Fitzjohn, Sarah Joanne

Inspection date

Previous inspection date 17/02/2014 Not Applicable

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 The childminder provides children with a welcoming, family environment. Children are very happy and totally at ease in her care.  The childminder understands how children learn. She supports their development effectively, using a variety of strategies to develop their learning.  Children behave well. They have good relationships with the childminder and develop in confidence as a result of the praise and encouragement she gives them.

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It is not yet good because

 The childminder has not obtained prior written parental consent to administer each medication and does not maintain accurate medication records. This is in breach of the requirements.  The childminder does not maximise children's opportunities to learn about safety.

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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 discussed the childminder's practice with her.  The inspector observed children's indoor play.  The inspector sampled the childminder's documentation.  The inspector viewed the areas used by children.

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Information about the setting

The childminder registered in 2013 on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children, both aged over eight, in Camberley, Surrey. The home is close to parks, schools and public transport links. The whole of the ground floor of the childminder's home is used for childminding. There is a garden available for outside play. The family has a dog and a parrot. The childminder works Monday to Friday throughout most of the year. She currently has one child on roll in the early years age range. The childminder also offers care to school aged children up to age 11. She collects children from the local school.

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must:

 obtain prior written consent for the administration of particular medication and keep a written record each time a medicine is administered.

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

 increase children's opportunities to learn about safety in the home by involving them in periodic practises of the emergency evacuation procedure.

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who attend

Children relax as they learn though active play. The childminder understands how children learn and provides sensitive support to develop their knowledge and skills further. She observes play carefully and recognises when to step in and ask children questions to make them think. The childminder finds out about children's starting points through discussion with parents when children first start in her care. She then assesses children's learning on an ongoing basis and refers to development guidelines to identify any gaps in learning so she can plan to address them. Parents are included and involved with their child's learning as the childminder shares both verbal and written information, about children's activities, continually.

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who attend

Children make good progress with their learning. They engage in imaginary play as they push trains along a train track as if going on a journey. The childminder, noticing their interest, sits on the floor to play with them at their level. She encourages children to name the colours they can see around them and they correctly identify the top of the train is red and the underside blue. The childminder then challenges them to find other objects in the room with matching colours, which they do successfully. When children are uncertain of a colour the childminder leads them to achieve by giving them the initial letter sound of the colour to help them remember. Children are confident and conversation flows freely between them and the childminder. They show good recall as they talk about daily routines on pre-school days, ordering their thoughts well before speaking. Children show an interest in literature as they cuddle next to the childminder to share a book. The

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who attend

childminder asks them questions about the pictures to engage their interest. Children look intently at the pictures and show an understanding of the natural world as they name a lion and dolphin correctly. They take ownership of their own learning as they ask the childminder the names of things they are unfamiliar with. The childminder names, for example, a harbour and ferry, to help extend children's vocabulary. Children have an understanding of letter formation. They confidently demonstrate to the childminder how they write the first letter of their name, describing their actions out loud as they do so.

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who attend

Children have great fun playing hide and seek with the childminder and her family. They show a good understanding of the sequence of numbers as they confidently count to 20 before enthusiastically going to find the friend in hiding. Children take an interest in technology and understand how to operate the toy mobile phone. They sit with the childminder and know that by pressing an icon on the computer it will trigger a response. The childminder selects a music and movement programme familiar to children and they wiggle and jiggle as they listen to the songs played. Children's physical skills are developing well. They carefully follow a meandering river line in a book with their finger, showing good hand-eye coordination. Children listen carefully to the childminder's explanation and demonstration of how to use a snooker cue to hit a ball. Under her guidance they successfully and gently hit a ball while resting the cue on their outspread

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who attend

hand. They are pleased with their new skill and proudly exclaim, "I did it myself!" before repeating their actions to reinforce what they have learnt.

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

The childminder organises her time and space effectively to meet children's individual needs. Children are able to familiarise themselves with the childminder and her home before they are left alone in her care. The childminder is very kind, caring and attentive to children and supports their emotional well-being well. She is attentive to children's changing moods and they enjoy cuddles when tired. Children have access to a variety of resources, which promote learning in all skill areas to prepare them for the next stages in their education. Children behave well as they occupy themselves with activities that stimulate and interest them in learning. They readily turn to the childminder for support and reassurance, confident that it will be forthcoming and showing they have secure trusting relationships with her. Children help take responsibility for their environment, for example, as they tidy toys away to make space for dancing. They happily take turns when

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

playing hide and seek and understand they must sit up at the table when eating. The childminder gives children clear explanations about what they will be doing so they can prepare themselves for the events of the day. The childminder provides children with a healthy diet and regular opportunities for exercise to develop and reinforce their understanding of a healthy lifestyle. Children are aware of their own needs and confidently tell the childminder when they need to use the toilet. They follow routine hygiene practice as they wash their hands, using individual towels to dry them. Children sit together sociably as they have a snack of a banana and they drink freely when thirsty. Children move freely and safely around the childminder's home showing good control of their bodies. They have opportunities for exercise in the fresh air, for example, on daily walks with the childminder's dog and on visits to the park,

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

where they use the equipment to climb and balance. The childminder teaches children about safety, for example to take care when rolling snooker balls across the table. Children listen to what the childminder tells them and take care as they play. However, the childminder has yet to include children in a practice of her emergency evacuation drill to enhance their understanding of safety in the home, and she does not maintain effective medication records.

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provision

The childminder has an understanding of the safeguarding and welfare requirements and has written policies in place to underpin her practice. However, she has not followed her policies by failing to obtaining prior written consent for the administration of particular medicine and she has not kept a written record of all medication she has administered. This is a breach of requirements although it has had no significant impact on children because the childminder tells parents that she has administered medication. The childminder has attended safeguarding training and understands the procedures to follow with any concerns about children's welfare. She checks her home for safety. For example, she has a safety gate on the stairs and a high catch on the door to the room where the parrot is kept to prevent children's unsupervised access. The childminder understands her responsibilities in meeting the learning and development requirements. She monitors

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provision

children's development and interacts skilfully with children at play to progress their learning.

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provision

The childminder establishes positive partnerships with parents and others involved in children's care and education. Information shared by all parties about children's learning allows for a joined-up approach in meeting their development needs. The childminder shares all her policies with parents to keep them well informed about her practice. She seeks feedback from them, about her minding service, through discussion. The childminder has only been minding a short while and devotes her time to children to enable them to have happy, meaningful, play and learning experiences. She evaluates her practice through discussion with other childminders and, for example, she has identified that her documentation requires improvement.

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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 EY459711 Local authority Surrey Inspection number 916543 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 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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