Coburn, Sara Jayne

Inspection date

Previous inspection date 01/07/2013 05/06/2009

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early years provision

This inspection: 2 Previous inspection: 1 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

 Children enjoy investigating and exploring a range of resources, in a welcoming and child-centred play environment, that support their learning both indoors and outdoors.  The childminder has a good understanding of the Early Years Foundation Stage requirements, and of how children learn and develop. As a result, children make good progress in relation to their starting points.  The childminder has excellent skills and experience of caring for children who have special educational needs and or physical disabilities.  Plans for improvement are well targeted and include the views of parents to help her reflect and improve on her practice.

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It is not yet outstanding because

 Children who have English as an additional language have limited access to resources that support their bilingual language development and to help them to value their heritage.  The childminder does not routinely use everyday opportunities to help children develop their understanding of healthy practices.

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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 had discussions with the childminder relating to her practice.

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Inspection activities

 The inspector looked at areas of the premises used for childminding and also sampled relevant documentation.

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Inspection activities

 The inspector observed the children's activities and the childminders interaction with them.

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Information about the setting

The childminder registered in 2000 and works from a house in Old Malden, located in the Royal Borough of Kingston, close shops, parks and public transport links. She lives with her partner and two children, one of whom is an adult. All areas on the ground floor and a first floor master bedroom are areas used for childminding purposes. Children have access to a secure garden for outdoor play.

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Information about the setting

The childminder is registered on the early Years Register and the compulsory and voluntary parts of the Childcare Register. She works with an assistant.. She is currently caring for 11 children, 10 of whom are in the early year's age range. The childminder supports children who speak English as an additional language and those who have special educational needs and/or disabilities.

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

 develop the use of children's home languages in the setting to enable all children to develop their language skills, value their heritage and enjoy languages other than their own

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

 support children's health by helping them understand what is good practices with regard to hygiene and how it can contribute to their good health, for example by consistently reinforcing good hygiene practices at meal and snack times.

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who attend

Children are making good progress in their learning and development. This is because the childminder has a good understanding of the learning and development requirements. At the settling-in period she obtains detailed information from parents regarding children's abilities. This is used to help her plan an effective learning environment. She completes evaluative written observations of children's developments on a regular basis. The childminder makes good use of photographs to accompany her observations to show the progress children make. She successfully uses her observations and assessments to identify next steps for learning and activities which children are motivated by and enjoy. Children's identified next steps for learning effectively inform planning across all areas of learning. Written observations and planning is shared with parents to keep them informed of their children's achievements. Children are making very good progress and are well

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who attend

prepared for the next stage in their learning or the move to school, as a result. The childminder has a good knowledge and understanding of her role and responsibility to complete the progress check for children aged two. She liaises with parents to inform and involve them in this process. The childminder works with an assistant and they both strive to create a stimulating and inclusive environment for all the children they care for.

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who attend

The childminder generally fosters children's creativity and their communication and language skills very well. During story and singing times children use musical instrument, puppets and other props. These encourage children to concentrate and listen when singing favourite songs and listening to stories. The childminder and her assistant consistently talk to the children, showing an interest in what they do and say. This helps the children's language development, especially those that are building their first sounds and words. The childminder learns important key words when children have English as an additional language. However, the childminder does not fully enable children to hear and use their home languages in their play. Children do not access stories, nursery rhymes, and dual language books, to enable all children to value their heritage. Children have good opportunities to develop their expressive arts and design skills on a weekly basis. For

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who attend

example, they take part in a range of arts and crafts activities. This is evident from the artwork displayed in the areas used for childminding and within their learning folders. During these times they use a range of materials and media. This enables them to be creative with variety of resources, such a chalks, coloured paints and glue.

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who attend

Children's mathematical development is promoted very well. They are provided with a wide range of puzzles, which develops their understanding of space, shape and measure. They are also developing an understanding that money has value as they play shops. They confidently press the buttons on the till and handle pretend coins and notes. Chidlren enjoy buying and selling the items on sale and when asked "how much does an apple cost?" confidently reply "£1 1 1 5". Children's understanding of the world is generally promoted well. The childminder helps children to learn about how things grow. They have regular opportunities to engage in gardening activities. They have planted and tended to flowers, lettuce, strawberries, onions, rosemary and broad beans enabling them to learn in practical and meaningful ways. Their knowledge of the natural world is further enhanced through learning about nature. For example, they learn about the life cycle of the frog and

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

Effective relationships have been established between the children, the childminder and her assistant. Children are comfortable, confident and at ease in their care. They benefit from a very child-centred, bright and well maintained learning environment. She has organised the main play areas well using open front storage units to hold a multitude of equipment that children can choose and select for themselves. Children also benefit from routines that enable them to regularly experience fresh air and exercise. They participate in numerous activities in the garden that also covers the seven areas of learning. Children take part in regular outings and visits to groups and drop-ins to help them develop confidence and socialise with other children.

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

Children have access to well balanced nutritious home cooked meals that help them develop healthy eating habits and ensures their nutritional needs are met. The childminder has gained clear information from parents concerning specific dietary needs and caters for these accordingly. Younger children have access to suitable seating to support their developing self care skills. For example, they sit in low chairs to have snacks and meals and enjoy finger foods such as fresh fruit. Children are developing their understanding of hygiene by washing and drying their hands with electric hand dryer before they eat. However the assistant does not always reinforce the importance of not eating food that has fallen on the floor. The childminder and her assistant are consistent in their approach to behaviour management. They take time to explain why it is important to share and say sorry. As a result, children are well behaved.

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provision

The childminder has a good understanding of the safeguarding and welfare requirements. She has a good knowledge of the signs that indicate a child may be at risk of harm. She has devised and implemented a number of detailed safeguarding procedures to follow. All of which are shared with parents. The childminder also demonstrates a sound understanding of her obligation to notify the regulating body of significant events. The childminder has all the required records and documentation to support children's well- being. Both the childminder and her assistant have a very clear understanding of the administering medication and recording procedures. They have both completed training on how to administer medication through tubes, when required, to support individual children's health and well-being.

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provision

The childminder and her assistant have built good relationships with parents. Parents are kept well informed of their children's developments through an varied range of communication methods. For example, the childminder uses daily diaries, learning folders, summery reports and daily discussions with parents to share information about the children. These communications result in the good two-way flow of information and provide continuity for the children's learning experiences. There are a number of children who currently attend other settings or need support from other agencies. The childminder has a clear awareness of the need to liaise with other professionals to help to ensure a shared approach to children's development, care and learning is used. There is a good commitment to continuous improvement supported by self-evaluation and the use of parental questionnaires. The childminder recognises her strengths and areas for future

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provision

development. She has an excellent attitude to training and developing her skills and practice. Since her last inspection she has completed a multitude of training. Some of which include; creating visual time table and stories, food hygiene, exploring letters and sounds, what is autism and engaging parents in their children's 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 132047 Local authority Kingston upon Thames Inspection number 922254 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 11

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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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