Wolf, Paulina Anna

Inspection date

Previous inspection date 20/09/2013 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 has quickly established a good routine which provides children with a balance of interesting play opportunities across all seven areas of learning.  The childminder is skilled at extending children's play based on their interests and ideas. This supports children's independence and builds their concentration skills.  Children benefit from the childminder's calm and affectionate manner, and they enjoy a good level of attentive care.  The childminder keeps parents well informed of how she works, which supports children's consistent care.

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It is not yet outstanding because

 There are minor weaknesses in the methods the childminder uses to track children's learning.

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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 at play in the childminder's home.  The inspector examined a range of documentation.  The inspector discussed children's learning and development with the childminder.

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Information about the setting

The childminder registered in 2013. She lives with her partner and two young children in Twickenham in the London Borough of Richmond upon Thames. The whole of the first floor flat is available for childminding. It is accessed by internal stairs. There is no direct access to an outdoor area, but the childminder regularly takes children to the local park and other amenities. She is registered on the Early Years Register, and both the compulsory and voluntary parts of the Childcare Register. The childminder has five children on roll, three of whom are in the early years age range. The childminder speaks Polish and English.

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

 extend the assessment systems further to securely identify potential gaps in children's learning.

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who attend

The childminder has a good understanding of how to promote children's learning and development. She provides a broad range of activities that cover all seven areas of learning that give children interest and challenge. She knows the individual children's personalities and preferences well, and plans activities to build their independence. As a result, children make good progress given their starting points and capabilities.

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who attend

The childminder has good teaching skills. She works very effectively with parents to ascertain children's level of development and plans activities that will be of interest to children. The childminder observes children as she gets to know them and tailors her conversation and vocabulary to extend their communication skills. Children hear a wide vocabulary, and the childminder speaks clearly, emphasising new words so that children can learn them easily. In this way, children gain good communication skills. The childminder is skilled at using natural opportunities to support children's counting and mathematical development. She counts things as they play so that children learn about number use and how to match them with one-to-one correspondence. The childminder names shapes and helps children to fit puzzles together. Children enjoy technological toys and the childminder is careful to show children how things connect and how they work.

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who attend

This builds their understanding of the world. Children make up stories about the toy animals they play with, and the childminder follows their lead and expands on what they are doing. For example, when children identify the daddy horse and the baby horse, she uses different voices for the characters and extends the storyline. This supports children's independence and encourages them to play for lengthy periods. Children enjoy a wide variety of craft activities and benefit from lots of messy play and materials.

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who attend

The childminder makes regular observations of children's achievements and notes which area of learning it relates to. She uses these observations as the basis for devising children's next steps, and plans the following week's activities accordingly. She makes regular summary reviews of children's progress and shares these with parents so that they can share information about the child's developmental stage. Her current assessment systems doe not successfully track children's learning against their expected levels of development, which makes it difficult to see where a child may have achievement gaps. The childminder demonstrates a good understanding of the importance of the progress check for children at aged two-years. She is researching ways to carry it out so that she is ready for when the children in her care reach that age.

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

The childminder is a very effective key person for the minded children. She helps children to feel settled and secure by arranging a number of initial visits prior to the child starting. This helps her to get to know children individually, and means that she can meet their needs from the outset. Her calm and engaging manner provide children with a fun and purposeful atmosphere for play. The childminder is close by to children at all times, and they clearly feel confident and happy in her care. The childminder has created a good learning environment where children can make choices and be independent. Toys and play equipment are stored at child height, or where children can see what is on offer to support their choices. This means that children can reach or ask for what they want and maintains their interest in play. The childminder talks with children about what they might want to play with later when they go outside, and children help to pack a bag of the

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

things they would like. The childminder takes children on daily outings to local parks and amenities so that they can play in a range of environments. This means they experience the whole curriculum indoors and outside.

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

Children have a healthy lifestyle. The childminder prepares a good range of healthy, nutritious meals and snacks and shares her menu with parents so that they know what the children are having each day. Children sit together to eat which supports their social skills as well as table manners. Water is always available to drink, and children know about healthy foods because of the conversations they have with the childminder. Children adopt good hygiene habits because the childminder has well-established routines, including cleaning children's teeth after eating. Children's physical development is good because the childminder encourages children to build on their skills in learning to walk or using playground equipment. She practises throwing and catching with the children and they enjoy learning new skills such as hooking hoops on a toy elephant's trunk. The childminder helps children to manage their safety by pointing out the consequences of

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

their actions. In this way, children learn to move safely and not take unnecessary risks.

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

Children's behaviour is good. The childminder has clear house rules that support children to be sociable and treat each other with respect. As children are continually absorbed in their play, they avoid feeling frustrated or bored. Children learn to take turns and cooperate in play. They persist in learning new skills and like to challenge themselves to do better. Children learn to handle games where they might win or lose, because the childminder is a good role model. The childminder prepares children for school by fostering their independence and self-care skills. This means they are able to cope with their shoes and coats and are confident to separate from their parents. As a result, children acquire strong skills for their future learning.

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provision

The childminder has a strong understanding of how to meet the safeguarding and welfare requirements of the Statutory Framework for the Early Years Foundation Stage. She has undergone specific training in child protection and has a comprehensive policy which she shares with parents. This means that they understand her duties in this regard. The childminder knows who to report any concerns to, should she be worried about the welfare of a child. The childminder maintains her home to be a safe space for children to play and her record keeping is very well organised. This underpins children's welfare. The childminder has a good understanding of how to meet the learning and development requirements. She has quickly established strong methods of planning and assessment to support children's progress. She reviews her curriculum and evaluates her resources to make sure she can provide children with activities across the whole curriculum. The

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provision

childminder consults with parents and older children in her care to gather their views. As a result, she has a strong awareness of her strengths and ideas for ways to enhance how she works. For example, she has identified that she would like to expand the resources which reflect a diverse community. The childminder researches different methods of working by consulting with professional organisations and her local childminding group. This means she has a good capacity to make continuous improvements in her work.

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provision

The childminder provides parents with lots of information about how she works, and as a result has built strong partnerships. She completes a care diary which gives parents day- to-day information, and also shares her weekly plans and menus by email. She meets with parents to look at the children's learning journals and summary reviews, which helps to provide children with consistent support for their development. Parents are very positive about the care and education the childminder provides, and clearly value the relationship she has built with the children. For children who attend other day care settings or go to school, the childminder works with key people to share information which supports children's consistent care. The childminder knows where to get further support should children have any identified additional needs.

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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 EY457684 Local authority Richmond upon Thames Inspection number 906411 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 4 Number of children on roll 5

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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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