Bishop, Joanna Rosa

Inspection date

Previous inspection date 27/06/2013 06/05/2010

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early years provision

This inspection: 2 Previous inspection: 2 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's individual needs are well met and they are happy and settled in the childminders care.  The childminder successfully extends children's learning due to her positive involvement in their play.  The childminder works closely with parents to promote children's good behaviour and share observations of their progress and achievements.  Children are provided with good opportunities to understand the world through a variety of outings.

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It is not yet outstanding because

 The childminder does not extend how she compliments children's learning by talking to schools they attend and sharing learning priorities.  The childminder has not extended the range of activities that are related children's individual interests to strengthen and deepen other areas of their development.

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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 indoor activities in the childminder's home.

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Inspection activities

 The inspector talked with the childminder and children at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at a sample of documentation, including children's developmental records and self-evaluation.  The inspector took account of parent's comments within documentation.

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Information about the setting

The childminder was registered in 2009. She lives in Weybridge, Surrey with her one young child. The whole of the ground and first floor of the childminder's house are used for childminding. There is a garden available for outdoor play. The childminder is registered on the Early Years Register and both the compulsory and the voluntary parts of the Childcare Register. There are two children on roll in the early years age range. Local parks, shops and schools are within walking distance. The childminder uses local parent/toddler groups. She is a member of the National Childminding Association.

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

 strengthen communication with schools that children attend to further compliment their learning

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

 extend the range of activities that are related children's individual interests to strengthen and deepen other areas of their development.

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who attend

Children make good progress in relation to their developmental starting points. This is due to the childminder's good knowledge of child development and the effective communication she establishes with parents. The childminder has a good knowledge of children's abilities and the resources they like to play with, which she makes easily accessible. For example, children enjoy playing 'shops' and 'schools' and using ride on toys in the garden. Consequently, they develop a strong exploratory approach and are motivated in their play. The childminder encourages older children to play games, such as snakes and ladders with clear aims to improve their concentration, learn to take turns and recognise number. She gently guides children during their play to help them use the resources. Consequently, children show enthusiasm and determination as she suggests repeating activities and praises them for their successes. For example, as they fire small

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who attend

rockets from a toy plane and learn to play musical instruments. The childminder plans a good range of activities and a wide range of outings that promote children's enthusiasm for learning. For example, they enjoy making paper flowers and cards for Mothers day and playing in a paddling pool and a sand pit at the local park. Children use modeling dough, collage resources, dress up and play imaginatively and go on lots of outings. Consequently, they are provided with good opportunities to understand the world through a variety of experiences. However, the childminder has not considered ways to strengthen and deepen children's current learning and development, through extending the range of activities related to their individual interests. For example, by acting on children's repetitive use of ride on cars to build on their skills in other areas.

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who attend

The childminder helps children develop skills for their future learning. For example, she encourages them to listen to other people, build friendships and develop good self-care skills. Young children are beginning to communicate and interact with others. The childminder extends this learning by talking aloud and asking open questions. For example, when children make animal noises, she encourages them to name other animals and make the associated sounds. She communicates with children in a positive way throughout the day, which encourages them to respond and say words clearly. For example, they say the childminder's name and join words together, as they say her sandwich is 'all gone'. Older children use a wide range of language whilst playing imaginatively to re-create experiences. They show determination as they use resources independently during visits to the park and under the childminder's close supervision climb

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who attend

up the steps of a slide. Children are beginning to develop control of their movements as they run freely and climb on and off the wheeled toys in the childminder's garden. Children show good self-care skills as they feed themselves and look for their own drink when they are thirsty. The childminder provides one to one support for children who need help, for example, with toileting.

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

Children's individual needs are well met and they are happy and settled in the childminders care due to her caring approach and the homely environment. The childminder adheres to their individual routines as much as possible for meal and sleep times, which means they know what will happen during the day. Children are usually well behaved and co-operative. The childminder works closely with parents to provide a consistent approach to managing incidents related to developmental stages in their behaviour. Children show confidence as they choose what they want to do, for example, as they move freely between the indoor and outdoor areas in the childminder's home. They are beginning to develop social skills during visits to a local toddler group. The childminder stays close to children during these visits, which helps them feel safe and start to explore independently. Children eat well because the childminder provides them with

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

homemade food and makes mealtimes a social and positive occasion. There is a good selection of indoor and outdoor resources, which the childminder rotates to provide children with variety. She makes a good selection easily accessible and takes out children's favourite resources, such as the outdoor cars, musical instruments and battery operated books. The childminder helps children understand about road safety and under close supervision they use the stairs in her home safely. She teaches children to stop before driveways, as they use scooters to go to and from school and makes sure they adhere to what she expects. The childminder makes play equipment and books that reflect positive images accessible and she spends time talking to children about differences. For example, she responds to their observations about disability and the colour of other people's skin and plans some activities related to different cultural celebrations. Consequently, children

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

are beginning to develop a positive awareness of diversity.

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provision

The childminder has a good knowledge of child protection procedures and the action she would take if she was concerned about a child. She adheres to requirements to report significant incidents to Ofsted within the required time. The childminder supervises children very well and makes good use of risk assessments to maintain their safety, both indoors and outdoors. For example, she uses a high level bolt on the lobby door and keeps the garden gates locked at all times that children are present. The childminder teaches children to stay out of the kitchen when she is cooking and explains to them how to behave on outings before they leave the house. Since the last inspection, the childminder has attended additional training that has developed her knowledge and understanding of the need to complete summaries of children's progress between the age of two and three years. She carefully monitors children's progress and introduces activities and experiences

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provision

that provide children with challenge and extends their learning. She knows how to support children, for example, in developing personal care and self-care skills. Self-evaluation is good. The childminder has a good knowledge of the strengths and weaknesses of the provision. She can accurately identify that children are very happy in her care and are pleased to see her, that she enjoys playing with them and providing them with a home environment. The childminder has clear aims for future improvement, for example, to make more use of the garden for digging, growing and planting activities. Since the last inspection, the childminder has made several improvements. For example, she has provided children with a wider variety of outings including to museums and outings to farms. This has developed children's understanding of the world and experience of using different transport. The childminder establishes good communication with parents and

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provision

regularly asks them if there is anything they would like her to introduce. She talks to children to find out what they do at school and complements their learning. For example, they have discussions about disabled people who visit the school and the different disabilities that people have within society. However, the childminder has not strengthened the communication she has with the school, to share information about children's learning priorities. This reduces 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 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 EY400628 Local authority Surrey Inspection number 923021 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 2 Number of children on roll 2

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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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