Murugesan, Padmavathi

Inspection date

Previous inspection date 26/06/2013 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 settles young children very well, which helps her provide warm and loving care for children from the start.  The positive interaction between children and the childminder shows that they are building strong relationships with her.  Children play freely in safe and secure home environment, where they can easily reach a range of good quality play and learning resources.  The childminder is confident in her knowledge and understanding of how young children learn. She routinely carries out observations of children, and this help her to continually assess children's progress and plan for their next steps in learning well.

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It is not yet outstanding because

 Children have fewer opportunities to fully explore the area of mathematics as they learn through play.  Children have fewer opportunities to develop their understanding of diversity including disabilities.

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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 compulsory part 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 children's activities indoors and outside.

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Inspection activities

 The inspector looked at children's observation records and discussed activity plans with the childminder.

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Inspection activities

 The inspector reviewed suitably information with the childminder and checked qualifications.

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Inspection activities

 The inspector reviewed documentation and discussed self-evaluation and improvement plans with the childminder.

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Information about the setting

The childminder registered 20012. She is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and pre-school aged child. They live in the London Borough of Hounslow. The whole of the childminder's home is available for childminding. A communal outdoor play space adjacent to the childminder's home provides outside play space for children to use. Currently, there are two children on roll in the early years age group. The childminder cares for children who speak English as an additional language.

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

 develop further opportunities for children to consolidate and extend their understanding of mathematical concepts, particularly in relation to space, shape and measurement

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

 enhance opportunities to broaden children's awareness of diversity, such as by helping them to see and use resources that reflect people with disabilities.

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who attend

Children make good progress in relation to their developmental starting points. The childminder has a good knowledge of the children's acheivements and she knows their likes and dislikes well. This enables her to provide interesting activities that are appealing to them. The childminder plans activities that are in keeping with children's individual stages of development. For example, she sets out the learning environment to encourage the children to move around and explore. Therefore, children increase their mobility, coordination and play contentedly with exploratory toys. The childminder sits at the children's level and converses with them. This promotes their communication and language skills well. She encourages them to try new things, which promotes children's motivation to learn. The childminder carries out regular observations of children at play and uses the information effectively to identify the next steps in their learning. For

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who attend

example, she links observations closely to developmental information. This helps her to accurately assess whether children are reaching expected levels of development and to plan accordingly. The childminder is supporting children well to take the next step in their learning when they are ready. For example, she supports children well to move from walking with support to taking independent steps. Children express their creativity in many ways. For example, they explore the texture of sand, play with water, make music, and use construction resources. Children show that they are curious and open to learning, which are key skills for now and their future.

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who attend

The childminder provides some good activities that support children's understanding of mathematics. For example, children have many reasons to count, and use construction sets and shape sorters in their play. However, the childminder does not always consistently extend this area of learning fully and there are fewer opportunities for children to develop their understanding of shape, space and measurement. This reduces opportunities for children to explore these aspects of mathematics fully.

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who attend

Children delight in the attention that the childminder gives them and this supports their personal, social and emotional development strongly. This can be seen as the youngest children invite the childminder to play by sharing toys. Children learn about technology and develop their understanding of cause and effect, as when they make small movements, such as shaking the toy, it rewards them with musical sounds. Children enjoy a good range of physical activities and have opportunities to play outside every day. Regular walks in the local area promote children's understanding of the world and their environment. They grow tomatoes and beetroot, because these are some of their favourite foods. Opportunities to visit local groups develops children's social and communication skills as they interact with others. The childminder and parents share information about children's learning and development. Consequently, this supports

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who attend

children's learning and progress consistently.

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

The childminder has a good settling-in procedure for new children. It allows her to find out from parents about their children's likes and dislikes and developmental starting points. The childminder's good practice to meet children's individual needs, promotes equality well. She cares for children for whom English is not their primary language and is careful to support these children and their parents.This helps them to understand that their needs are important to her. For example, the childminder uses words in children's primary language, to help to maintain familiarity for them. She supports their language skills and understanding in both their primary language and English. For example, she reads stories in both children's primary language and English. In addition, she feeds children in ways that are in keeping with their social practices at home. The childminder communicates with parents in both English and their primary language. This shows her willingness to

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

make children and their parents feel welcome and valued. The childminder is sensitive towards the children. This builds children's confidence effectively and helps them to form secure attachments. Children are happy and at ease in the childminder's care. The childminder uses suitable methods to help children understand how to behave. For example, she acknowledges and praises children when they do well. This makes children feel pleased about themselves and to recognise their own achievements.

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

Children are clean and comfortable because the childminder takes good care of their personal hygiene needs. This helps to set high expectation for good self-care and healthy lifestyles. Children's good health is promoted as they enjoy fresh air and eat foods that are nutritionally balanced. For example, the childminder introduces soft finger foods, such as banana to children who are weaning. In practical ways such as these, she is promoting their eye-and-hand coordination and encouraging children to learn to chew. This promotes children's self-care skills in ways that are in keeping with their developmental stage. The childminder uses effective methods and practices to develop children's understanding of safety. She supervises children closely and remind them of why equipment, such as the stair gates are in place. Children practise the emergency evacuation of the premises with the childminder, which raises their awareness of these procedures. The childminder

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

promotes children's understanding of road safety during walks in the local area.

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

Children have easy access to good quality play resources. These help to create an enabling environment where children make choices and enjoy freedom to play. Although children are learning to respect and value some differences within society, they have fewer opportunities to consider people with disabilities in the same positive ways. For example, they do not have opportunities to use toys or see resources that reflect people with disabilities as part of their learning experiences.

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provision

Children are making good progress in their learning and development. The childminder's practice demonstrates that she has good knowledge of the Early Years Foundation Stage and guidance. She is making effective use of these tools and input from her local authority to support her childminding provision. The childminder plans, monitors and evaluates her arrangements for meeting the learning and development and safeguarding and welfare requirements. She is supporting children well to make good or better progress from their stating points and this promotes children's readiness for school. The childminder is confident in her knowledge of safeguarding and welfare. She is knowledgeable about the different aspects of safeguarding, and what to do if concerns about children's wellbeing arise. The childminder is clear about lines of communication to deal with safeguarding matters and she shares this information with parents. The childminder maintains her home

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provision

to good standards of hygiene and safety. She makes effective use of risk assessments indoors and outside of the home. In addition, the childminder consistently maintains the required documentation to safeguard children and which promote their welfare.

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provision

Although the childminder's provision is relatively new, she is regularly evaluating her service. This enables her to achieve consistent good outcomes for children. The childminder continues to effectively build on her practice since her registration. Although she has not had reason to complete the assessment for children at age two years, she has undertaken training to help her to meet this requirement. The childminder's effective use of the Early Years Foundation Stage and guidance and her close working relationship with the local authority's early years consultants clearly demonstrate her commitment to drive improvements for the children she minds. Good partnerships with parents enable the childminder to exchange useful information with them daily. This helps the parents and childminder understand the children's achievements well and to work together consistently to meet the children's needs. Parents'

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provision

praise the childminder's practice well, such as the outings and activities outside of the home, as well as her good settling-in procedure. The childminder establishes good relationships with other providers and this provides children with continuity in their care and learning.

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The Childcare Register

The requirements for the compulsory 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 EY456756 Local authority Hounslow Inspection number 899187 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

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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