Childminder in Merton

Inspection date

Previous inspection date 17/03/2014 18/04/2012

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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

 The childminder provides a range of stimulating and interesting activities to promote children's learning. As a result, children make good progress in their development.  Children are happy and form good relationships with the childminder and with each other. This helps them to settle quickly and feel emotionally secure.  The childminder has a good understanding of the procedures to be followed if there are concerns about children. This ensures that children are safe and their welfare promoted.  The childminder has a very good relationship with parents and carers. They are kept fully informed of their child's day and learning and development which helps to meet their needs.  The childminder provides a safe environment and ensures that age appropriate activities and resources are easily accessible to children. This means children have the freedom to make their own choices and develop their independence.

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It is not yet outstanding because

 The childminder does not consistently encourage children to wash their hands before each meal or help them understand the importance of doing so.  Children are not always encouraged to develop their personal self-care skills when getting dressed.

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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 spoke to the childminder and the children at appropriate times during the inspection.  The inspector looked at the children's learning journals.

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Inspection activities

 The inspector observed the childminder engage in a range of learning activities and daily routines with the children.  The inspector spoke to the childminder about the self-evaluation record.

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Information about the setting

The childminder registered in 2003. She lives with her two children in Colliers Wood in the London Borough of Merton. They live close to shops, parks, schools and public transport links. The whole of the childminder's home is used for childminding, with the exception of the main bedroom. The childminder currently has four children on roll, of which three are in the in the early years age group. She also cares for children over eight years old. She is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. The childminder is able to take and collect children from the local nursery and attends several toddler venues on a regular basis.

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

 encourage children to attempt skills and activities to gain proficiency, for example, putting on their own shoes, socks and dressing up clothes

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

 strengthen the routines for hand washing before meals and help children to understand the reason why this is important to their health.

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who attend

The childminder has a well-developed understanding of how children learn through play and provides stimulating and interesting activities to promote their learning. She talks to the children throughout the activities, thereby, promoting their language skills effectively. This means that children's skills in speaking are developing well. The childminder values what children say and introduces them to new vocabulary. This includes children who have English as an additional language who regularly imitate what other children say. There is a good balance of adult-led activities and child-led play because the childminder follows the children's lead during activities. She takes time to get to know children's individual personalities and uses this information to inform her flexible planning. Observations of children's progress are accurate, as she assesses their stage of development in close consultation with parents and carers. For instance, the progress

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who attend

check at age two is shared with parents and they discuss how to move children on in their development. Therefore, the childminder plans for the next stage in children's learning by including tailored activities. For example, helping children to understand the concept of 'more' and 'less' and 'big' and 'small'.

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who attend

The childminder offers a variety of art and craft opportunities, such as painting, drawing and manipulating play dough. These activities are readily available for the children to freely access. The provider provides a range of small tools, such as rollers and different size shape cutters, that help children learn about shape and form as they squeeze, roll and squash the dough. Children enjoy visiting other groups as the childminder is widening her circle of activities to promote children's social skills. Musical instruments, songs and rhymes are used to develop children's sense of rhythm and music. Children are beginning to understand that print carries meaning as they listen to stories that they ask the childminder to read to them. They show familiarity with stories as they recall what will happen next. Resources depicting positive images of diversity are in place to further support children's developing awareness of differences in society. Planning reflects

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who attend

celebrations and festivals from other cultural backgrounds. Children are currently celebrating the Hindu festival of Holi and show an interest in the story reflecting this festival and proudly show off their Holi paintings of colour. Children's personal, social and emotional development is fostered well. The childminder teaches children to share and take turns as they play and to build good relationships with each other. As a result, children play well together and are beginning to develop an awareness of their own need and the needs of others. The childminder is a good role model and as a result, children are extremely polite saying 'please' and 'thank you' without any encouragement. Children are not always encouraged to become proficient in putting on their own socks or dressing up clothes as they know that the childminder is on hand to do this for them. This means that children are not fully developing personal independence.

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who attend

Parents provide the childminder with important information so that children's learning is shared. This includes discussing events at home and supports children's development by providing a base to monitor their future progress. This results in parents being fully aware of the experiences their children are having and sharing ideas of how to extend their child's learning at home.

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

Children are happy; they settle very quickly and are at ease with the childminder and with each other. This helps to promote children's emotional security and fosters the development of positive attachment. The childminder takes time to discuss children's individual needs with parents and carers, in order to ensure that she can meet the children's individual requirements effectively. Children are emotionally well-prepared for the next stage in learning and for school because the childminder supports them to gain confidence in other social situations. For example, they regularly attend groups and benefit from developing friendships with other children.

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

The environment is conducive to learning; it is safe and well cared for. Children enjoy an exceptionally well-resourced environment, which supports them to be active, rest and to easily access toys independently. Toys and books are stored in low-level units and shelves enabling children to see the contents and select what they want to play with. Children understand what is expected of them in the setting and demonstrate an understanding of the boundaries. This is because the childminder consistently reminds them about sharing, taking turn and not running and jumping in the home, explaining that this is what they can do when they are outdoors. The childminder praises children when they do something well. This helps to reinforce positive behaviour. Routines such as regular fire drills help children to understand about the procedure to follow in the event of a fire. The childminder demonstrated this by shaking a bell which she uses to alert children. The

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

children immediately looked up from their play and moved towards her. The childminder has emergency cover from other registered childminders in place to ensure children's safety should an emergency occur.

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

Children are provided with healthy home-made lunches and snacks which the childminder prepares. She is mindful of children's individual dietary requirements. Children are encouraged to wash their hands before eating their meals, but this is not as consistent as it could be. For example, although children wash their hands before eating their lunch, they are not always encouraged to wash their hands before eating their snacks. The childminder does not use every opportunity to teach children about the importance of washing their hands. Children take part in regular exercise when they visit toddler groups and parks to use a variety of play equipment. Photographs record the many enjoyable outings in the fresh air, for example, trips to the farm.

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provision

The inspection was brought forward due to concerns raised to Ofsted regarding an allegation that the childminder had smacked a minded child and left children unattended and therefore not suitably supervised. Ofsted carried out an unannounced visit and found no evidence to substantiate the allegations made. However, Ofsted found that the childminder was not keeping the required records of a child being cared for. Ofsted issued a notice to improve asking the provider to ensure she keeps a record of all the children she minds and keeps the information for a reasonable period of time and to ensure these records are made available for inspection. The provider responded back appropriately.

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provision

The inspection found that the childminder has a very secure knowledge of the Early Years Foundation Stage framework and shares this information with parents. This means that parents understand the reasons for some in-depth information about their child, in order to plan and meet individual needs effectively. The childminder has recently attended training in child protection and she demonstrates a secure and clear understanding of her role and responsibility in safeguarding children in her care. She provides written policies and procedures, which she shares with parents. The childminder gives high priority to children's safety. She carries out regular risk assessments of her home and outings and these help her promote children's safety.

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provision

The childminder has a good understanding of how children learn. She has a secure knowledge of the learning and development requirements of the Statutory Framework for the Early Years Foundation Stage and monitors children effectively against this. This means that each child is given good support to meet their full potential. The childminder has a very clear system for observing and assessing children's progress, covering all areas of learning and records this accurately. Consequently, the childminder has a good overview of what children can learn.

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provision

The childminder has a very good partnership with the parents. She liaises with them at the start of the placement, gathering information to find out what children like and enjoy so that she can build on this and capitalise on their interests. She welcomes parents continuing input through verbal exchange and written comments in children's daily diary sheets. Parents speak highly of the service provided. Comments, such as 'I have been impressed with her ability to maintain a happy and loving environment, she is dedicated in her work and always supports change'. There are no children attending other settings, but the childminder is aware of the need to share information so it can be used to promote children's achievements and wellbeing.

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provision

The childminder has frequent contact with other experienced childminders in her local area. She makes good use of these contacts to assess her own practice and improve her standards. The childminder uses self evaluation and parental questionnaires to reflect on her practice, and she uses information gained from this to make any improvements she identifies. The childminder demonstrates a positive approach to getting things right and has taken steps to address recommendations from previous inspections successfully. For example, she now has a confirmed booking to attend special educational needs training organised by her local authority and has recently started a National Vocational Qualification training course in order to achieve her level 3 in childcare.

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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 EY266170 Local authority Merton Inspection number 937263 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 4 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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