Childminder in Kingston upon Thames

Inspection date

Previous inspection date 06/11/2012 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 successfully promotes children's interest in learning and ability to persist at activities, owing to her positive involvement in their play.  Children learn together and from each other because the childminder helps them develop their own motivations through giving reasons and talking about learning, which encourages them to think and make choices.  The childminder provides children with a calm and caring environment. She communicates with children in a respectful way and shows interest in what they say and do.  The childminder makes good use of ongoing training and her previous teaching experience to evaluate the success of activities, and provides children with a high quality learning experience that continually improves.  The childminder uses her good knowledge of children's individual abilities and development to help them reach their full potential and be well prepared for starting

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This provision is good

school.  Children's learning is complemented through aims and objectives that are agreed with staff at other early years provision that children attend.

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It is not yet outstanding because

 The childminder has not yet provided parents and/or carers with ideas to extend children's learning at home, which reduces the opportunities for children to practice and enhance their skills.

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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 activities in the downstairs playrooms.

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Inspection activities

 The inspector spoke with the childminder and children at appropriate times throughout the inspection. The inspector also took account of the views of parents from letters available.

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Inspection activities

 The inspector looked at children's learning journeys, documentation, the childminder's self-evaluation form, and a selection of policies and children's records.  The inspector gave the childminder feedback about the outcome of the inspection.

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Information about the setting

The childminder registered in 2012. She lives with her husband and two children in Surbiton, Surrey. Childminding mainly takes place on ground floor with access to an upstairs bedroom for sleeping purposes. There is a garden available for outdoor play. The childminder is registered on the Early Years Register and the compulsory part of the Childcare Register. There are currently four children on roll. The provision operates from Monday to Friday for most of the year.

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

 enhance children's learning and development by providing parents and/or carers with suggestions to further promote children's progress at home.

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who attend

Children are happy and motivated in their play and make good progress in relation to their developmental starting points. The childminder successfully promotes children's interest in learning and their ability to persist at activities owing to her positive involvement in their play, for example, during cooking activities. She helps children to become aware of their own goals, make plans, and review their own progress and successes. The childminder encourages children to try different approaches and solve problems, for example by giving them clues to join pieces of puzzles. She uses her good knowledge of children's individual abilities and stage of development to help them reach their full potential and be ready for starting school. She completes observations and assessments of children's learning, which she links to leaning and development guidance and discusses with parents. Consequently, there is a unified approach to children's learning. However, the childminder does not

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who attend

provide parents with suggestions and ideas to enhance children's learning at home. This reduces opportunities for children to practice their skills.

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who attend

Children have good opportunities to develop their physical abilities through visits to soft play centres and a gymnastics club. Children enjoy practising these skills as they walk along low-level raised surfaces in the childminder's home and local school. The childminder follows children's lead to talk about what they are interested in. She waits for them to think about what they want to say and put their thoughts into words, without intervening too soon. Consequently, children are confident communicators. They show great interest in books and often choose to look at them independently and interpret the story as they talk out loud. The childminder promotes children's enthusiasm by reading stories and providing outings to the library. Children are beginning to learn letter formation as they make marks in dried salt and glitter. The childminder models and encourages children's use of mathematical language. She talks about the size of spoons

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who attend

used for measuring spice and encourages them to count cake cases while cooking. Children enjoy sharing information about different parts of their lives. They are proud of their achievements as they show the childminder collage pictures in a special book, which they have made at pre-school. They make their own designs using paint and other media and play imaginatively with a toy cooker, dolls and dressing-up clothes.

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

The childminder provides children with a calm and caring environment. She communicates with children in a positive and respectful way and shows interest in what they say and do. Consequently, children benefit from this positive role model, form strong bonds with the childminder and others, and are well behaved. For example, when using a sieve to transfer flour into bowls, they negotiate with other children in a confident way to take turns. The childminder encourages children to see her as a partner in their learning. Consequently, children are confident to talk with other children during their play and can select and use resources with and without help.

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

Children enjoy a range of healthy snacks that include fresh fruit. The childminder works with parents to identify children's likes and dislikes and takes this into account when preparing and adapting home-cooked meals. Since registration, the childminder has achieved a level 2 qualification in food safety and hygiene, which has increased her awareness of good practice regarding food preparation. The environment is welcoming, and there is a good range of age-appropriate play equipment that provides children with sufficient challenge. This can be seen as children sit at a small table in the kitchen and use real equipment for cooking activities, such as scales.

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

Children learn about their own safety. They take part in fire evacuation procedures, and know to stay close to the childminder when picking other children up from nursery. The childminder reminds children before and after each journey about the importance of 'staying safe while on the move'. Children's individual needs are well met, and they are fully included in all activities. There are some resources, such as dolls, books, dressing-up clothes and puzzles that reflect positive images.

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provision

Children's safety is maintained through action the childminder takes to reduce hazards. For example, she uses a safety gate on the stairs when looking after babies and checks the garden before children play outside. The childminder has a good knowledge of child protection procedures approved by the Local Safeguarding Children Board and understands her responsibility to protect the welfare of the child. Self-evaluation is good. Since registration the childminder has attended several additional training workshops. This has enabled her to understand and make use of current learning and development guidance to deliver the best possible outcomes for children. Consequently, children are offered a high quality learning experience that continually improves. The childminder completes a written self-evaluation, which provides an accurate reflection of the strengths of the provision. For example, it identifies that children are happy, are treated as part of

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provision

her family and are provided with lots cuddles and a friendly atmosphere. The childminder identifies priorities for improvement, most of which focus strongly on children's individual needs. The childminder makes good use of ongoing training and her previous teaching experience to evaluate the success of activities. She uses individual developmental files to track children's progress in each area of learning, according to their age and abilities. This means that children's levels of achievement are clearly identified.

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provision

The childminder communicates with other early years provision that children attend to identify their needs and help them make progress. For example, she attends coffee mornings/ presentations at the local school to gain information about the current approach for teaching phonics and numeracy. The childminder makes use of this information in all activities, for example as she helps children learn and practice words while looking at books. In addition, the childminder talks with practitioners to identify how she can support children's development, which means their learning is complemented through agreed aims and objectives. Letters from parents show they are happy with the provision. For example, they say, 'the childminder is such a warm friendly person. She uses a communication book and sends me lots of texts and pictures to keep me updated during the day which is lovely'. 'My children love going to the childminder which I think proves how great she is.

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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 EY444016 Local authority Kingston upon Thames Inspection number 797219 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 4 Number of children on roll 4

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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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