Martin, Lorraine

Inspection date

Previous inspection date 15/01/2014 Not Applicable

p.1

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

p.1

This provision is good

 The childminder builds strong relationships with children and shares affectionate, encouraging and enthusiastic interaction with them. This encourages children to be active learners and show sustained interest in their play and activities.  The childminder uses her knowledge, observations and assessment of individual children's development to plan a good range of activities they enjoy and that help them to make good progress.  The childminder provides a homely environment where children are happy, and secure.  The childminder shares information well with parents encouraging their active involvement in children's learning.

p.1

It is not yet outstanding because

 lThe childminder does not make best use of resources that are personal to the children, to extend their understanding of themselves and others.  Opportunities to use all aspects of the daily routine as learning experiences and encourage children's independence are not fully utilised.

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

 The inspector spent the inspection time with the childminder observing her and the children she was caring for. This took place in the childminder's home  Safeguarding was discussed with the childminder and her policy sampled.

p.2

Inspection activities

 The inspector shared ongoing discussion and joint observations with the childminder throughout the visit.  The inspector sampled children's information and development records.

p.2

Inspection activities

 Parents' views were gathered through recently completed questionnaires and discussion with parents.

p.2

Information about the setting

The childminder registered in 2013 on the Early Years Register and the compulsory part of the Childcare Register. The childminder lives in Epsom, Surrey with her husband and two children. The family have two pet cats. The ground floor of the childminder's house is available for childminding. There is a fully enclosed garden for outside play. The childminder is currently caring for three children in the early years age range, who all attend on a part time basis.

p.3

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

 develop the use of personalised resources to further support children's understanding of themselves and others

p.3

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

 extend opportunities for children to help with tasks that are part of the daily routine to further develop their independence skills.

p.3

who attend

The childminder uses her knowledge of children's individual interests to plan and provide a good range of varied and stimulating play experiences. She shares consistent, affectionate and supportive interaction with children. Her high level of engagement in their play, and quiet enthusiasm builds children's confidence, encourages them to be investigative and use their imagination as they play and learn. This results in children making good progress in their learning and development. The childminder's supportive teaching helps children to develop a range of skills they will use in the next stage of their learning, such as the move to school. For example, children listen, respond to questions, engage in conversations, make decisions and concentrate during their play.

p.3

who attend

Children and the childminder learn together as they experiment with a new activity of making gloop. Children are immediately engaged in this new experience listening, watching and helping with the preparation. Children suggest they may need a spoon to mix the ingredients. The childminder encourages them to use their hands, as 'it might be more fun'. Children tentatively mix the corn flour and water. Using coordination and their small physical skills they explore the texture, rubbing the flour and water together with their fingers. They learn about how materials change when mixed together as the childminder adds more water and some food colouring. They are excited as they feel and mould the corn flour gloop, squashing, squeezing and trickling it between their fingers. Children concentrate, absorbed in their exploration, sharing conversation and laughter with the childminder. They talk about how it feels, saying 'it's cold', 'look at my hands'.

p.3

who attend

The childminder suggests they could make some prints with their hands and provides several sheets of paper, which children experiment with making different patterns on the paper using their hands. This encourages children to explore different ways of making marks, exploring colour and texture, and use their imagination to extend their own play. The childminder's clear planning and objectives help children to learn about textures, and how materials change during the activity. She is able to assess its success and consider how to extend the activity next time by adding utensils, such as spoons and children's favourite play figures.

p.4

who attend

Children excitedly talk about themselves when they see photographs in their developmental files. They recall what they were doing, demonstrating how they were 'jumping on the trampoline' and 'look in the park'. The childminder does not provide other opportunities to build on this, and make full use of personalised resources to extend their understanding further about what they see and know about themselves and others.

p.4

who attend

The childminder prepares for younger children's' arrival, by making sure toys they will want to explore are set out on the floor. This means they quickly settle. They sit comfortably on the floor to explore stacking rings, which they remove and replace on the frame. The childminder involves children in some aspects of the daily routine. For example, choosing when to have snack time and discussing when they need to leave for afternoon nursery. However, she does not successfully extend this to further increase children's independence by involving them in simple tasks, such as peeling their own fruit.

p.4

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

The childminder forms strong, affectionate bonds with children, which result in them feeling very secure and happy in her care. The show confidence and independence, and demonstrate they feel safe when with her. When younger children arrive, they separate well from their parents, and enjoy a cuddle with the childminder before beginning to play. Older children show a developing awareness of their own safety. They use toys and equipment with care and move around safely. The childminder encourages this by explaining that small toys are not safe for younger children. She involves children in helping to put these away before their younger friends arrive.

p.4

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

Children behave very well as they are constantly busy, interested and involved in their play. The childminder talks to children about their routine so they understand what will happen next. This helps to prepare them for changes, such as, when they need to get ready for afternoon nursery. The daily school and nursery runs are part of the daily routine and the childminder uses these as topics for discussion. This helps children prepare for time of change in the future, such as when they start school.

p.4

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

Children enjoy daily physical activity and outdoor play either in the childminder's garden, at the local park or at parent and toddler groups. They enjoy healthy snacks of fresh fruit and enjoy their lunch of pasta and sauce. Children follow good hygiene routines, such as washing their hands after using the toilet and before eating. They show confidence and a developing independence in these skills. This supports children's understanding of healthy eating, their own good health and physical development.

p.4

provision

The childminder understands her responsibilities relating to child protection and safeguarding. She knows the procedures to follow if she has any concerns regarding children's welfare, or an allegation is made relating to her. The childminder supervises children closely and uses risk assessments effectively to identify and minimise potential hazards. She uses ongoing visual checks to reassess and monitor safety according to individual children's ages and stages, for example, using safety precautions, such as stair gates when younger children are present. The childminder is aware of her responsibilities in meeting legal requirements. She understands the numbers and ages of children she can care for, and maintains the required documentation and records.

p.5

provision

The childminder creates a welcoming homely environment and provides a varied range of play equipment. Toys and play materials are easily accessible to children and storage clearly labelled. This encourages children to make independent choices, helps them recognise the labelling of familiar objects and enables them to easily find their favourite toys. The childminder makes effective use of resources, such as local parent and toddler groups to supplement home-based play, and complement children's learning experiences at nursery school.

p.5

provision

The childminder uses self-evaluation effectively, reflecting on what individual children enjoy and how the play experiences she provides help them to learn and progress. She plans activities and her daily routine according to individual children's patterns of attendance and routines. For example, the childminder reassess the suitability of the parent and toddler groups she visits for individual children. She makes adjustments, such as, not attending a particular group where the age range is not suitable. The childminder identifies her own training needs and recognises what will help her develop. She identifies she wants to find out about different methods of recording her observations of children's progress to support her own development as well as children's learning. She has already completed some on line training to help her, and has attended a cluster meeting organised by the Local Authority.

p.5

provision

The childminder records information about children's day and short observations in their individual daily diaries. She accurately monitors and assesses children's progress and uses assessment to reflect on their achievements and identify how to help them progress. For example, building children's independence in self-care routines and encouraging their communication and language development. She is aware of the required progress check for two year olds, and will use her observations to contribute to this when needed.

p.5

provision

The childminder builds good relationships with parents and shares information effectively with them daily. She seeks parents' feedback, and their comments reflect they are happy with her care and thank her for her contribution in helping their children make progress. The childminder works effectively with other settings children attend, sharing information with nursery staff and working together on establishing routines that help children build confidence. The childminder initiates discussion and conversation with the children about nursery, referring to activities they enjoy and links these to their regular visits to the parent and toddler group when they are with her.

p.5

The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met

p.6

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

p.7

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.

p.7

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.

p.8

Setting details

Unique reference number EY464056 Local authority Surrey Inspection number 924119 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 3

p.8

Name of provider

Date of previous inspection not applicable

p.8

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.

p.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.

p.8

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.

p.8

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.

p.9

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,

p.9

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’.

p.10

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.10