Childminder in Sutton

Inspection date

Previous inspection date 20/05/2013 Not Applicable

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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

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This provision is satisfactory

 The childminder's home is organised well to provide a welcoming environment where children are able to make choices about their play.  The childminder has acceptable links with parents and ensures that they informed about their children's routines and progress.  The childminder provides interesting and fun, first-hand experiences for children to help them to understand their immediate and wider world.  The childminder interacts well with children to promote their speech and language skills.

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It is not yet good because

 The childminder is not familiar enough with the requirement for completing the progress check for two-year-olds.  The childminder has not fully established an effective system for monitoring and evaluating the effectiveness of her provision.  While the childminder has positive relationships with parents, she does not fully encourage them to contribute to children's achievements within the home setting.  Links with other early year's providers are not well established to promote continuity in children's learning.

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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 spoke with the childminder at appropriate times during the inspection.

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Inspection activities

 The inspector observed activities and interaction between the childminder and the children during play in the living room.

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Inspection activities

 The inspector viewed documentation relating to the childminder's setting, including photographs of the children during play, children's learning journals, and the attendance register, from of the childminder's laptop.

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Inspection activities

 The childminder showed the inspectors around her home indicating the rooms that minded children have access to.

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Information about the setting

The childminder registered in 2012. She lives in a first floor flat in Wallington, in the London Borough of Sutton. She lives with her partner and two young children and provides care from Monday to Thursday. She is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder provides care Monday to Thursday all year round. There are 10 children on roll of which five are in the early years age range. All the children attend on a part time basis. She drops of and collects children from the local primary school and attends local toddler and pre-schools in the area.

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must:

 acquire appropriate knowledge of the progress check for children age between two to three years

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must:

 devise and implement an effective system for self-evaluation in order to foster a culture of continuous improvement.

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

 encourage parents to continue children's learning at home and share children's home successes

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

 establish more effective partnerships with other early years settings that children attend to promote continuity in children's learning and development.

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who attend

Children play in a child friendly environment that is stimulating and welcoming. They make choices about their play, as most things are easily accessible, which helps them gain independence. Children attending this provision attend for short periods. They make acceptable progress in their learning and development given their starting points. The childminder plans stimulating activities based on what she knows and understands about their individual interests. This means that children enjoy their play and learning. The toys and resources appropriately support children's needs. The childminder identifies the activities children engage in, how they link to the areas within the Early Years Foundation Stage (EYFS) and what the next steps for development are. However, the childminder does not have systems in place for completing the progress check for children between the age of two and three years. She was not aware that this was a requirement. The

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who attend

childminder's use of a daily diary, keeps parents informed about their child's day in the setting. However, systems to fully encourage parents to continue learning at home and to share children's home achievements are not well established.

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who attend

The childminder engages with children well and supports their learning by joining in their play and engaging them in conversation. She recognises the importance of providing children with uninterrupted play and does not force children to engage in 'planned' activities if they show no interest. As a result, children are able to freely explore their environment. Children are curious and keen to investigate. For example, they peep into a box filled with objects, which they enjoy emptying and filling up again. This helps children to discover the mathematical concept of weight, shape and space. Children develop coordination and control as they move around the childminder's home. The childminder encourages children to use their fingers and spoons to eat and to hold cups. The childminder supports children's communication and language well using a variety of ways. For example, she maintains a constant dialogue with children, often repeating words,

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who attend

which younger children try to imitate. The childminder provides books, reads stories, sings and plays nursery rhymes. This all helps children to become confident speakers as they get older.

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who attend

Children have opportunities to learn about their own cultural backgrounds and those of others. They celebrate festivals and are encouraged to bring in food from home, which they share with others. This helps children to begin understand and value differences. They benefit from a range of first-hand practical experiences. For example, they participate in baking muffins, help to clean up, and use real technology equipment such as a laptop.

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

Children are happy and settle very quickly even though they attend for short periods during the week. They play and learn in a friendly, family environment and develop warm and trusting relationships with the childminder and with one another. This helps to promote a sense of security and emotional well-being. The childminder knows children well and develops positive and caring relationships with them. For example, she is aware of the telltale signs when children are tired and soothes them until they fall asleep. Children often look around to make sure they can see the childminder, on seeing her they happily continue in their play. Older children enter the setting confidently, showing good personal care skills. For example, they take their shoes off when they arrive. Children behave well as they are aware of the expectations of the childminder. They are beginning to respond to appropriate boundaries, with encouragement and support from the

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

childminder. They are actively involved in a range of experiences and therefore do not become bored or disinterested.

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

The childminder models good hygienic practices well. For example, she uses gloves before changing nappies and encourages children to wash their hands. Children enjoy healthy snacks of strawberries and breadsticks. They are encouraged to make choices for themselves and become aware of when they have had enough to eat. The childminder positions drinking beakers so that they can reach them and reminds them to drink regularly. This ensures they do not become thirsty. Children enjoy regular outdoor activities, and walk to and from school with her each day. This ensures that they receive fresh air and exercise. They often stop at the park where they participate in challenging activities on the various apparatus such as swings and slides. The childminder considers safety well when on outings taking appropriate equipment and resources. The childminder supervises children well and reminds them of safety issues when they walk along the busy

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

main road. For example, she reminds children before they go out to hold hands and the reasons why they must walk near to the wall. This helps children become aware of their own safety.

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provision

The childminder demonstrates a generally sound understanding of the learning and development and welfare requirements. She has very recently started her childminding business and has made a satisfactory start. She has a sufficient awareness of the safeguarding and welfare procedures she needs in place and takes positive steps to support children's safety and well-being. The childminder makes appropriate use of documentation to help to support children's ongoing welfare. She has assessed potential risks and taken suitable steps to minimise hazards to children. Suitable fire evacuation procedures and fire safety equipment are in place, for example. The childminder has a secure understanding of safeguarding children issues in relation to child protection. Her knowledge and understanding of the procedure to follow if she has concerns about a child's welfare is secure.

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provision

The childminder promotes effective partnerships with parents. She has a range of written policies and procedures which parents are able to access via her website. Parents can view photographs of their own children at play as they can access the website safely and securely. The childminder encourages a daily exchange of information, verbally and through text messages in order to meet children's individual needs. She completes detailed daily diaries, but parents are not encouraged to contribute to these. Many of the children attending this setting attend other early year's provisions but the childminder has not established partnerships with these provisions to ensure children receive consistent learning support between their settings.

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provision

The childminder does not yet have in place effective systems in place for monitoring the effectiveness of her provision. For example, the views of parents and children are not actively sought. This means that she has been unable to identify gaps in her provision such as knowledge of the progress check for children between two and three years. Nonetheless, she has prepared labels which she will use around the setting to help children recognises that print carries meaning and this supports their emerging literacy and communication skills.

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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 EY453748 Local authority Sutton Inspection number 893319 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 10

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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

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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