Hall, Loraine Margaret

Inspection date

Previous inspection date 27/02/2014 23/07/2009

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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

 Children are welcomed into a warm, friendly home where they are valued and included.  Children are happy and content with the childminder. She treats them with warmth and kindness, encouraging development of self-esteem and a good sense of belonging.  Children develop confidence and enjoy their time with the childminder, who enables them to take part in a wide range of activities and play experiences both inside and outside the setting.  Children feel safe and secure with the childminder as her arrangements for safeguarding the children are robust.  A very good partnership between the childminder and parents ensures key information is shared between them.

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It is not yet outstanding because

 The planning for each child's next steps in their learning and the tracking of children's progress is not consistent to ensure all children are making good progress in all the different areas of learning.

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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 format of the inspection on arrival.  The inspector observed activities in the indoor learning environment.

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Inspection activities

 The inspector looked at children's assessment records and sampled other documentation.

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Inspection activities

 The inspector spoke to a parent on the telephone and also took account of the written views of parents.

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Information about the setting

The childminder registered in 1994. She lives with her husband, three adult children and one school age child in a house in the Lightwater area of Surrey. Local shops and a pre- school are within walking distance. Children have access to the whole of the ground floor for play and rest. There is access to an enclosed garden for outside play. The family has a pet dog and Guinea Pig. The childminder is currently caring for three children in the early years age group on a part-time basis. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. Her husband acts as her assistant on occasions. The childminder holds a qualification in Childcare and Education at level 3.

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

 strengthen further the tracking of children's progress and the planning of the next steps for each child to ensure all children are making good progress in all areas of learning.

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who attend

The childminder demonstrates a secure understanding of how children learn, by providing a stimulating and well-organised environment. She supports the children in making their own choices inside and outdoors to help them gain independence as they learn through play. They take part in some planned activities and also have many opportunities to initiate their own play. The childminder uses good teaching methods as she sits at the children's level. She uses good eye contact, listens and responds to what the children say and uses open questions to develop their communication and language skills. The childminder makes observations and assessments of each child's progress and has a good knowledge of the children she cares for. However, the systems for tracking the children's progress for all areas of learning and ensuring the next steps set for each child are being planned are not regularly completed for every child to ensure they are all making strong

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who attend

Children's vocabulary is promoted due to the good interaction between the childminder and children. A wide range of toys and resources are available for the children to access to support their play and learning. Children's mathematical skills are developing well. Children talk about shape and size when playing with the toys and they are learning to count confidently during their play. They create imaginary role-play games, happily using the play food for preparing meals. The childminder makes good use of the local area and the children regularly enjoy trips to park, play areas and to groups. Consequently they have good opportunities to interact and socialise with other children and adults as well as develop their physical skills.

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who attend

Parents sign a wide range of agreements when their children first start with the childminder, including information on children's needs and development. This helps the childminder meet their needs and provide good continuity of care. Parents have completed the information to enable the childminder to know each child's starting points when they join the setting to help her plan their next steps for learning. Parents are kept fully informed about their child's learning and development. The childminder does this via the information given each day and the regular sharing of the child's progress records. The childminder has completed the required progress check for two-year-old children and this has been shared with the parents.

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

Children enjoy their time with the childminder. They are welcomed into a friendly home where they are valued and included to ensure none are disadvantaged. They develop warm and secure relationships with the childminder and her family. She supports the children well and takes care of their individual needs. Children's safety is promoted effectively and good systems are in place to ensure the home remains secure at all times.

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

Children learn about keeping healthy as the childminder talks about why fruit is good for them at snack time and why they need to wash their hands before eating or after using the toilet. They access the outdoors in all weathers to have regular fresh air and exercise. They enjoy visiting local parks or play areas, and have a variety of toys and resources to play with in the garden. Children behave very well; they are learning to share and take turns and play well together. The childminder is a good role model and her good use of effective behaviour management systems ensure children know right from wrong. Children have discussions on how actions have consequences to help them keep themselves and others safe. For example, they talk with the childminder about what will happen if they carry the dolls' buggy instead of pushing it.

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

Children are making good progress in all areas of development; they are confident and keen to join in. The childminder demonstrates a good understanding of preparing children for the move to other settings and school. She helps children to learn skills to prepare them for their move and their later lives, such as sharing, taking turns and being polite and kind to each other. They develop the skills to become articulate and confident during their time spent with the childminder.

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provision

The childminder promotes children's welfare and supports their learning and development well. Children are fully protected as arrangements to safeguard children are good. The childminder ensures children are always supervised by an appropriate adult and the correct ratios are maintained at all times. The childminder, and other household members are suitably vetted and the childminder is fully aware of her duty to protect the children in her care. She has a good knowledge of child protection issues and is fully aware of her role and responsibilities to protect children from harm. There is a range of policies and procedures in place to protect the children and the childminder carries out risk assessments throughout the home and for outings. The childminder promotes equality and diversity and children benefit from an inclusive environment and learn about valuing each other's differences. The childminder has systems in place for self-evaluation to help

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provision

monitor and improve her practice and the outcomes for children. She is reflective and is able to identify her strengths and some areas for development.

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provision

The childminder has a very good partnership with the parents. They report on the good care and attention she gives the children and how they are always excited and eager to spend time with her. Parents receive feedback about their children's routines and achievements at the end of each day. The childminder has a parents' notice board and shares a variety of information with them. For example, she shares the children's development records with parents to keep them informed of their child's progress. This ensures children's experiences in the setting are enhanced and parents are involved in their child's learning. The childminder has made good links with the other providers of the Early Years Foundation Stage the minded children attend to support consistency in their care and learning.

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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 120744 Local authority Surrey Inspection number 945937 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 4

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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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