Childminder in Sutton

Inspection date

Previous inspection date 16/01/2013 Not Applicable

p.1

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

p.1

This provision is satisfactory

 Children are cared for in a warm and welcoming homely environment where they feel happy and secure.  Children enjoy access to a wide selection of equipment. They enjoy their play and develop sufficient levels of concentration.  Children are developing a secure understanding of healthy eating because meals are healthy, balanced and nutritious.  The childminder provides children with some challenging and enjoyable outdoor activities, such as building camps.

p.1

It is not yet good because

 Areas of literacy and mathematics are not sufficiently promoted.  Planning for children's next steps is not consistent.  Arrangements for involving parents in their children's learning are not fully developed.

p.1

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.

p.2

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.

p.2

Inspection activities

 The inspector had in-depth discussions with the childminder relating to her knowledge and understanding of safeguarding and welfare, learning and development requirements.

p.2

Inspection activities

 The inspector looked at all areas of the premises that are used for childminding, which included the safety in all rooms. She also looked at documentation that included policies procedures and written observations.

p.2

Inspection activities

 The inspector observed childcare practice and opportunities provided to the minded child that was present.

p.2

Information about the setting

The childminder was registered in 2012 and lives in a four bed room house situated in Sutton located in the London Borough of Sutton close to shops, parks and public transport links. The childminder lives with his wife and three children one of whom is in the early years age range. All areas on the ground floor are used for childminding purposes. Children have access to a secure garden for outdoor play. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. He offers care from 8am to 6pm, Monday to Friday. The childminder works with his wife who is also a registered childminder. He is currently minding one child in the early years age group who attends on a part time basis. When working together with his wife they currently care for a total of three children, all attending on a part time basis.

p.2

must:

 develop the educational programme for literacy to ensure that it has sufficient opportunities for children write for a purpose, e.g. making shopping lists or taking messages  develop further the educational programme for mathematics, for example, by providing number labels and giving children a reason to count in everyday play and activities.

p.3

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

 develop the use of observational assessment to consistently identify the next steps in children's learning and ensure they accurately inform planning.

p.3

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

 develop the partnership with parents so that information regarding children's learning and development is shared more regularly and can be used to contribute towards planning and assessment and supporting children's learning at home.

p.3

who attend

The childminder has a satisfactory understanding of the Statutory Framework for the Early Years Foundation Stage learning and development requirements. As a result, children are making sufficient progress. The childminder organises a broad range of activities and opportunities to the children he cares for. He has started to carry out written observations that are supported with photographs and are linked to the seven areas of learning. He is developing confidence and skills in this area and is beginning to use supporting documents, such as Development Matters in the early years Foundation Stage to support his observations. However, children's next steps and learning priorities do not always accurately inform planning, to ensure learning opportunities are maximised. Nonetheless, children clearly enjoy their time with the childminder and achieve in their learning. The childminder is aware of the newly required two-year development progress check. He

p.3

who attend

intends to implement this when he cares for children in this age range.

p.4

who attend

Children have adequate opportunities to develop their expressive arts and design skills. For example, the childminder sits on the floor and joins a child who is playing with build a city small world set. They work together to build and make a stadium air train and airport. The childminder provides ample opportunities to encourage children to explore, investigate and learn about the world around them. For example, they have fun building a camp with the childminder in the local forest. After their hard work, they are rewarded with hot chocolate and marshmallows.

p.4

who attend

Children's communication and language is developing suitably as the childminder regularly questions children during activities. Children's literacy development is also fostered through regular visits to local library, where they are able to choose books to read and take back to the setting. They also have access to books in the childminder's home, which are displayed in open front storage units to promote children's interest and love of books. Children's literacy skills are progress appropriately. Younger children have access pencils and crayons to make marks and write. Older more able children are learning to write the first letter of their name. However, they are few opportunities to help children write for a purpose. For example children lack opportunities to make 'lists' and take pretend messages. Some aspects of children's mathematical development is generally fostered. They use shape sorters and puzzles, to develop their understanding of shape and space.

p.4

who attend

However, there are insufficient opportunities for children to develop their understanding and knowledge of number and counting, through labelling and counting activities during play and everyday routines.

p.4

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

The childminder's home is friendly, welcoming and child centered. Children have space to move around freely. As a result, children are building secure and positive relationships with the childminder. Toys and equipment that are organised well in low level open front labelled storage units. This allows children to dictate their own play and develop a sense of independence. Equipment available is suitable for their ages, stages and development of the children in attendance. They also support children in all areas of learning.

p.4

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

The childminder makes sure children benefit from fresh air and exercise. They are out on a daily basis visiting the local forest, parks, playgroups and drop-ins. Children are developing a satisfactory understanding of the importance of healthy lifestyles. They enjoy healthy snacks and home-cooked meals. The childminder takes the lead role in devising menus and preparing meals. Menus include meals such as meatballs in sauce and pasta, chicken, potatoes, peas and carrots and vegetable stir fry.

p.4

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

Children develop a positive attitude to hygiene and are encouraged to wash their hands at appropriate times throughout the day. This helps to reduce the risk of cross infection. They also learn about staying safe. For example, when on outings they are taught the green cross code and know they must hold hands or onto the buggy when near busy roads. They are also learning about safety by practicing the emergency evacuation procedure. This enables them to know what to do in the event of an emergency. Children behave well and the childminder uses positive strategies to help them learn wrong from right. He encourages good behaviour through using continuous praise. This helps children to develop their confidence and self-esteem.

p.4

provision

The childminder has a suitable understanding of the correct procedures to follow should he have a concern about a child in his care. The childminder makes sure his home is safe for the children he cares for, through visual and written risk assessments. All required documentation is in place and is maintained adequately.

p.5

provision

The childminder obtains basic starting points from parents at the beginning of the contract, which includes information relating to their interests, likes and dislikes. He verbally shares information with parents daily regarding how their children have spent their time in his care. Parents are also sent photographs by text, to enable them to share their children's achievements. The childminder has developed partnerships with local schools that minded children attend and also passes on any messages from the school to the parent. Parents are positive about the childminder and co-minder. All new and prospective parents view the childminder's policies and procedures and are asked to sign to confirm that they have read and understood them. This develops parents understanding of the childminder's role and the service that is provided.

p.5

provision

The childminder is beginning to use self-evaluation, in partnership with his co-minder, to monitor the provision. Although this is in the early stages, he is aware of the settings strengths and areas of development. This demonstrates the childminders commitment to driving improvement.

p.5

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

p.5

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.

p.6

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.

p.6

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.

p.6

Setting details

Unique reference number EY448607 Local authority Sutton Inspection number 811972 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 3

p.6

Name of provider

Date of previous inspection Not applicable

p.7

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.

p.7

Type of provision

For the purposes of this inspection the following definitions apply:

p.7

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.

p.7

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.

p.7

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.

p.7

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,

p.7

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’.

p.8

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.8