Childminder in Surrey

Inspection date

Previous inspection date 06/02/2014 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 meets the emotional needs of young children well and they form secure attachments.  The childminder plans a wide range of activities which stimulates children's imaginations and encourages critical thinking.  Children's language development is given high priority as the childminder introduces new vocabulary, speaks clearly and provides a narrative for what children are doing.  The childminder is experienced and committed to improving her childminding service.

p.1

It is not yet outstanding because

 Systems to share information about children's learning and development at home are less well developed.  Plans or targets for improvement are not yet fully developed.

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 voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

p.2

Inspection activities

 The inspector spoke to the childminder at appropriate times throughout the observations.

p.2

Inspection activities

 The inspector looked at children's learning journeys, planning documentation, and a selection of policies and children's records.

p.2

Inspection activities

 The inspector also took account of the views of one parent via an email left during the inspection.  The inspector provided feedback on her findings to the childminder.

p.2

Information about the setting

The childminder registered in 2013. She lives with her partner and young son in her father's home, in the village of Horsell, near Woking in Surrey. The home is within walking distance of local schools and shops. The downstairs of the property is used mainly for childminding which includes toilet facilities. There is an enclosed garden for outdoor play. The childminder is registered on the Early Years Register and on both the compulsory and the voluntary parts of the Childcare Register. There is currently one child on roll.

p.3

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

 work more closely with parents to improve information sharing about children's learning at home

p.3

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

 improve the effectiveness of self-evaluation to enable a clear improvement plan to be developed and implemented.

p.3

who attend

Children are happy and settled in this stimulating and interesting environment. They benefit from being with a caring childminder who has a good knowledge and understanding of how to promote children's learning. She guides their development through warm and positive interaction. As a result, they make good progress in all areas of their learning and development. Children take part in a very wide and varied range of activities which follow their interests and support their development.

p.3

who attend

The childminder gives very good emphasis to the development of children's communication skills. She talks clearly to them as she introduces new words and encourages them to repeat these back to her. For example, she talks about the equipment and ingredients they are using as they make cakes. Younger children copy her and say 'bowl, spoon', as they stir the mixture. They very much enjoy looking at books and completing puzzles and again the childminder introduces new words and also encourages counting or recognition of colours. Children count together as they go up the stairs and talk with the childminder about drawing a big or small circle and which is their favourite colour. Children are stimulated and interested in what they are doing. They clearly enjoy the childminder's company and laugh as they play and interact together. Younger children develop good physical skills as they use the garden on a daily basis. They regularly visit

p.3

who attend

the local park or duck pond as part of their varied day. They learn about nature and growing as they collect leaves to bring home and make into a collage.

p.3

who attend

The childminder gets to know the children quickly through making observations and in her discussions with parents. She has a good understanding of child development and plans her day according to the children's interests and areas for further development. Parents contribute to initial assessments of their children's starting points and are kept well informed about their children's progress through regular progress reports. Systems to share information about their children's learning and development at home are less well developed. The childminder makes many additional observations and uses these to inform accurate assessments for each child which cover the seven areas of learning. Targets or next steps are then set for each child to make sure that they maintain good progress. The childminder completes a learning journal for the younger children, which includes clear observations, photographs and children's work to show their progress and achievements.

p.4

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

Children are very secure and settled with the childminder and her family. The childminder works very closely with parents to ensure that she has a good knowledge of each child's likes, dislikes and routines. Care practices are given good emphasis and younger children learn about keeping themselves safe. They are reminded to come down the stairs on their bottoms and talk about holding on to the banisters on their way up. The childminder talks to young children about making sure they are strapped into their high chairs to keep them safe and encourages them to check for themselves. Children develop a strong sense of independence as they are encouraged to take care of their own personal needs. For example, they are given a flannel to wipe their faces and hands before snack time and are praised when they successfully feed themselves.

p.4

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

Younger children are regularly offered drinks and provided with healthy and nutritious meals. Menus are available for parents to see and the childminder talks about any allergies or health needs the children may have to ensure healthy eating. The childminder is a very good role model and as children follow her example, they learn to be polite. Even the youngest children are encouraged to say please and thank you. As they play games together, they are reminded about sharing, taking turns and being kind to others.

p.4

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

The childminder provides children with a wide range of resources indoors and outside. These are laid out for easy access and children confidently help themselves to toys and equipment. They develop their independence and cooperation skills while being well supported by the childminder who plays alongside them at all times. Resources are changed regularly to provide further choice and stimulation. Children very much enjoy exploring and finding out what is available and are able to initiate their own play and learning in all areas.

p.4

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

The outside play space is varied and interesting and children use this area nearly every day. They learn about keeping themselves safe as they wear their sun hats in hot weather and while sitting playing with the water. They learn about animals and nature as they visit the local pond to feed the ducks. This learning is reinforced as they say 'duck, duck' and 'quack, quack' as they draw their own pictures. Younger children meet and play with other children at toddler groups and when visiting the library. During these occasions when they meet and socialise with other children and adults, they further develop their social skills. These experiences all help to prepare them for the next step in their life such as starting at pre-school or school.

p.4

provision

The childminder is very organised and has a well planned routine which ensures that her setting meets the needs of all children who attend. She supervises younger children very closely and provides successful adult support. The childminder has a good understanding of her duty to safeguard children and to meet the welfare and learning and development requirements. Her safeguarding policy is robust and she knows how to contact her local safeguarding children board should she need to make a referral. Clear risk assessments carried out on the premises, equipment and outings, means that children play in a safe and secure environment. Records are kept of any accidents or medication administered to children and these are shared with parents.

p.5

provision

The childminder is experienced and well qualified as she has been working in child care for a number of years. She has systems in place to track and monitor children's progress. This enables her to provide an educational programme which is interesting and challenging and meets the needs of children well. The childminder is committed to making further improvements to her already good service through accessing further training opportunities. She has started to evaluate her practice and has asked parents to contribute to this process. However, the childminder has not yet drawn up any plans or targets for improvement. The childminder does not care for any children who attend other settings at present but is aware that she will need to make links with other providers if required to ensure continuity of care and learning.

p.5

provision

The childminder has positive relationships with parents. She shares a good deal of information about each child's daily routines and achievements with them. She also keeps parents well informed about their children's day through daily feedback and discussion. Parents can easily see how their children are developing when sharing and talking about the children's learning journals and as they read the regular progress checks. The childminder has started to seek the views of parents through questionnaires, to support her in identifying her strengths and areas for development. Parents state via emails left for the inspector that they are very pleased with the care and education provided for their children.

p.5

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

p.5

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.6

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.6

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.7

Setting details

Unique reference number EY463744 Local authority Surrey Inspection number 928120 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 1

p.7

Name of provider

Date of previous inspection not applicable

p.7

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.7

Type of provision

For the purposes of this inspection the following definitions apply:

p.7

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.7

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.7

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.8

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.8

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.9

Type of provision

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

p.9