Childminder in Richmond upon Thames

Inspection date

Previous inspection date 04/02/2013 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 provides a welcoming, stimulating, home environment and shares affectionate, caring and encouraging interaction with children, encouraging their learning and development well.  The childminder has a clear vision for how she wants to develop her setting, gradually increasing the numbers of children she cares for and working with assistants.  The childminder is building good relationships with parents, reassuring them that their children are happy in her care.  The childminder makes good use of resources, such as training, to support her development.

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It is not yet outstanding because

 The range of resources in the environment to capture babies' interest and encourage use all of their senses indoors and outdoors, is not yet fully developed.  The use of photographs is not yet including sharing photographs of children's families to reinforce links between home and the setting and encourage children's emerging communication 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 sampled.

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Inspection activities

 Parents' views were gathered through letters they had left with the childminder expressing their views.

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Information about the setting

The childminder registered in 2012. She lives with her husband and two young children, in a house in Twickenham, in the London Borough of Richmond Upon Thames. The home is close to shops, parks, schools and public transport links. The living room and open plan kitchen-dining area on the ground floor, and a toilet on the first floor are used for childminding. There is access to an enclosed garden at the rear.

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Information about the setting

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 four children aged under eight years at any one time, one of whom can be in the early years age range. The childminder works with an assistant, and when doing so may provide care for six children under eight, four of whom can be in the early years age range. The childminder is currently caring for two children in the early years age range. She is willing to collect children from the local school. The childminder has a Diploma in Montessori Pedagogy (Early Childhood Course) and is bilingual, speaking Mandarin and English.

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

 provide novelty in the environment that will encourage babies to use all of their senses indoors and outdoors. For example, by providing chimes, streamers, windmills and bubbles to investigate the effects of wind that children can observe from indoors, as well as when they are outside.

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

 develop the use of sharing and displaying photographs of children's family, favourite people and pets to reinforce the links between children's lives and the childminder's home and to encourage children's emerging communication skills.

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who attend

Children benefit from the caring and affectionate interaction they share with the childminder and the stimulating and interesting home environment she provides. The childminder uses her good understanding of how children learn and develop, together with her Montessori training and experience, to plan and provide a stimulating range of activities that children enjoy. As a result, children make good progress in all areas of their learning and development and are acquiring a good range of skills that will help them in the next stages of their learning. For example, young children are learning to socialise and build relationships outside their family. They show enjoyment and pleasure as they interact with the childminder, and learn from observing and socialising with her children. Children are developing confidence, particularly as they move independently and realise their vocalising generates responses.

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who attend

Children have access to well organised space in the childminder's home which encourages their physical skills, developing independent movement and mobility. For example, children vocalise as they crawl and shuffle their way around the open plan kitchen, dining and play areas. They feel different surfaces and explore the good range of toys and equipment set out for their play. Children see the garden and outdoor environment as they play, through large floor to ceiling windows. Although there is a range of resources in the outdoor environment, it is not yet fully developed to include objects that capture children's attention from inside as well as when playing outside, for example, hanging wind chimes, streamers, windmills and using bubbles that move with the wind.

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who attend

The childminder plans meaningful play experiences and activities that children enjoy and learn from. For example, she creatively encourages children's movement and exploration by positioning toys at their level at different points along the hallway. The childminder attracts children's attention by calling their name and making gentle sounds with a triangle and tambourine. Children respond by vocalising and move towards one of the toys, choosing to sit watching the childminder from a little way away. The childminder follows young children's interests moving with them as they explore, dividing her attention between them and her children. She places a container of musical instruments within children's reach and demonstrates how to use these by shaking an instrument. Children copy this movement, holding a shaker in each hand and generating noise as they excitedly move their hands and arms. The childminder involves all the children in an interesting

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who attend

activity exploring ice cubes she has frozen previously. Small items of food, such as peas, a leaf, and blueberries are contained within the cubes. The childminder supports young children, providing reassurance by kneeling on the floor close behind them, helping them stand at a child height table to investigate. Children explore the ice cubes running their fingers over the texture of frozen peas, exploring the cold sensation and hard texture of the ice with their mouths and fingers. The childminder encourages children's communication and language development by describing what they are feeling and seeing inside the ice cubes, naming the different foods. She monitors young children's exploration making sure no food is inadvertently eaten.

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who attend

The childminder creatively displays photographs of the children she cares for, herself, her assistant and her family. This helps children develop a sense of belonging in her home. Although the childminder has not yet extended these displays to include photographs of children's families to reinforce the links between children's lives and the childminder's home and to encourage young children's emerging language.

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

Children are forming close bonds with the childminder and show they feel safe and secure in her care. They smile, vocalise and hold their arms out to her and show an increasing confidence in her home as they explore space and share new experiences. For example, the childminder reassures them by her close physical presence during new activities, such as investigating a play tent and crawling along the hall.

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

Children are engaged in their play and investigation, concentrating, observing and persisting at their play. They make their feelings known by vocalising loudly, for example, when they can see their bottle being prepared, indicating they are hungry. The childminder follows individual home routines, providing consistency and familiarity. This results in children settling quickly and comfortably for their morning nap and enjoying their meals and snacks.

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

Children are becoming aware of their own health and hygiene through many aspects of the daily routine. For example, the childminder talks about meal times and nappy changes as they occur. This helps children anticipate food routines with interest, and recognise parts of the care routines that make them feel comfortable and happy. Children show a developing confidence in feeding themselves using finger foods and holding their own cup and bottle. Children enjoy regular outings during daily school runs with the childminder; they play in her garden and during visits to local parks.

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provision

The childminder is recently registered and children are new to her care. She has a clear vision of how she intends to develop and extend her service by working with one or two assistants and gradually increasing the numbers of children they care for. The childminder is already using self-evaluation effectively in most aspects. In particular with regard to identifying where resources, such as training can help develop her knowledge, and implementing her Montessori training and experience in her home setting. She creates a stimulating homely environment, and provides a good range of resources and creative play experiences to support children's learning and development.

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provision

The childminder understands her responsibilities relating to safeguarding and child protection issues. She is aware of the procedures to follow if concerns arise regarding children's welfare or an allegation is made relating to her or her assistant. The childminder supervises children closely, according to their age and stage of development. She uses risk assessments appropriately to monitor safety in her home and on outings. The childminder is aware of her responsibilities in meeting requirements. In particular, in relation to maintaining the required ratios of children she can care for, when working alone, and with one or two assistants.

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provision

The childminder observes, records and monitors children's progress effectively. These records reflect the childminder's good understanding of where children are in their development and how to support their progress. For example, she has noted progress in children's physical skills and increasing mobility, clearly identifying how she can support this progress further. The childminder is aware of the newly required progress check for two year olds and will be using her knowledge and records of children's development to contribute to these as and when they occur.

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provision

The childminder is forming good bonds with children and their parents. This results in children feeling happy and enjoying their time in her care. Parents feel reassured and involved in their child's learning, praising the childminder's care. They comment that even though their children have only been in her care a short time, they can see children are happy, secure and enjoy being with the childminder. Parents comment on the childminder's enthusiasm and refer to children being excited on arrival at her home. They refer to the childminder combining a nursery ethos with the intimate and caring setting of a childminder. Parents comment on new experiences their children are enjoying, such as trying new foods, holding their own bottles and confidently eating finger foods.

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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 EY447260 Local authority Richmond upon Thames Inspection number 809468 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 2

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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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