Inspection number 782126 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 4 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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