Childminder in Richmond upon Thames

Inspection date

Previous inspection date 29/07/2013 22/11/2011

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early years provision

This inspection: 3 Previous inspection: 3 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 understands how to promote children's learning through play activities.  The childminder is studying for a degree in Early Years to further develop her knowledge of how to support children's development.  The childminder takes children out daily, which means they have ongoing opportunities to learn about the wider world and their local community.

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It is not yet good because

 The childminder does not always record details of children's times of attendance, as required.  The childminder has not maintained the garden to make it a stimulating learning environment for children.

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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 sampled the childminder's documentation.  The inspector viewed the areas used by children.  The inspector discussed the childminder's practice with her.

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Information about the setting

The childminder registered in 2006. She lives with her partner, and adult step-daughter in a house in Twickenham, Middlesex, in the London Borough of Richmond upon Thames. The home is close to shops, parks, schools and public transport links. The living room, kitchen-diner on the ground floor and a bedroom and bathroom on the first floor are used for childminding. There is access to an enclosed garden at the rear of the house.

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Information about the setting

The childminder is registered on the Early Years Register and on the compulsory and voluntary parts of the Childcare Register. She is currently caring for one child in the early years age range and five children aged over five years out of school hours. The childminder's partner works with her as an assistant, on a part-time basis. The childminder collects children from the local school and attends several toddler groups on a regular basis. There were no minded children present at the time of inspection.

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must:

 keep a daily record of children's hours of attendance.

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

 organise the outdoor area to provide a stimulating environment in which children can play and learn.

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who attend

The childminder has a suitable understanding of how to develop children's learning. She seeks information about children's starting points through discussion with parents. She also observes children when they come into her care to develop her understanding of what they can do. The childminder continually observes children's learning and keeps a development folder in which she tracks their development. She refers to guidance documentation to assess children's stage of development and to help her decide on their next steps in learning. The childminder has a clear understanding of children's current levels of development and takes note of their interests when planning activities. This means children can take part in activities they enjoy, which help them progress. For example, children have shown an interest in pirates and so the childminder planned an activity where children were able to do a huge painting of a pirate ship. Daily discussion

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who attend

with parents enables the childminder to keep them informed about their child's development. The childminder completes a written progress report about children's development every few months. This is shared with parents, as well as the written progress check on children when they are two years old.

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who attend

The childminder is confident with the areas of learning covered by activities and each term she plans to cover something new in each of the seven learning areas. Children are able to develop their knowledge of the natural world and growth, for example, through planting sweet peas and sunflower seeds. The childminder shares books with children to help develop their understanding of words and print and makes up songs and rhymes with children to further develop their communication skills. Children have access to electronic toys to develop their understanding of technology. They learn about shapes and develop their small motor skills as they play with puzzles. The childminder makes use of local facilities when she is out with children, between dropping off and collecting children from school. She takes children to places, such as the park, shops and library and to playgroups. This enables children to develop their social skills mixing with others and to

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who attend

develop their knowledge of the local community.

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

The childminder's settling-in procedures enable children to get to know and become comfortable with her before they are left in her care. The childminder finds out about children's individual needs and routines through discussion with parents. She has learnt about children with special educational needs and/or disabilities during her degree studies, although is currently not caring for any children with special needs. However, she will update and develop her knowledge of how to support children, according to their particular individual need. Through discussion, the childminder explains that she teaches children to think about others, to take turns, share and be kind to one another. The childminder has a suitable behaviour management policy to underpin her practice. If children behave inappropriately she gives them warnings before using time-out, as appropriate to their age. However, during a recent incident involving a child of early years

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

school age the childminder acted unprofessionally in dealing with their behaviour. She shared the incident with parents and, following an approach from her local early years department, attended a behaviour management course. The childminder recognises where she was at fault. She has taken action through developing her understanding of effective management strategies to avoid a reoccurrence of this situation. This helps to ensure that she manages children's behaviour appropriately.

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

The childminder suitably supports children in developing their skills in readiness for their next stages in education. She talks to teachers to see what areas they think would be helpful for children to know and supports children in learning, for example, their numbers, letter sounds and colours. Children have access to a variety of resources indoors to support their development. Resources are in low level storage units and the childminder has numbers and letters on display, which children can see as they play. Writing and drawing resources are freely accessible at children's level. The childminder takes children out daily as her garden is currently unsuitable for children's play, owing to brambles and other household resources placed outside. Children, therefore, have no choice over whether they play inside or out. Safety measures are satisfactory. The childminder has risk assessed her home and supervises children as they play to ensure they keep safe. For

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

example, she has a safety catch on the bathroom cupboard and stores medication up high. The childminder has also recently replaced her kitchen unit which houses her cleaning materials, and aims to put a safety catch on the cupboard door. However, the childminder says she never leaves children alone in the kitchen, which helps to promote their safety. The childminder teaches children about safety through discussion, for example, getting children to concentrate when using the stairs and reminding them to ask for things out of their reach and not to try and lift heavy objects. This means children learn how to keep themselves safe within her home.

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

The childminder helps promote children's understanding of a healthy lifestyle by providing them with fruit and vegetables as part of their snacks and meals. Beakers of water are accessible to children at all times so they can drink when thirsty. Children follow routine hygiene practice as they wash their hands, for example, before eating and after messy play.

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provision

The childminder has a satisfactory understanding of her responsibilities in meeting the learning and development and safeguarding and welfare requirements of the Early Years Foundation Stage. She has knowledge of the different learning areas and monitors children's development to plan and provide activities and resources which help them progress. She establishes partnerships with parents by sharing regular information with them about their child. The childminder shares her policies with parents and has some information on display, for example, her fire evacuation procedure, house rules, registration certificate and a poster on how parents can contact Ofsted. The childminder has a suitable understanding of how to safeguard children's welfare. She has safeguarding information on file for reference and also has information on display within her home.

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provision

The childminder reflects on and evaluates her practice as part of her degree course studies. She seeks feedback from parents and is willing to further her knowledge and change her practice to improve outcomes for children. She has addressed actions raised at her last inspection relating to documentation and maintains all required documents. However, some records of attendance have not been fully completed with children's hours of attendance. While this has no impact on children, it is a breach of requirements. Since her last inspection, the childminder says she has more structure to her activities, aimed more at children's learning and development. She also meets with parents more regularly to keep them informed about their child. The childminder sees her areas for development as improving her organisation and finding a way that she can organise her resources so children have improved access to them.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are

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actions)

The requirements for the voluntary part of the Childcare Register are

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To meet the requirements of the Childcare Register the provider must:

 keep a record of the hours of attendance of children looked after on the premises (compulsory part of the Childcare Register).  keep a record of the hours of attendance of children looked after on the premises (voluntary part of the Childcare Register).

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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 EY333288 Local authority Richmond upon Thames Inspection number 926031 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 3

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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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