Childminder in Kingston upon Thames

Inspection date

Previous inspection date 14/01/2013 11/11/2009

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early years provision

This inspection: 2 Previous inspection: 2 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 provides a welcoming, stimulating home environment and plans and provides a good range of stimulating activities to meet individual children's needs.  The childminder shares affectionate, supportive interaction with children resulting in them being very happy, secure and confident in her care.  The childminder builds effective relationships with parents involving them in children's learning. This helps to provide children with consistency of care and learning.  The childminder works well in partnership with other settings children attend helping to provide continuity in their learning experiences and supporting them during times of change and transition.

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It is not yet outstanding because

 The childminder has not extended her selection of books to include books that reflect the individual children; for example books containing photographs of the children to further promote their early reading skills.  The childminder does not fully extend opportunities for children to do things by themselves, for example, during toilet visits and hand washing routines, to fully promote their self-care 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 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 the inspection time with the childminder observing her and the children she was caring for. This took place 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 throughout the visit. Safeguarding was discussed with the childminder and her policy was sampled.  Parents' views were gathered through letters they had left with the childminder.

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Information about the setting

The childminder was registered in 2009. She lives with her partner and two children aged four and 11 years in a house in New Malden, Surrey. The home is close to shops, parks, schools and public transport links. An open-plan living area and living room on the ground floor are used for children to play and eat. Bathroom facilities are on the first floor and a bedroom on the first floor is available for children's rest. There is an enclosed garden for outdoor play.

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Information about the setting

The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She provides care for four days a week from Monday to Thursday. The childminder works alongside another registered childminder and her partner acts as an assistant on occasions. The childminder and her co-childminder are currently caring for five children in the early years age range. The childminder also offers care to children aged over five years to eleven years and is currently caring for one school age child. The childminder collects children from the local school and attends several toddler groups with young children on a regular basis.

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

 provide books containing photographs of the children that can be read by adults and that children can begin to 'read' by themselves to develop their early reading skills

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

 establish routines that enable children to look after themselves, for example, by promoting their independence with toilet visits and hand washing.

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who attend

The childminder provides a stimulating, well-equipped environment and shares affectionate, supportive and caring relationships with children. She plans and provides a good range of play experiences both in the home and by using resources such as stay- and-play sessions at other venues. This results in children developing confidence, and thoroughly enjoying their time with each other and the childminder. They therefore make good progress in all aspects of their learning and development. Children are also developing a wide range of skills, through their play, the daily routine and well-planned play experiences that will support them as they progress to the next stage of their learning. Parents are involved in their children's learning and the childminder monitors and records observations linked to children's development. She clearly identifies how she can support them to make progress. She is aware of the newly required progress check for

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who attend

children aged two years and has attended some training to help her prepare to implement this. The childminder continually involves herself in children's play and shares meaningful and encouraging interaction with them. She successfully extends children's play and learning, following their interests and supporting their continual use of imagination and investigation. For example, following children's discussion about reindeers, the childminder reminds them there is a reindeer outfit in the dressing up box. Children help themselves to this and carefully lay it on the floor, sitting themselves on the fleecy material of the costume. They use their imaginations and communication skills talking excitedly about flying on the reindeer. Children then gather some books and toys saying they need to 'deliver toys to children'. The childminder chats to the children as they are playing, asking if the reindeer is hungry and thirsty. When children reply 'yes' she offers them a carrot,

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who attend

which children handle and examine, then pretend to feed to the reindeer, further developing their imaginative play.

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who attend

Children are confident talkers, holding lengthy and descriptive conversations with each other, the childminder and her co-childminder. They discuss each other's ages, a recent birthday and events that have taken place at home over the weekend. This encourages children to take turns, listen to each other and speak confidently in a small group. Older children use coordination and their small physical skills to draw and form recognisable letters, linking these to letter sounds and their name as they label their own creative work. Children confidently use mathematical concepts such as practical problem solving. For example, they unroll a number line mat that has been stored in a rolled position. Children recognise they need to secure the mat to stop it rolling back on itself. They solve the problem by using their large physical skills to successfully position a chair at one end and a workbench at the other successfully securing the mat so they can play on it. Children

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who attend

enjoy stories and use books independently, sitting comfortably on the floor or settee. However, the childminder does not extend their interest, for example, through providing books containing photographs of the children to further promote their early reading skills.

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

Children demonstrate they are very happy, confident and feel extremely secure with the childminder. They frequently show affection, ask her for help when needed and chat continually to the childminder as they play. Children show a developing awareness of their own and each other's safety. They move around generally with care and use toys equipment and utensils safely. Children demonstrate through their play that they are familiar with people who can help them. For example children use a toy phone in their imaginative play, explaining they are calling the fireman as they are stuck in a muddy puddle and need the fireman's help to get out.

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

Children behave very well as they are busy and interested in their play. They know what the childminder expects of them and follow the familiar daily routine. This provides security and helps to prepare children for routines they will experience in the future, such as, at pre-school or nursery. For example, children know they need to sit at the child-size table for their snack and lunch and rush to find their seats. Children show a developing awareness of good hygiene through regular practices in the daily routine. For example, they hold their hands out for the childminder to wipe them with a wet wipe before snack and say 'all nice and clean' once she has completed the task. The childminder helps them to wash their hands after they use the potty, although she does not always encourage their independence with toilet visits and hand washing. This reduces opportunities for children to develop skills in self-care. Children enjoy a range of

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

healthy foods such as banana, raisins and plums at snack time and their lunch of wholemeal rolls and cucumber. They demonstrate they understand the importance of eating healthily, for example, referring to milk helping to make them strong. Children have many opportunities for physical exercise, and outdoor play, encouraging their physical development and good health. They play daily in the childminder's garden, and regularly visit a nearby play group and local parks and play areas with the childminder.

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provision

The childminder provides a welcoming, stimulating, home environment and works effectively with her co-childminder sharing tasks and combining their care of the children. Space is well organised and the good range of toys and play equipment are attractively presented to encourage children to play, explore, rest and eat safely and comfortably. The childminder understands her responsibilities relating to child protection and safeguarding issues. She is aware of the procedures to follow if she has any concerns about children's welfare or in the event of an allegation against her or her co-childminder. This helps to promote children's welfare effectively. The childminder supervises children closely and uses risk assessments effectively to monitor and assess safety in the home and on outings. The childminder robustly reviews and assesses any incidents concerning children's safety on outings. This has resulted in improved arrangements to fully promote children's

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provision

safety. The childminder maintains the required records and documentation. She understands the requirements she must meet, such as, maintaining the required numbers and ages of children she can care for when working alone and when with her co childminder and informing Ofsted of any significant events. These procedures help to keep children safe at all times.

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provision

The childminder uses self-evaluation effectively to reflect on what is working well and identify where her practice needs to improve. She demonstrates a good commitment to ongoing improvement, identifying where training will help her develop her knowledge. For example she has attended training to help her prepare for the recent changes to the Early Years Foundation Stage and is on a waiting list to attend refresher training relating to safeguarding children. The childminder plans and provides an interesting range of stimulating play opportunities for children reflecting and responding to their individual interests. She makes effective use of local resources such as drop-in play groups to complement and support home-based play.

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provision

The childminder builds strong and effective relationships with parents who praise her highly and whose comments reflect their great confidence in her care of their children. The childminder shares information with parents well through daily verbal communication and written information in their daily diary, involving parents in their child's play and learning. Parents particularly comment on how happy their children are in her care, the warm and loving environment the childminder provides. They value her positive contribution to children's good social skills and general confidence, and her support in preparing children well at times of transition to nursery. The childminder builds good links with other settings children attend such as nursery and pre-school. She obtains information from the nursery which enables her to plan activities that reflect some aspects children are covering at nursery, extending and providing continuity in their learning

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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 EY391438 Local authority Kingston upon Thames Inspection number 896756 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 10 Number of children on roll 5

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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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