Childminder in Croydon

Inspection date

Previous inspection date 16/12/2013 22/11/2012

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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

 The childminder has good interaction with the children which helps them to feel secure in her setting  The childminder teaches children to be sociable by taking them to different venues where they enjoy play sessions with different children.  The childminder teaches children to be independent in their self-care routines and they fully cooperate with her requests, such as by helping to tidy up at the end of the day.  The childminder uses a range of teaching techniques, activities and resources to help children make good progress in their development and learning.

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It is not yet outstanding because

 The childminder provides parents with clear information about their children's learning and development. However, there is scope to improve the details she provides about her service and the requirements of the different registers she has to meet as this is not fully understood by all parents.

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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 watched the interaction between the childminder and the children as they played.

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Inspection activities

 The inspector sampled a variety of paperwork including the childminder's safeguarding procedures, children's personal records and the childminder's risk assessments.

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Inspection activities

 The inspector took into account parents written comments obtained by the childminder for her self evaluation.

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Information about the setting

The childminder registered in 2011. She lives with her family in the London Borough of Croydon. They live in a two bedroom, first floor apartment, close to shops, schools and transport systems. All areas of the property, except for the balcony are used for childminding. There is no garden therefore the childminder takes the children to the local park for outdoor play.

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Information about the setting

The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She has two children on roll, all of whom are within the early years age group. The childminder is registered to provide overnight care for one child under eight years.

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

 strengthen the information provided for parents, for example, those relating to the collection of children

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who attend

The young children are with the childminder full time, five days a week. The childminder has a good impact on children's learning and development as she teaches them skills for the future. She uses her own skills to encourage them to communicate, develop physically, learn social skills and develop emotionally. She takes into account their ages and stages of development and adjusts activities to suit these. There are a wide range of toys and resources available for children that they can choose for themselves from the cupboard. For example, children enjoy choosing different types of books and puzzles to meet their learning needs. The childminder has a good understanding of children's expected levels of development. She uses the observations and assessments she makes of the children to check that they are developing as they should. She then uses this information to flexibly plan activities that she knows the children like and that will help

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who attend

The childminder enjoys the company of the children and demonstrates how she motivates and encourages them to join in. For example, the childminder is happy, jolly, smiling and positive about all the things the children do and uses this to encourage them to try activities. The childminder encourages children to use push button toys and repeat words they hear the toys saying. Using this method she helps children learn about shapes and numbers. The children remember some shapes and repeat these back to the childminder. Children also like toys that play music and sing along to nursery rhymes with the childminder. The childminder teaches children what is expected of them and encourages their self-care skills. For example, children are beginning to cooperate with the childminder's requests to help get ready for lunch. Older children carry small plastic chairs to the table and happily wait for their meal, whilst younger children sit happily in their

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who attend

The childminder has no direct access to outside play but ensures children enjoy physical activities by visiting the local park and attending different play venues with the childminder. She also allows children to use footballs to play with indoors. Children like to roll the ball to the childminder and get adventurous with trying to throw the ball back again. The children give their dollies cups of tea and drinks from baby bottles. The childminder completes development records for each child. These include photographs and observations of how children help to prepare fruit for snack time, enjoy going to read books at the library and engage in lots of messy play activities, such as painting and sticking. Children fully engage in these activities and have a good time with the childminder. Parents are encouraged to be engaged in their children's learning as the childminder tells them about their children's progress and the daily activities they have

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who attend

participated in. The childminder promotes a cohesive approach to their learning as she often suggests activities that parents can do at home with their children to extend their learning further.

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who attend

The childminder has begun to consider children's move on to other early years care settings when they reach the appropriate ages. The childminder regularly takes children to the local children's centre where the local playgroup is situated. Children see the playgroup children playing and are eager to join in. She talks to children about attending the playgroup when they get bigger. This shows the childminder is preparing children for changes in their daily care routines and their next stage of learning. The childminder is aware of the need to provide parents with a progress check for two-year-old children when the time comes. She is planning to use the children's observation records to produce a written report stating how the children are progressing and highlighting their strengths and any weaknesses in their development.

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

Children show they are happy and feel secure with the childminder. The youngest children are wary of visitors to begin with and seek comfort and reassurance from the childminder. The older children quickly overcome their shyness and continue to use the toys and activities purposefully in the welcoming, homely environment. This shows that the childminder's care practices help children feel at home and emotionally secure in her setting.

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

The childminder teaches children how to share their toys and be kind to each other. She uses lots of praise to give children encouragement to be helpful and cooperative. The childminder is a good role model for the children as she treats them with respect and kindness. Children develop an understanding of risk as they move around the premises. For example, young children understand they must not go past the safety gate to the kitchen as it is a dangerous place. The childminder has included children in her emergency evacuation drills and maintains a good record of these to show how well children left the premises and any areas that need reviewing afterwards. They are timed and evaluated. The childminder's comprehensive risk assessments show that she gives children's safety a high priority as all appropriate safety equipment is in place.

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

Children are offered food which is healthy and nutritious and meets their individual dietary requirements. Meals are freshly cooked and are what the children like to eat. For example, children enjoy getting water for themselves from the water cooler and eating pasta with vegetables for lunch. Children also have opportunities to engage in physical activities both indoors and at other venues and parks where they use the large or soft play physical play equipment. Through this children learn about and enjoy a healthy lifestyle.

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provision

The childminder uses a number of good procedures and strategies to organise and maintain her setting. All policies and procedures are clear and concise. She keeps children safe and secure by effectively implementing her safeguarding procedures. She is aware of what to do if she has a concern about a child and has an enhanced disclosure issued by the Criminal Records Bureau. In addition, she maintains a valid First Aid Certificate and the required records, such as those relating to attendance and accidents well. The childminder ensures that children are always within her sight and/or hearing in order to keep them appropriately supervised. She provides healthy meals for children that cater for their individual dietary needs. This means that the childminder appropriately promotes children's well-being and has procedures in place to keep them safe and secure.

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provision

The childminder has a good understanding of how children learn and development and how their development links in to the seven areas of learning. The childminder observes and assesses children's progress to identify their next steps in learning. She uses this information effectively to plan a variety of activities in order to help them learn and develop further.

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provision

The childminder completes a thorough evaluation of her service and includes parent's comments in this. From this she is able to recognise where improvements are necessary to benefit the children. She has carried out the recommendations raised at her last inspection. For example, she has rearranged the toys so that children have easier access to them and can make their own choices. This shows that the childminder has made a concerted effort to improve.

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provision

The childminder has a written 'partnership working' policy in place that all parents can review. This enables her to exchange progress information with other early years settings and health professionals should children need additional support for their development and learning. The childminder uses her procedures to work in partnership with parents. Parents report they are very happy with the service provided. The childminder shares information with them about how she operates her service and takes time to talk to them each day about their children's demeanours and participation in activities. However, there is scope to improve the information the childminder provides parents about the requirements she must meet on the Early Years Register and the Childcare Register to prevent misunderstandings occurring. For example, those relating to the collection of children and supervision. Overall the partnership with parents is good.

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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 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 EY421477 Local authority Croydon Inspection number 943600 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 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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