Childminder in Croydon

Inspection date

Previous inspection date 20/02/2013 25/01/2011

p.1

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

p.1

This provision is good

 Children feel safe and secure with the childminder who promotes the health and safety of children in her care through good practice and a range of comprehensive policies.  The childminder closely supervises all children and provides a friendly and caring environment for them.  The childminder has a good understanding of the needs of children. This includes how to provide stimulating activities and organising a wide range of visits to promote children's learning.

p.1

It is not yet outstanding because

 The childminder has a system for tracking children's progress however this does not yet clearly show all their progress or all their identified next steps in learning.  The childminder evaluates her practice but has not yet incorporated the views of parents in her plans for future improvements.

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 observed children engaging in some indoor activities.  The inspector talked to the childminder and her partner about their practice.

p.2

Inspection activities

 The inspector talked to one of the parents about their child's experiences and progress at the setting.

p.2

Inspection activities

 The inspector looked at a range of policies and at records of the children's learning and development.

p.2

Information about the setting

The childminder registered in 2007. She lives with her husband, who is also a registered childminder, in the London Borough of Croydon. The ground floor and a bedroom on the first floor of the home are used for childminding. There is a fully enclosed garden for outdoor play. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She is currently minding 14 children of whom six are in the early years age range and attend on a part-time basis. The childminder has an advanced diploma in childcare and education.

p.2

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

 develop further the use of observation and assessment to maintain an accurate knowledge of all children's achievements and their next steps for learning

p.3

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

 enhance further the current systems for monitoring the effectiveness of the provision by, for example incorporating parents views more into plans for future improvements.

p.3

who attend

The childminder has a good knowledge of the seven areas of learning. She provides a wide range of interesting activities that meet all their needs. Children's language is continuously developed by the childminder. She chats to children naturally about everything they are doing and uses simple sign language to support them in their understanding. The children are able to move around the rooms, they choose for themselves what they want to play with and follow their interests. The childminder engages the children in activities which extend their play. For instance when one child gets out the box of musical instruments the co-childminder engages the rest of the children. The childminder encourages the children to sing and choose whichever instrument they want. They are told the name of the instrument and then asked to share the sound it makes. Older children enjoy joining in and supporting the younger children to

p.3

who attend

The childminder encourages children's natural curiosity. When observing children crawling through a collapsible tunnel she gives the younger children torches. They use these to shine inside the tunnel and say what they can see in the dark. The childminder develops their vocabulary by introducing new words such as 'reflections' and 'shadows'. She encourages them to compare the brightness of the different torches and develops their physical skills by teaching them how to wind them up.

p.3

who attend

The children have opportunities to role play, write and make marks using a range of pencils, paint and crayons. Their work is on display throughout the setting which makes them feel they belong and that their efforts are appreciated. Older children receive support and encouragement to complete their homework. They are given more responsible as they care for others as they help the younger ones. This further develops their self-esteem and self-confidence. The children all enjoy opportunities to weigh, measure and count by taking part in cooking activities.

p.3

who attend

The childminder keeps records of what each child can do with detailed observations, samples of children's work and photographic evidence for each area of the curriculum. The childminder is using a new recording system to show children's progress and their achievements to maintain a consistent approach amongst both childminders. However, currently these do not effectively identify all the areas where children can make greater progress and every next step in children's learning. Activities are planned and many have been evaluated to enable both childminders to improve their practice. The two-year-old progress check has been started and will be shared with parents.

p.4

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

Children feel very secure with both the childminder and her co-childminder. The childminder ensures that she obtains information from parents about their children's likes and dislikes, their care requirements and routines before they start. Many children started with the childminder as babies and therefore strong bonds have developed. Each childminder has their own set of key children in whom they take special interest. They get to know the children well and know how to manage their behaviour in a supportive but firm way. The childminder talks to children as individuals throughout the day, knowing how to best support each one and praising them for their efforts. There is a calm and friendly atmosphere which enables the children to be self-assured and gain in confidence.

p.4

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

The children learn how to share and take turns and speak clearly and politely to each other. Their individual needs are taken into consideration. For instance at meal times each child has their own choice taking account of any allergies and cultural preferences. The emphasis is on providing healthy choices for children with plenty of fresh fruit and vegetables. They are encouraged to eat well and can help themselves to water throughout the day. Toddlers are encouraged to feed themselves and older ones help to lay the table and clear away. The childminders provide different coloured bins so that the children learn to take care of the environment. They sort out plastic, paper and glass, putting these into the correct containers, and are taught to turn off light switches and taps. They know they must wash their hands after messy activities and before touching food.

p.4

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

The childminders take the children out regularly to local children's centres. Here they are able to extend their experiences and learn new skills as well as mix and socialise with other children of a similar age. This helps to build their confidence and independence. It also gives them a greater opportunity to engage in more challenging physical activities, For example, they can use larger climbing equipment and practice on a range of wheeled toys, tricycles and bicycles. Once a week the children make trips to local parks and farms which again teaches them to develop healthy lifestyles and extends their learning about the wider world. Children enjoy using the childminder's garden to play in as well as to plant and grow vegetables. There is a sensory plot with plants for the children to smell and feel.

p.4

provision

The childminder provides children with a safe play environment and ensures that they are fully supervised. There is an effective safeguarding policy in place and both childminders are aware of the procedures to follow if they have a concern about any children. The childminder has a valid paediatric first aid qualification. The childminder complies with all the requirements for registration. All aspects of the setting and outside areas that are visited have been thoroughly checked for hazards as part of the comprehensive risk assessment process. When children go out they wear high visibility jackets, these ensure that they are visible to the childminder and any road users, which helps to keep them safe.

p.5

provision

The childminder and her co-childminder have a good commitment to improving their service. Both have completed childcare qualifications and are keen to continue their professional development by accessing further training. They regularly buy new resources to increase the range available to children. For instance, there are toys and models from other cultures including little elephants from India. There are good systems in place to monitor the effectiveness of the childminding setting and identify areas where improvements can be made. Parents share their views with the childminder however currently these are not consistently incorporated into plans for future improvements.

p.5

provision

The childminder has developed positive relationships with parents. Parents speak highly of the service she provides and find the support and care of their children is paramount. They are able to speak personally to the childminder every day and they receive reports about their children's behaviour and activities and care they have received. The childminder also provides advice and support on how they can extend their children's learning at home. The childminder liaises with local schools and send them reports on children's achievements to ensure continuity of learning. She also has a partnership with local networks of childminders and attends support meetings to develop her knowledge. For example, these sessions assist her in supporting others and provide ways to plan new activities. The childminder also receives support from a local authority network advisor. This all results in the childminder demonstrating a continual drive for 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 EY363022 Local authority Croydon Inspection number 903309 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 14

p.6

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