Childminder in Surrey

Inspection date

Previous inspection date 16/09/2013 15/02/2012

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early years provision

This inspection: 3 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 3

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This provision is satisfactory

 The childminder establishes warm, affectionate relationships with children.  The childminder displays children's artwork and interesting pictures and photographs for children to look at, helping to create an appealing environment.  The childminder takes positive steps to minimise risk and promote children's safety.  The childminder fosters children's developing language skills well.

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It is not yet good because

 The childminder is unaware of assessment requirements in respect of the progress check for children aged two years.  The childminder failed to notify Ofsted of significant events and she does not have robust systems to keep up to date with the requirements of the Early Years Foundation Stage.  Children lack opportunities to explore natural resources and various textures to encourage them to investigate and explore.  Arrangements for working in partnership with other early years settings children attend are not fully focused on 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 activities and interaction between the childminder and children she was caring for.  The inspector held discussions with the childminder.

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Inspection activities

 The inspector sampled documentation relating to childminding activities and children's learning.  The inspector took account of the views expressed by parents in written references.

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Information about the setting

The childminder registered in 2007. She lives with her husband in a residential area of Haslemere in Surrey. Childminding mostly takes place on the ground floor of the home with sleeping facilities provided in a first floor bedroom. There is an enclosed garden available for outside play. The childminder has two cats.

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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 is currently caring for seven children in the early years age group and two older children. Days and times of children's attendance vary. The childminder also cares for her grandchildren on some occasions.

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Information about the setting

The childminder undertakes nursery runs as necessary. She regularly takes children to the park, library and garden centre.

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must:

 improve knowledge and understanding of the assessment requirements to be able to complete the progress check on children aged between two and three years, and provide parents with a short written summary of their child's development in the prime areas

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must:

 put in place more effective systems to keep up to date with any changes relating to the Statutory Framework for the Early Years Foundation Stage

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

 provide young children with natural resources, everyday objects and items of various textures and weights to arouse children's interest and curiosity.

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

 strengthen existing links with other early years settings children attend to promote a better exchange of information which is more closely focused on each child's individual learning.

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who attend

Children make at least satisfactory progress in their learning with the support of the childminder who provides them with a variety of activities and experiences. These take place both inside and outside the home. The childminder observes children to help her identify their achievements and plan for the next steps in their learning. She invites parents to look at the notes she keeps on children's learning whenever they wish. However, the childminder is unaware of the assessment requirements for the Statutory Framework for the Early Years Foundation Stage in respect of the progress check for children aged two years. The childminder does not provide parents with a short written summary of their child's development in the prime areas of learning, which is a legal requirement. This omission means that any concerns about a child's development or identification of the need for early intervention may not be highlighted. It also means that

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who attend

arrangements for working in partnership with parents in respect of children's learning are not fully developed.

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who attend

Children explore a variety of toys that are organised appropriately, enabling them to help themselves. This encourages children to make choices about what they do. Play materials are suitable for the ages and stages of development of the children using them. Each week the childminder changes the selection of books children have to look at. This helps to keep this aspect of the play provision fresh and means that children are likely to find something different to look at. This may promote an interest in books, helping to support early literacy skills. The childminder provides children with some opportunities to search for natural resources in the nearby woods, such as leaves and twigs, for art projects. However, she has not considered how she can use this type of resource or everyday objects and items of various textures and weights to arouse young children's natural curiosity and encourage them to explore further and investigate using their senses.

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who attend

The childminder routinely talks to young children and acknowledges their gestures and sounds. This builds their developing language skills and confidence in their ability to communicate. Young children are familiar with songs and rhymes and they giggle delightedly as the childminder sings these to them. The childminder counts as she demonstrates how to build small towers of bricks, introducing the idea of number names and quantity at a basic level. She invites children to see if they can place a brick on top of her tower, enabling them to practise their developing ability to coordinate and control their movements.

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who attend

The childminder provides children with opportunities to explore their local community and develop their social skills. Children attend story time sessions at the local library and go and see the animals at a garden centre. They meet up with other children at toddler groups and for shared outings with other childminders. The childminder is developing the learning potential of her garden. She plans to erect a 'music tree' and has involved children in growing fruit and vegetables throughout the summer. Children frequently take part in activities that relate to different traditions and cultural events. These experiences add to the children's knowledge and develop their understanding of the world around them.

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

The childminder provides a warm, homely environment. Children can move freely around the ground floor, which helps them to develop confidence in their surroundings. The childminder displays captioned photographs and examples of the children's artwork relating to current themes and activities they have taken part in. She makes good use of labels showing letters and numbers. This provides children with lots to look at and can act as a stimulus for discussion and learning. Children feel safe with the childminder because she treats them with warmth and affection. This helps them to form a secure attachment with her and aids the development of a trusting relationship. Young children look to the childminder for reassurance when they are initially wary of people they do not know. She recognises when they are getting tired and suggests that it is time to go to bed. Children receive praise and recognition for their efforts, which promotes their self-esteem. The

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

childminder uses positive language and she claps when young children manage to successfully place a wooden block on top of a tower of bricks. They respond to this with big beaming smiles and look very proud of themselves.

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

The childminder promotes children's good health in a positive way. Children clean their hands before eating and they change their shoes when they arrive at the childminder's home. The childminder understands about the importance of good nutrition. She is happy to provide food for children although respects the wishes of parents to do this themselves if they prefer. The childminder is keen to work with parents as necessary to broaden the type of food they provide to promote young children's growth and physical development. Garden play, visits to local parks and the woods mean that children experience varied opportunities to be physically active and enjoy fresh air. The provision of small buggies encourages young children to practise walking as they try and push these around indoors.

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

The childminder helps children learn how to keep themselves safe through discussion and setting clear boundaries. She talks to them about road safety and the need to treat the family cats with respect as they have sharp claws. Children regularly take part in practice fire drills to develop their understanding of how to keep safe. The childminder has put together an evacuation bag, which hangs on the stair post in the hallway, so it is always easily accessible. It contains such items as warm clothing, drinks and contact information for parents. This preparation means that the childminder would be able to readily meet children's welfare needs and quickly notify parents should it be necessary to evacuate the premises.

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

Some children have recently left the childminder's care because they have started full-time education. The childminder explained how she helped prepare them for this next stage in their learning by talking about school, reading relevant books and helping children become more independent. Accompanying the childminder on the school run to collect older children also enables children to experience the reality of the school playground when there are lots of children and adults around.

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provision

This inspection was brought forward following issues notified to Ofsted, which raised concerns about the childminder's suitability. Ofsted initially suspended the childminder's registration for four days and then carried out an announced visit. The childminder was found to be in breach of the safeguarding and welfare requirements of the Statutory Framework for the Early Years Foundation Stage. This is because she failed to notify Ofsted of some significant events. Ofsted took action to rectify these breaches by asking the childminder and her husband to undergo further suitability checks. The childminder has complied with these. She now understands the type of significant event or change about which she has to inform Ofsted.

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provision

Although the childminder has not attended safeguarding training since she first registered, she has an understanding of her responsibility to protect the children in her care. She is aware of the action she must take should she have any concerns about a child's welfare. The childminder takes positive steps to promote children's safety through her use of risk assessment and appropriate safety features.

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provision

Parents receive copies of the childminder's policies, enabling them to have an understanding about the organisation of the childminding provision. The childminder asks parents to complete an 'all about me' form when children first start in her care; this helps her find out about children's individual needs and their starting points. She spends time talking to parents and she does not hurry them away when they come to collect their children so they are fully aware of how their child has been during the day. Written references from parents about the childminder and the care she provides are complimentary. For example, one parent states 'the childminder is very kind and caring and she offers a wide variety of activities, good home cooked meals and a loving nurturing environment.'

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provision

The childminder has established some links with the nursery setting that some of the children in her care attend. She speaks to staff and checks information put up on notice boards to find out what themes they are covering. This enables her to plan some of her activities to tie in with these. However, the childminder is unaware of the names of the children's key persons at nursery and she does not know what they have identified as the next steps in children's learning. As a result, partnership working does not fully promote an exchange of information that is closely focused on children's individual learning. The childminder understands the importance of working in partnership with any outside agencies that are supporting children and their families.

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provision

The childminder reflects informally on her childminding service and what she offers children. She has not attended any recent training courses to develop her knowledge due to family commitments although she meets up with other childminders on some occasions to discuss practice issues. However, the systems the childminder has in place to help her evaluate her practice have not been sufficiently robust to ensure that she is fully aware of changes in requirements introduced in September 2012 and consequently all her legal responsibilities. The childminder has addressed recommendations made at her last inspection, to help improve outcomes for children.

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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 EY348168 Local authority Surrey Inspection number 932086 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 7

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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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