Childminder EY457168

Inspection date

Previous inspection date 02/07/2013 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 organises her practice well so children have daily opportunities to progress in all learning areas.  Children behave very well as they are able to follow their own interests, which reduces incidents when they may feel frustration.  Children have good relationships with the childminder. They play happily and actively explore their environment.  The childminder has a positive attitude towards developing her practice to improve outcomes for children.

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It is not yet outstanding because

 The childminder has not fully established systems to engage parents in their child's learning. This slightly reduces opportunities for them to support learning at home.  The childminder has not fully developed the learning environment to a high standard with visual resources to enhance children's learning opportunities.

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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 children's play activities.  The inspector discussed the childminder's practice with her.  The inspector sampled documentation, including children's learning records.  The inspector viewed all areas used for childminding.  The inspector took into account the written views of parents.

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Information about the setting

The childminder registered in 2012 and lives in a three bedroom house in West Byfleet, Surrey. The childminder lives with her husband and young child. All areas of the ground floor and the first floor spare bedroom and bathroom are used for childminding purposes. Children have access to a secure 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 caring for two children in the early years age range.

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

 develop further the systems used to engage and support parents in their child's learning and development at home

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

 strengthen the use of resources to develop an environment that is highly stimulating for children.

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who attend

The childminder has a good understanding of children's abilities and interests and provides activities she knows will engage children and help further develop their skills. Consequently, children make good progress with their learning. Parents share information about their children's starting points and the childminder carries out regular observations of children's play to assess their ongoing development. She maintains learning records for children in which she keeps a track of their development. The childminder shares her observations and a daily diary with parents to keep them involved with their child's learning but does not always share details of children's next steps. This slightly reduces opportunities for parents to extend their child's learning at home. Parents confirm the childminder provides a 'wide range of fun activities' for their children. Children enjoy themselves and show a strong motivation to learn as they actively explore the variety of

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who attend

toys and activities the childminder provides for them.

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who attend

Children learn about different textures exploring a variety of objects in a treasure box. The childminder sensitively supports children to learn as they play. For example, she notices as children crawl towards, and pick up, a toy car. She clearly says the word 'car' and makes a 'brrrrm' sound to develop children's understanding of the spoken word and the sounds linked to a car. She continually names toys children play with to help develop children's communication and language skills. Children babble merrily as they play and make themselves understood as they point to different objects, for example their drink, which the childminder passes to them. The childminder takes children out regularly to different children's groups so they can develop their social skills mixing with others. Children listen as the childminder talks to them and show their understanding of what she says by their subsequent actions. For example, the childminder notices children playing with dolls and

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who attend

suggest they give the baby doll a cuddle. Children lay the doll on the floor and then very gently lean their head over and lay it on the doll's tummy in an affectionate way.

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who attend

The childminder evaluates activities well to see how she can improve learning outcomes for children. For example, after finding that children were losing interest in singing songs she introduced props to regain their interest. She successfully develops children's knowledge of numbers and counting as she sings a number song to children and uses plastic ducks to act out the words to the song. Children giggle and laugh as they watch the childminder move the ducks as she reinforces numbers by counting each time she takes one away. Children show an interest in how things work and watch as the childminder demonstrates how to twist the dials and push the buttons on a toy work bench. They manage to push the buttons themselves and jiggle their bodies happily as they listen to music play. Overall, the childminder helps children to develop a good range of skills to prepare them for their future learning.

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

The childminder's gradual settling-in procedures provide children with a positive experience of being with a new carer. Children have good relationships with the childminder and she effectively supports their emotional well-being with cuddles, smiles and gentle conversation. Children turn to her readily for support showing they feel safe with her. They behave very well as the childminder allows them to follow their own interests, which helps reduce any incidents when they may feel frustrated. The childminder provides children with a good variety of toys, easily within their reach. She uses these to promote learning in all areas to prepare children for their next stages in education. However, the childminder does not provide resources, such as posters, photographs or word or number labels, for example on resources. This means children have fewer opportunities to reinforce their learning during everyday activities and

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

routines. Children play happily alongside each other and show kindness towards each other, for example, as one tenderly hugs another in friendship. They develop good levels of confidence as the childminder praises and encourages their efforts at independence, for example, as they hold their cups to drink.

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

Children develop an understanding of a healthy lifestyle as the childminder provides them with daily opportunities for fresh air and exercise. They show determination and body strength as they speedily crawl from one toy to another and as they pull themselves to standing to explore a train track set-up. The childminder works in partnership with parents to meet children's dietary requirements. She provides children with healthy snacks of fruit, such as kiwi and grapes. Children are active or rest according to their individual needs and the childminder settles them for a nap when they are tired. Children lie still and cooperate with nappy changes and help the childminder dress them as they put their arm out, when asked, ready to go in the sleeve of their top. The childminder acts as a positive role model regarding safety, for example, as she fastens children in highchairs as they eat. She has practised her emergency evacuation drill with children to begin to develop their awareness

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

of safety in the home. The childminder also talks to children about road safety when she is out with them. Therefore children learn about keeping safe in different situations.

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provision

The childminder has a good understanding of her responsibilities in meeting the learning and development, and safeguarding and welfare requirements of the Early Years Foundation Stage. She understands the procedures to follow with any safeguarding concerns and has a detailed policy to support her practice. She has risk assessed her home and maintains detailed risk assessment records which she updates as issues arise and as children develop in ability. Children play safely as the childminder has identified and minimised hazards in her home. For example, she has safety gates in place to prevent children's unaccompanied access to the stairs. The childminder organises her time and space well so children have a variety of play and learning experiences both within and outside the home. She understands the areas of learning covered by different activities and monitors and assesses children's progress to plan activities which enable them to

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provision

The childminder understands the importance of working in partnership with parents. She has good relationships with parents and shares all her policies and procedures with them. Parents are very happy with the childminder's care. They state that she is 'very dependable, accommodating, trustworthy and honest' and that her home is 'always welcoming, clean and well organised'. The childminder has made a very positive start to her childminding career and is keen to develop her practice to further improve outcomes for children. She seeks feedback from parents about her service and has evaluated her practice, recognising her strengths and areas for improvement. For example, she would like to provide more messy play opportunities for children. The childminder would also like to attend further training to develop her knowledge of the required progress check she will complete on children when they reach two years of age.

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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 EY457168 Local authority Surrey Inspection number 900383 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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