Childminder in Surrey

Inspection date

Previous inspection date 10/02/2014 24/05/2012

p.1

early years provision

This inspection: 2 Previous inspection: 1 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 environment is child centered, welcoming, well equipped and organised to promote children's confidence and independence.  The childminder has a good awareness of how children learn and provides a wide variety of activities and experiences to ensure each child makes good progress.  The childminder works closely with parents and follows children's home routines to enable them to feel secure and settled.  The childminder is very committed to training to improve her knowledge and skills in order to improve outcomes for children.

p.1

It is not yet outstanding because

 The childminder does not always seek information from parents to help her assess their starting points and interests from the outset.  The childminder does not routinely encourage parents to contribute and make comment on their children's learning to foster effective two way communication about their development.

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 had in-depth discussions with the childminder relating to her knowledge and understanding of safeguarding and welfare, learning and development.

p.2

Inspection activities

 The inspector looked at all areas of the premises that are used for childminding, which included the safety in all rooms. She also looked at documentation that included policies procedures and written observations.

p.2

Inspection activities

 The inspector observed childcare practice and opportunities provided to the minded children that were present.

p.2

Information about the setting

The childminder registered in 1990. She lives with her husband in Twickenham, located in the Borough of Richmond upon Thames. The home is close to shops, parks, schools and public transport links. All areas on the ground floor and first floor master bedroom are areas of the home used for childminding. There is an enclosed back garden for outdoor play.

p.3

Information about the setting

The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. There are currently seven children on roll, who attend on a full- and part-time basis and are all in the early years age range. The childminder offers care from Monday to Friday all year round. The childminder has a National Vocational Qualification to level 3 in Childcare and Education and has achieved Early Years Professional Status.

p.3

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

 encourage parents to contribute to an initial assessment of their child before or at the start of the placement to have full knowledge about children's achievements and build on what they already know; and encourage parents to regularly contribute to the ongoing assessment and to support their children's learning at home.

p.3

who attend

The childminder provides a wide range of activities and experiences to help children make good progress in their learning and development. She provided a good balance of both adult led and child initiated play activities. The childminder gathers some information from parents about children's starting points through informal discussions. However, this does not provide a comprehensive picture of their abilities before they start. She completes regular written observations, illustrated with photographs and linked to the seven areas of learning. Children's next steps and learning priorities effectively inform planning, to ensure learning opportunities are maximised. Children enjoy their time with the childminder and achieve in their learning. The childminder enhances children's play and learning by sitting at their level and joining in when appropriate. She extends play by following up children's ideas. For example, she provides additional resources as children take part in creative

p.3

who attend

activities to create Valentine's day cards. Younger children love the role play area where they use their imaginations, cooking with pots and pans. They use spoons to carefully stir their imaginary food and bring it over to the childminder to 'taste'. Photographs and art work in children's learning folders evidence that their expressive arts and design skills are promoted well.

p.3

who attend

The childminder has completed the required progress checks for two-year-olds, and has made these accessible for parents to share with health professionals to help monitor children's progress. Children are confident communicators. The childminder effectively encourages them to use language to express their needs. The childminder talks to the children about their activities as they play. She uses a range of vocabulary to promote children's language skills as she frequently asks questions and repeats words back to them. This encourages children's thinking and speaking skills. Children are developing a love of books and enjoy cuddling up with the childminder on the sofa to share stories. Their interest in books is further encouraged by regular visits to the library. Children also have their own library cards and are encouraged to choose their own books. The childminder encourages children to count as they play so they become familiar with

p.4

who attend

numbers and counting. Numbers are displayed and incorporated in the environment to extend children's interest in early mathematics. The childminder provides plastic numbers filled with gel, for children to handle. They identify the number that is the same as their age, showing that their number recognition is developing well. These skills help children to be well prepared for the next stage in their learning, and eventual move to school. Parents are informed of their children's learning and development. This is done through discussions with parents and them having access to their children's learning folder. However, they do not routinely contribute to their children's learning to strengthen the two way flow of information and extend the children's learning at home.

p.4

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

The childminder's home is friendly, welcoming and child-centred. Children have ample space to move around freely. As a result, they settle quickly and are happy and secure in the childminder's care. She encourages children's personal, social, and emotional development well by implementing effective settling-in procedures. As a result, children build secure and trusted relationships with her. They behave well as the childminder use positive strategies to promote this. She uses praise and discussion successfully to encourage children to learn to share and to be aware of each other's needs. Toys and equipment are organised well in low-level open front labelled storage units and boxes. This allows children to choose their own play and to develop a sense of independence. Equipment available is suitable for their ages, stages and development of the children who attend. The childminder provides a broad range of resources providing positive images of

p.4

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

diversity. Consequently, children learn about various people and communities.

p.4

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

Children are developing a good understanding of the importance of a healthy lifestyle. The childminder provides healthy meals and snacks that meet their dietary needs. Access to pretend food in the role play area prompts discussion and further promotes children's understanding of being healthy. Older children work with the childminder to discuss and plan menu options. They also are involved in shopping to purchases ingredients and help to prepare the meals. Children have daily opportunities to take part in regular exercise as they visit local parks and soft play centres. This enables them to enjoy fresh air and to run around freely. They also use a range of large fixed play equipment that further promotes their health and physical development. Effective hygiene routines help children develop a positive attitude to hygiene. They are encouraged to clean their hands at appropriate times throughout the day. For example after messy play and before meals. This helps to

p.4

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

reduce the risk of cross infection. The childminder enables children to develop their safety awareness by teaching them the fire drill and reinforcing safety on outings.

p.5

provision

The childminder has a good understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage. She is aware of her role and responsibility to keep children safe. The childminder has completed recent training in this area to consolidate her knowledge and understanding. She knows the procedures to follow if she is concerned about a child and how to notify the relevant agencies of any issues. The childminder has devised and implemented a detailed range of policies and procedures to maintain the safety and well-being of children. She implements robust systems for risk assessment to ensure children's safety in the home and whilst on outings.

p.5

provision

The childminder shows a good awareness of the quality of her service, including her strengths and areas of development. Through using Ofsted's self-evaluation form she has identified and prioritised areas for development. Since her last inspection, she has completed a number of training courses which include safeguarding and implementing the progress checks for two-year-olds. This demonstrates the childminder's commitment to driving improvement.

p.5

provision

The childminder has positive relationship with parents. They have access to a comprehensive range of useful written information and are kept up to date through daily discussions. The childminder also provides parents with daily diaries and termly access to learning folders. She also shares information effectively with other early years providers children attend to ensure a consistent approach. She is yet to establish an effective two- way communication with parents relating to their children's individual learning and development.

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 511044 Local authority Richmond upon Thames Inspection number 933609 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 7

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