Childminder in Croydon

Inspection date

Previous inspection date 04/12/2012 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 ensures all children are fully included and meets their individual needs very well.  The childminder knows the children extremely well and provides a good range of resources and experiences to promote an effective ongoing programme of learning.  The partnership with parents is professional and positive. Parents have access to a good range of information about the provision including well written policies and procedures.  Safety of the indoor and outdoor environments is actively promoted and good use is made of local amenities to extend opportunities for children to interact socially and enjoy challenging physical play.

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It is not yet outstanding because

 Parents are not actively encouraged to share information from home regarding children's events and their achievements to promote continuity in their learning.  The childminder has only recently started to child mind and her systems for self evaluation are not fully effective.

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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 time observing the childminder's interactions with the children.

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Inspection activities

 The inspector took into account all documentation sampled, such as, children's development records, policies and procedures, children's registration forms and records relating to safeguarding.  The inspection started at 9.30am and ended at 12.30pm.

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Inspection activities

 Ongoing discussion and joint observations with the childminder took place throughout the visit.

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Information about the setting

The childminder registered in 2012. She lives in a residential area of Upper Norwood. The main area used for childminding purposes is the kitchen and a play room on the ground floor; the upstairs bathroom is also used. There is a secure garden available for outdoor play. The childminder is registered on the Early Years Register and the compulsory part of the Childcare Register. The childminder is registered to work with an assistant. The childminder currently cares for five children in total of which three are in the early years age range. The childminder has experience of working as a paediatric carer. The childminder has a Level 2 qualification in Health and Social Care.

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

 encourage parents to share information about their children's ongoing learning at home to promote further continuity for their development

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

 make greater use of self evaluation to plan for improvement to enhance the quality of the provision, taking into account the views of children and their parents.

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who attend

Children are making fast and effective progress within the Early Years Foundation Stage. The childminder knows the children in her care extremely well, even though they have only been with her for short periods of time. The childminder gains information from parents when children first settle regarding their interests, preferences and starting points. she uses this information to initiate informal planning for children's ongoing learning. However, she does not encourage parents to tell her about children's ongoing achievements at home or events within the family to enhance her planning for children's individual needs. The childminder is very aware of children's stages of development and carefully and effectively offers them challenges within their choices of activities. For example, all three children attending decide to play with construction bricks, but questions and suggestions are directed at each child to make them think and extend their learning

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who attend

individually. The childminder carefully considers the planned and spontaneous observations she makes and links these to children's stages of development across all seven areas of learning, therefore monitoring informally how children learn and what their next steps of learning are. The childminder acknowledges the areas to develop and target for all children and identifies how this is carried out. For example, children with limited speech are encouraged to answer questions fully, have complex words introduced and are encouraged to communicate clearly to their peers. Therefore she is demonstrating a high commitment to closing the gap of any delayed development. Younger children show very good skills at communicating their needs through their play by repeating noises associated with the resources. For example, a young child makes train sounds while pushing the train along and expresses himself confidently by saying "oh no" when the train falls over.

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who attend

Children thoroughly enjoy books to support early reading and communication skills. They use soft toys and puppets to express their language and their enjoyment of stories.

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who attend

The children are developing a good understanding of mathematical concepts. They work out pairs of equipment at lunch time by finding pairs of cutlery and problem solve when building towers with bricks; they know that if they put a large brick on the top the tower will topple. They use skills to measure and compare the height of the tower to themselves. Young children explore the use of technology toys, discovering how to turn equipment on and how to make the noises by pushing the buttons. They echo these noises showing their understanding that trains make "woo woo" noises. Children are learning to use their imaginations well and use the well resourced play room to act out roles from home and fantasy. They take part in mainly planned group activities to create and express themselves with materials and media such as paint, sticking and drawing, but take pride in their joint efforts when producing art work relating to themes and festivities such as

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who attend

The childminder supports children with English as an additional language well. She speaks English herself as an additional language so understands the skills required to communicate in both languages and thoroughly respects children's home languages while they are in her care. She greets them in their home language and encourages the use of English and words in their own language on a parallel basis which results in other children learning familiar words in different languages too. This helps children to communicate with one another and to learn to value diversity.

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

Children are very settled and happy in the childminder's care. They are confident to explore the play environment and choose from the good range of resources, equipment and activities stored on low storage units in the play room. The childminder talks confidently and endearingly about each child's character and personalities and knows their preferences and dislikes well. She promotes their well-being and individual care highly successfully. The childminder is a positive role model to the children. She listens to what they are saying, reminds them to use good manners, such as 'please' and 'thank you', and encourages sharing and turn taking. The children are aware of behavioural expectations within the setting and demonstrate their responsibility towards the resources by helping to tidy up after an activity.

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

Children are developing well within their personal, social and emotional development. They are developing good relationships with each other and show excitement when children arrive in the morning. They help and support each other, installing confidence to have a go at an activity they may not know. The childminder promotes social interaction well. All children have opportunities throughout the week to attend groups within the local community, to play with other children, learn to negotiate and cooperate in their play. The childminder talks positively about supporting this by playing alongside the children and then sitting back to observe their emerging social skills. The childminder also encourages good levels of participation in physical play by providing challenging equipment and environments by using the local parks and activity centres. Children's moving and handling skills are also promoted well by encouraging children to manoeuvre small pieces of

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

equipment when playing indoors. For example, a young child playing with the train holds it skilfully in one hand and by using his wrist turns it one way and then another with ease taking it in the direction that they want it to go.

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

Children enjoy plenty of fresh air and exercise throughout the day. They are encouraged to drink frequently and learn about healthy eating. Children eat well because the childminder ensures they have enough to eat. The childminder is very aware of children's preferential foods but encourages them to try new tastes as well. Children learn about good hygiene procedures through clear explanations and encouragement from the childminder. She constantly reminds children with colds to wipe their noses and shows them how to do this correctly. Children clean their teeth after meals and learn about good dental hygiene. Older children are independent in managing their personal needs by taking themselves to the toilet.

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provision

The childminder promotes safety well for the children when they are in her house and when out and about. She completes thorough risk assessments of all equipment and areas used, as well as the use of local amenities and her car for transporting children. Identified risks are minimised effectively. The childminder has well written and comprehensive policies and procedures that reflect her positive attitude towards safeguarding children. The childminder has a clear knowledge of her responsibilities towards protecting children from harm and knows who to contact in the event of any child protection concerns. Children are developing a good understanding of safety as the childminder sets boundaries for children to adhere to, giving them clear explanations as to why. For example, the childminder calmly explains to children not to jump on the settee as they might hurt someone else or fall themselves. Children's welfare is promoted well through

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provision

the childminder's use of documentation. Children's information is recorded accurately and used to support them when they are settling. The childminder is fully aware of her responsibilities to maintain all legally required records and does so efficiently.

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provision

The childminder has cleverly used the skills from her previous experiences of working with children and families with disabilities. She adapts these skills to help support children in her care as a childminder and clearly understands the importance of building close but professional relationships with parents. She identifies her current strengths and some areas to improve. She has not made full use of self-evaluation at this stage because she has only recently started to child mind. She demonstrates a strong commitment to developing her service and making changes to strengthen her practice.

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provision

Partnership with parents is good overall. Parents feel welcome and reassured by the childminder's care of their children. They take interest in the displays of children's work on the wall talking about their children's input and further activities around themes such as Christmas. Parents have access to plenty of written information about the childminder's suitability, such as qualifications and clearances, as well as policies and procedures. Although the childminder's service is in its infancy, she has a clear understanding of the importance of sharing and gaining information from other settings about children's learning. She has previous experience of working closely with other professionals to promote consistent practices for children's learning and welfare.

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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 EY445076 Local authority Croydon Inspection number 802800 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 5

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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

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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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