Sharon Chin Young Ha Kow

Inspection date

Previous inspection date 05/11/2013 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 is skilled at extending children's play based on their interests and ideas. This supports their growing independence and builds their concentration skills.  Children feel secure in the care of the childminder and thrive as a result of her warm and affectionate approach. This enhances their emotional well-being.  Children enjoy good opportunities to explore story books and use a range of materials, thereby promoting their early reading and writing skills.  The childminder has effective methods for assessment and planning, as part of her processes for supporting children's learning and development.  The childminder keeps parents well informed about how she works, in order to provide children with consistent care.

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It is not yet outstanding because

 The childminder misses a few opportunities during everyday routines and activities to extend children's counting skills.

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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 compulsory part 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 discussed children's learning and development with the childminder.

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Inspection activities

 The inspector sampled documentations used to underpin the organisation of the setting, including those relating to children's individual needs.  The inspector discussed the childminder's self-evaluation with her.

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Information about the setting

The childminder registered in 2013. She lives with her husband and young child, who is in the early years age range. Her home is situated in Mitcham, in the London Borough of Merton. All areas of the home, with the exception of her daughter's bedroom, are used for childminding. Play activities take place in the lounge, which has direct access to the enclosed garden. The childminder is registered on the Early Years Register and the compulsory part of the Childcare Register. There is currently one child on roll in the early years age group. The childminder speaks English, French and Creole and has a level two qualification in childcare.

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

 make more use of everyday routines and activities to enhance children's counting skills, for example, by counting pieces of fruit at snack-time.

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who attend

The childminder worked in nursery settings before registering as a childminder. This has helped her to gain a good understanding of how to promote children's learning and development throughout the Early Years Foundation Stage. Consequently she provides a rich play environment where children can independently access a good range of resources that cover the seven areas of learning. The childminder plans exciting activities that are of interest to the children, provide challenge and stimulate their curiosity. For example, children enjoy singing nursery rhymes with the childminder. They decide which nursery rhyme they would like to sing, using prompt cards that they have made with her. These display the name of the nursery rhyme, which supports children's early reading skills, as well as a picture, to promote the inclusion of younger children and children who speak English as an additional language. The childminder then encourages children to find a

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who attend

black sheep from the selection of toy animals, to use as a prompt when singing. As a result of the childminder's very secure planning skills, children make good progress, given their starting points and capabilities.

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who attend

The childminder offers children excellent support in their communication and language development. She talks to children in both English and their home language of French, making good use of repetition to broaden their vocabulary. Children enjoy listening to stories from the good selection available to them. They each choose their favourite stories and are supported in their understanding of taking turns to have their story read out. Children listen attentively to the story. They are actively involved in the storyline as a result of the good support offered by the childminder, who skilfully questions them and extends their learning.

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who attend

Children enjoy a wide range of creative and messy activities, which supports their early mark making skills. They have daily access to the well-maintained garden for outdoor physical activities and also enjoy regular trips to the local children's centre and parks. These opportunities help children learn about the world around them and develop their social skills as they meet other people and begin to learn about differences.

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who attend

Children have generally good opportunities to develop their understanding of early mathematics. They can choose from a good selection of easily accessible puzzles and building blocks, which supports their understanding of shape and size. This is further supported by the childminder during creative activities; for example when making necklaces from pasta, the childminder introduces mathematical language by asking them if they want a big or small necklace. Although the childminder plans some counting activities with the children, she misses some opportunities to develop their counting skills during everyday routines and activities.

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who attend

The childminder undertakes observations and assessments of children's learning, and uses these to monitor their progress and any emerging gaps in learning. She demonstrates a good understanding of the importance of the progress check for children at the age of two years. The childminder keeps parents well informed about their children's progress. She talks to them each day and ensures they have up-to-date information about their child's experiences. Parents are also encouraged to share information of achievements from home and to be actively involved in extending their children's learning. For example, they are currently working closely with the childminder to support children's toilet training. This helps to ensure continuity in children's learning and well-being.

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

Children are happy and settled in the childminder's care because she organises the day around their individual needs and interests. This helps children to feel safe, develop a sense of belonging and know they are truly welcome in the home. The childminder has a calm and gentle manner, which helps children form secure emotional attachments in her care. She is attentive to the children at all times, and gently resolves any minor disputes over the sharing of toys for example. As a result, children's behaviour is very good and they clearly feel confident and happy in her care.

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

The childminder effectively promotes children's good health and well-being, encouraging them to develop a healthy life style. She knows the children well, which means she is able to meet their individual needs, including their dietary needs. They enjoy freshly prepared, home-cooked meals, which meet their cultural and nutritional requirements. Children enjoy a wide range of physical activities to support their growth and development. They have easy access to the garden and take part in a variety of activities at the children's centre. This helps support their growing understanding of the importance of physical exercise. Children's growing independence is very well supported as they independently wash their hands before meals and help to set the table. They each have a placemat, which they have made, and they are able to select their own plates and cutlery. They receive help if needed as they pour their own water and enjoy a relaxed, sociable event as they sit and

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

talk with their friends and the childminder. As a result, children acquire good skills for their future learning, which in turn helps them prepare for nursery and school.

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

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, and all have pictorial and written labels to support children's free choice. As a result children are confident to access what they want and direct their own play according to their individual interests.

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

The childminder carries out daily checks of the home to ensure children can play safely. She has effective precautions, such as safety gates, in place and is vigilant about supervising children at all times. The childminder keeps detailed risk assessment records to help her evaluate the ongoing safety of the setting. She has a clear evacuation plan in place and carries out bi-monthly fire drills with the children. This helps to ensure that children know what to do to keep safe in an emergency.

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provision

The childminder has a good understanding of the safeguarding and welfare requirements, including how to protect children. She demonstrates a good understanding of the procedures to follow if she has concerns about a child's welfare. Additionally, she has devised a written safeguarding policy setting out her responsibilities, which she shares with parents. This helps the childminder keep children safe in line with the requirements of the Early Years Foundation Stage framework.

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provision

The childminder gives a high priority to children's safety and has conducted a thorough risk assessment of her home and garden. She has all the required records, including consents from parents, and maintains her records well. This well-organised approach securely underpins the running of the setting and children's well-being.

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provision

The childminder has a good understanding of the learning and development requirements, and demonstrates a good knowledge of the children's individual levels of development. As a result of her careful monitoring and planning, children are achieving well and making good progress towards the early learning goals.

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provision

The childminder has effective partnerships with parents. She gives them questionnaires to gather their views about the service she provides, and monitors children's enjoyment and engagement to ensure she is responsive to their needs. She evaluates her service well to identify the improvements she wishes to make. As such she has identified that she wishes to attend more training in relation to safeguarding and caring for children with special educational needs and/or disabilities. These arrangements help to demonstrate that the childminder has a good capacity to make continuous improvements. The childminder has a secure understanding of her responsibilities in relation to sharing information with other settings the children may attend.

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The Childcare Register

The requirements for the compulsory 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 Requires improvement The provision is not giving children a good standard of early years education and/or there are minor breaches of the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected within twelve months of the date of this inspection. 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

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Grade Judgement Description

the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. 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 EY459657 Local authority Merton Inspection number 912633 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 1

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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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