Childminder in Richmond upon Thames

Inspection date

Previous inspection date 03/01/2013 Not Applicable

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision is satisfactory

 The childminder shares affectionate and supportive interaction with children, helping them to feel secure and safe in her care.  The childminder provides a varied selection of play materials that reflect children's interest and they enjoy using.  The childminder builds sound relationships with parents which result in information being shared well and parents being happy with the care she provides.

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It is not yet good because

 The childminder's methods of reviewing and assessing the use and organisation of space, equipment and toys to ensure these remain safe and suitable for children to use do not identify some aspects, which impact on children's comfort and safety.  Self-evaluation is in the early stages and is not yet used consistently to reflect on and develop practice and use as a focus to support children's achievements over time.  The childminder's use of ongoing assessment and observations is not yet implemented consistently to plan challenging learning experiences across all areas of learning.

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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 time with the childminder observing her and the children she was caring for in the childminder's home.  The inspector sampled children's information and development records.

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Inspection activities

 The inspector shared ongoing discussion and joint observations with the childminder during the visit. Safeguarding was discussed with the childminder and her policy sampled.  Parents views were gathered through telephone discussion with parents.

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Information about the setting

The childminder registered in 2012. She lives with her husband, and five children, aged between three and 13 years in a house in Hounslow, Middlesex, within the Borough of Richmond Upon Thames. The home is close to shops, parks, schools and public transport links. The living room, conservatory and toilet on the ground floor and a bedroom on the first floor of the home are used for childminding. There is access to an enclosed garden at the rear for daily outdoor play. The childminder is registered on the Early Years Register, and on the compulsory and voluntary parts of the Childcare Register. She provides care for a maximum of three children aged under eight, two of whom may be in the early years age range at any one time. The childminder is currently caring for one child in the early years age range who attends on a part time basis. The childminder collects children from the local school and attends several toddler groups on a regular basis.

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must:

 ensure spaces, furniture, equipment and toys are fit for purpose and safe for children to use with particular regard to; a) providing suitable arrangements for young children's rest; and b) reviewing the organisation and storage of toys to ensure safety and enable children to access and use these independently.

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

 develop the use of thorough self-evaluation through careful monitoring, using this as a focus to help improve knowledge, understanding and practice and support children's achievements over time.

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

 develop the use of ongoing assessment and observations on children to identify their level of achievement, interests and learning styles, and to then plan challenging learning experiences for each child reflecting those observations across all areas of learning, including and responding to day-to-day observations about children's progress, and observations that parents and carers share.

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who attend

The childminder shares affectionate and caring interaction with children helping them to develop confidence and feel secure and happy in her care. Children demonstrate they enjoy being with the childminder and her children and show they feel comfortable in her home. The childminder provides an appropriate range of play opportunities and activities that reflect children's interests. As a result, children are supported in making sound progress in their learning and development. Children's experiences with the childminder help them to develop skills that will support them appropriately as they move onto the next stage of their learning. For example, they are developing skills, such as listening, building relationships outside their own family and socialising with the childminder and her children.

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who attend

The childminder provides a varied range of toys, resources and play equipment that children enjoy using. Some of these are set out in the living room for children to use and reflect children's individual interest in cars and trains. The childminder involves herself in many aspects of children's play, sitting with them on the floor as they play. She encourages children's communication and language development appropriately by describing what they are doing and naming familiar toys they are playing with. Children vocalise, repeating some words the childminder uses and naming some objects they are playing with. Children show interest and persist with activities, such as constructing a train with bricks. They use their imagination, using oblong shaped bricks as carriages, pretending that one object represents another to construct the train. Using their small physical skills, children sort and position bricks in a line on the floor. They use their

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who attend

coordination skills to press the connecting ends of the bricks together, joining the carriages to make the train. Children then vocalise and make noises as they move the train they have created on a road mat on the floor. The childminder supports children's awareness of numbers appropriately by counting the carriages in the train they have made. Children copy the childminder, reciting some number names in sequence. Children later find a book with pictures of cars, truck and trains in the play room which adjoins the living room where they are playing. They lie on the floor looking at the illustrations linking these to their play with cars and trains.

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who attend

The childminder is forming sound bonds with children, encouraging their social and emotional development. She knows and follows some aspects of children's interests and generally assesses where they are in their development. However, her use of observations and assessment to plan and extend children's play and learning is in the early stages. For example there are missed opportunities to include stories and musical activities, linking these to children's interests and play with cars and trains. Due to the organisation and storage of the range of play materials in the play room, children are not able to independently and safely access the full range of resources themselves to extend their play. For example, by helping themselves to resources they can use for different purposes, books, dressing up clothes and creative materials.

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

Children behave well, as generally they are busy and involved in their play and receive close attention from the childminder. They demonstrate that they feel secure and are happy with the childminder and show a developing confidence in her care. For example they smile, vocalise and listen to the childminder as she talks about what they are doing. They respond to requests and suggestions from the childminder, such as when she suggests it is snack time and repeating some words she says. Children enjoy interacting and socialising with the childminder's children who they ask for by name. The childminder supervises children closely, recognising when they need a snack, a drink or may be tired. Parents provide children's food and the childminder feeds them their mid morning snack of yogurt. They show enjoyment in their snack, sitting safely at the table while the childminder feeds them.

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

Children show a developing awareness of some aspects of their own safety as they play, move around and use toys with care. For example, they are beginning to recognise the need to pick toys up from the floor when they have finished playing with them. Practices in the daily routine, such as hand washing before some meals, and having their face cleaned after eating, help children develop an appropriate awareness of their own hygiene. Children have regular opportunities for exercise and outdoor play in the childminder's garden.

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provision

The childminder is newly registered and in the early stages of her career. She provides a welcoming homely environment and shares caring interaction with children. The childminder is aware of her responsibilities relating to safeguarding and child protection issues. She understands the procedures to follow if concerns regarding children's welfare arise or if an allegation is made relating to her. The childminder has identified the need to develop her knowledge in this area. She has completed some online training and is booked to attend a further training session in the near future. The childminder maintains the required records and documentation and is aware of the requirements regarding the numbers and ages of children she can care for.

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provision

The childminder monitors safety in the home and on outings and maintains a record of her risk assessments. The childminder supervises children closely and has suitable arrangements in place to monitor them when they are sleeping. However, she does not identify some aspects of the use of space and furniture, which impact on children's comfort and safety. For example, by making sure an appropriate area and suitable equipment, such as a travel cot, are used for young children's rest. The childminder provides an extensive range of play materials, resources and equipment. However, the current arrangements for the storage and the organisation of the play room where toys are located has an impact on children's safety. This results in children not being able to access all toys and resources safely and make independent choices about what they play with.

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provision

The childminder has begun to use self-evaluation appropriately. For example, she recognises she in the early stages of her childminding career and needs to develop her knowledge and skills. She has identified training that will support her and is booked to attend courses that she hopes will increase her knowledge and help develop her practice. This demonstrates a commitment to her ongoing development. However, self-evaluation is not yet used to reflect on practice issues. For example, by developing the use of day-to- day observations about children's progress and observations that parents share to extend children's learning. Although the childminder has systems in place to record and monitor children's development, these are in the very early stages and not yet used consistently to plan challenging learning experiences for children across all the areas of learning. The childminder is building sound relationships with parents. They state they and their

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provision

children are happy with the care she provides. Parents comment on how well the childminder shares information with them, both verbally and through a daily diary, keeping them updated on their child's day. Parents comment their children are happy with the childminder and describe her as being very open, honest and providing a calm home environment. None of the children currently attending also attend other settings, such as nursery or preschool. The childminder is aware of the need to work in partnership with other settings children attend if this occurs in the future.

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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 EY448341 Local authority Richmond upon Thames Inspection number 806725 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 3 Number of children on roll 1

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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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