Childminder in Sutton

Inspection date

Previous inspection date 15/04/2013 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 is a good role model and children have formed strong attachments with her, meaning they feel secure in her care.  The environment is welcoming and enabling, offering the children a good range of activities and experiences and a good balance of adult-led and child- initiated play.  The childminder has a good understanding of how to promote the health and safety of the children in her care. She completes regular risk assessments within the setting and when taking children on outings.  The childminder works in close partnership with parents and exchanges useful information daily to promote consistency in the children's care.

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It is not yet outstanding because

 Opportunities to promote children's early writing skills when playing outdoors have not been fully considered.  The childminder's system for self-evaluation does not fully incorporate the views of the parents and children.

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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

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged 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 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  scheduled 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 observed the childminder interacting with the children.

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Inspection activities

 The inspector discussed the risk assessment and inspected the play areas in the home and the garden.  The inspector looked at children's learning journeys.

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Inspection activities

 The inspector discussed the childminder's self-evaluation and plans for future improvements.  The inspector reviewed some of the childminder's policies and procedures.

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Information about the setting

The childminder registered in 2012. She lives with her husband and two children in Worcester Park, Surrey. All areas of the home are available for childminding, which includes a back garden for outdoor play. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder's provision is open Monday to Friday, all year round. The childminder is able to provide overnight care for one child under eight years. She is currently caring for two children under eight years, of whom one is in the early years age range.

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

 provide more opportunities for children to experiment with writing, for example by increasing writing resources in the outdoor play area

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

 develop the system for self-assessment by seeking and including feedback from parents.

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who attend

Children play happily in a warm and welcoming home. The routine offers children a wide variety of activities, experiences and a good balance of adult-directed and child-initiated play. The childminder is very enthusiastic and she demonstrates a secure knowledge and understanding of how to promote the learning and development of individual children. She plans well, ensuring the activities are challenging, flexible and follow children's interests. The childminder's assessment records demonstrate that children are making good progress given their starting points. The childminder communicates daily with parents and shares children's learning journeys so there is a consistent approach to identifying their next steps for learning. Children enjoy the outings the childminder provides. They have grown in confidence and in their ability to make friends with other children at the local playgroup, which they visit regularly. The childminder interacts skilfully with the children,

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who attend

asking open-ended questions and making suggestions to extend their play. She introduces mathematical language, for example, when children are building a model from junk materials; she encourages them to find items that are bigger, smaller, lighter, and heavier. She also challenges them to find the items that they need to make their models to balance. This supports children in their early mathematical development and encourages them to have a go and explore and experiment with different materials.

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who attend

The childminder plans and prepares well; for example she sets up some specific activities, prepares for arts and crafts, and then follows the children's interest. Children are happy and engage very well in the activities available. They are encouraged to be independent learners and free flow play into the garden is popular. Children confidently use the large play equipment, climbing up the steps and sliding down the slide. They then become engrossed in the water play, concentrating hard as they pour water from a can into different size containers. This childminder introduces the children to volume and capacity and encourages them to think about the measures. For example, she asks them if the watering can is heavy and asks what happens when they pour some water out of it.

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who attend

The main play area is well equipped and children also access resources from a well- stocked playroom upstairs. There are ample resources to support children's developing language. Children visit the library and also enjoy sharing books with the childminder. Children access a variety of resources to practise early writing skills, for example paints, pens, and craft materials. However, there are fewer opportunities to do so when playing in the garden in order to help promote this aspect of children's development during their outdoor play. Children are active learners and are making good progress within expected levels of development.

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

Children settle quickly and enjoy a warm relationship with the childminder. They benefit from a regular routine and demonstrate confidently that they can make their needs known. For example, during play, they accept and reject suggestions made by the childminder as they share activities together. The organisation of the setting and the childminder's approach gives children the autonomy to make independent choices and to be creative in their own ideas. The childminder has a good understanding of the children's needs, because she liaises with parents on a daily basis, which promotes consistency in children's care and learning.

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

The childminder promotes healthy eating in the setting and she talks to the children about the food they eat. For example, as the children are enjoying a healthy snack of strawberries the childminder reminds them about the strawberries they are growing, which encourages the children to talk about them. The childminder provides nutritious healthy meals and snacks and ensures children have drinks available at all times so they do not become thirsty. Children behave very well and they are responsive to the childminder's input. For example, when playing with the water they respond immediately to the childminder's reminder about safety to stop pouring the water on the slide. The childminder extends this by asking the children about the possible consequences of playing on the slide if it is wet; this helps children to learn how to keep themselves safe. Parents take children's developmental records home so they can look at them in detail.

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

The childminder provides an information board for parents in the hallway, which also displays the children's artwork. This promotes children' self-esteem and confidence. Children enjoy a secure routine and their independence is encouraged. They develop skills which will help them as they move on to other settings and to school.

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provision

The childminder demonstrates a good understanding of her safeguarding responsibilities and she implements clear policies and procedures to underpin her practice to keep the children safe in her care. For example, there are written procedures in place for accidents and incidents and the proposed action in the event of a safeguarding concern. The childminder works openly with parents, establishing good partnerships, providing them with an information pack containing all her policies and procedures. This gives them a good understanding of how she cares for their children and what action she takes to keep them safe whilst in her care.

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provision

The childminder continually risk assesses the environment, taking action to address any potential hazards. She makes a risk assessment of all outings and keeps a written account of them to refer to when needed. The childminder knows the children well and she has effective systems in place to track their progress. She has made an enthusiastic start to her childminding and she uses her self-evaluation to highlight her strengths and to identify her priorities for future development. However, she has not sought the views of parents within her self-evaluation in order to provide a more complete picture and enable her to consider their views on how improvements can be made to her provision. The childminder establishes good links with the local school that the children attend, to complement children's care and 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 action. 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 EY449784 Local authority Sutton Inspection number 886779 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 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 ‘Complaints procedure: 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, which are usually the childminder’s 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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