Childminder in Kingston upon Thames

Inspection date

Previous inspection date 27/02/2014 22/01/2010

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early years provision

This inspection: 4 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 4 The effectiveness of the leadership and management of the early years provision 4

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This provision is inadequate

 The childminder compromises children's safety and welfare by not using safeguarding procedures effectively in practice. This is a breach of the Statutory Framework for the Early Years Foundation Stage requirements.  The childminder does not ensure that children are adequately supervised at all times to maintain their safety. She also fails to identify the risks or hazards which may arise for children and take steps to manage those risks and hazards; this compromises children's safety on outings.  The childminder does not always work proactively with children's teachers to help ensure the needs of all children are met.  The childminder does not successfully support all children's personal social and emotional needs to help them feel secure in her provision and be well prepared for the next step in their learning  The childminder does not provide a wide range of accessible creative resources to promote children's independent art and design development.

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It has the following strengths

 Children make good progress in their speech and language development because the childminder responds to what they say and talks with them during their play. The childminder helps them to extend their vocabulary and encourages them to engage with others.  The childminder promotes children's independence by responding to the choices they make and provides support as she encourages them to take part in a range of activities.

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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 observed indoor activities in the childminder's home.

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Inspection activities

 The inspector talked with the childminder and children at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at documentation, including children's developmental records and self-evaluation.

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Information about the setting

The childminder registered in 2006. She lives with her partner and three children in Worcester Park, Surrey. The childminder's home is close to shops, parks, schools and public transport links. The whole of the ground floor, one of the bedrooms upstairs and the garden are used for childminding purposes. There are four children on roll in the early years age range. The childminder also offers care to older children aged up to 11 years. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register.The childminder's provision operates from Monday to Friday, for most of the year. The childminder holds a National Vocational Qualification at level 3 in childcare.

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must:

 ensure procedures are used effectively in practice to safeguard children's welfare

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must:

 ensure children are kept safe on outings; make sure that all potential risks or hazards are identified and take appropriate steps to remove, minimise and manage those risks and hazards

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must:

 ensure children are adequately supervised at all times to maintain their safety

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must:

 ensure that there is good liaison with other professionals working with the children, so that relevant information is obtained and shared to help ensure the needs of all children are met

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must:

 improve the focus on supporting children's personal social and emotional needs to help them feel secure in the provision and be well prepared for the next steps in their learning

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

 provide a wider range of accessible creative resources to promote children's independent art and design development.

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who attend

The childminder is not always successful in tailoring her approach to meet some children's individual needs. As a result, they do not continue to attend the provision and the weaknesses in safeguarding procedures compromise children's safety and fail to meet their individual needs. However, the childminder has a good knowledge of most children's individual abilities and uses observation and assessment to move them on in their learning. Consequently, most children make good developmental progress. The childminder plans outings that provide children with a good variety of experiences. She promotes children's independence during their play by responding to the choices they make and provides support as she encourages them to develop and focus their attention. The childminder complements what children learn in school by providing related activities. For example, children make lanterns and cards for Chinese New Year and Valentines day

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who attend

and extend their writing skills as they copy simple words, such as 'mum'. The childminder involves parents in children's learning by establishing good opportunities to share information about children's achievements in the provision and at home. As a result of this shared information, parents take children to local facilities that children have enjoyed visiting with the childminder, such as soft play facilities.

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who attend

Children develop good communication skills and enjoy talking with the childminder and other children during their play. The childminder knows that some children are above expected levels in their ability to listen, understand and communicate. She extends their learning by responding to what they say and talking aloud about what they do. She asks questions that encourage children to talk and copy a wide range of words to develop their vocabulary. For example, when playing with pegs and sponges they use words, such as 'squeeze' and tell the childminder they want to 'try again' as they place the pegs on a basket. Some children show very good levels of understanding and a sense of humour during activities. This is because the childminder spends time calmly explaining things and responds in a positive way as she joins in their play and laughter.

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who attend

The childminder takes children to soft play facilities and the park on a regular basis. Here they are challenged in their physical development as they use a slide, go up and down steps and jump independently on a bouncy castle. Children develop self-care skills because the childminder encourages them to attempt things for themselves. For example to feed themselves and take off their shoes and coats. Children show interest in books and sometimes choose to look at them independently. They frequently choose to make marks that develop their pre-writing skills and particularly enjoy using a roller and large floor mat for this purpose. Some children are exceeding expected levels of development in their ability to count and recognise numerals. The childminder responds to their enthusiasm and interest by encouraging them to spot numbers in the environment while walking home from school. Children learn about the local community during weekly outings to the library

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who attend

for story and rhyme time activities. The childminder takes children on regular visits to a local zoo where they learn about the features of living things, as they watch lions and penguins being fed. Children develop their senses as they play with a range of media such as water, sand, paint and explore shaving foam during daily outings to a toddler group. The childminder provides children with opportunities to play with modeling dough and take part in cooking activities. However, these are generally adult-led activities and do not promote children's independent expressive art and design skills.

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

The childminder is not always successful in meeting some children's emotional needs, which means they are unhappy and unsettled within the provision. However, she forms close relationships with most children and gives them support and reassurance during their play. The childminder takes children on regular outings to toddler groups, which generally helps them develop friendships and know how to behave as part of a large group. Consequently, most children develop the skills they need for their future and starting school. Older children show affection towards younger children and often give them a kiss and a cuddle when they see them. The childminder gives children clear, simple explanations that promote children's understanding of expected behaviour. She praises children when they take it in turns to share toys, such as a dolls buggy and quickly intervenes and encourages them to use other resources, which diffuses any frustrations.

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

Consequently, children are very polite and generally play together co-operatively. Children show confidence as they initiate activities, such as hide and seek and ball games. They quickly focus on activities and concentrate for a short time when the childminder makes suggestions and introduces resources.

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

Children's good health is well promoted through opportunities for them to be active during outings to the park, soft play facilities and a toddler group which has outdoor space. They eat well and are provided with healthy and nutritious homemade meals. The childminder refills children's drinking bottles when they are empty. She provides healthy snacks that take account of children's individual dietary needs. Children are provided with a good range of indoor and outdoor play equipment. They show enthusiasm as they use the accessible resources in the childminder's home and confidently initiate activities. For example, they squeal and laugh with excitement as they find a tennis ball and include others in games of 'throw and catch'. Children show independence as they take toys out of boxes and low level storage units. The childminder helps children to learn about their own safety when they are in her home. For example, she carries out evacuation procedures so

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

they begin to understand what to do in the event of a fire. However, when children are collected from school, the childminder does not supervise all children well enough, which compromises their sense of personal safety.

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

Children learn about other cultures. For example, they try cake from France and eat noodles and listen to stories at the library about Chinese New Year. They are beginning to develop an awareness of diversity, through using resources during their play that reflect positive images of differences. For example, dolls and books. Most children move smoothly between the childminder's provision and school, because of consistency of their care.

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provision

The inspection took place following concerns being raised to Ofsted about the childminder's care of children. These related to children not wanting to attend the setting, failures in the childminder's communication with parents and dealing with concerns and also poor partnership working with others involved in the children's care, management of children's behaviour, provision of water, an unwelcoming atmosphere with children expected to be overly compliant with no toys to play with and poor supervision. The childminder knows what action to take if she is worried about a child's welfare. She understands local safeguarding children board procedures. However, she has a poor understanding of safeguarding and welfare requirements, resulting in breaches that have a significant impact on the safety and well-being of children. She does not always supervise all children well enough on outings, for example, when collecting others from

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provision

school. As a result, children's welfare and safety is compromised. Following two incidents where children were returned to her care by parents of other children visiting the school the childminder confirms that she is now much more vigilant in her supervision of children. She says she ensures they are always within her sight or hearing and she now uses safety resources, such as, reins, to help keep the youngest children safe on outings. The childminder's premises are safe and secure. She supervises children well in her own home, completes risk assessments and takes action to reduce or remove hazards in the premises. For example, she uses a safety gate in the hallway to prevent children having access to the kitchen and front door and does not allow children to use the large decked area if it is slippery. The childminder has recently completed a National Vocational level 3 childcare qualification; this has helped to extend her understanding of child development and ability

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provision

to recognise children's achievements. The childminder has also recently completed training workshops on 'providing activities for bright children', and 'tracking children's progress'. These courses have helped her to realise how important it is for children to develop their senses and as a result, she has widened the range of resources for children to explore in a treasure basket.

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provision

The childminder gives children ideas and guidance during activities that successfully encourages them to 'have a go' and be challenged in their learning. She monitors their progress and has a good knowledge of the learning and development requirements. However, the childminder is not always successful in supporting and promoting some aspects children's development by adapting activities and her approach. The childminder uses the Ofsted self-evaluation tool to help her reflect on the quality of most aspects of the provision. Since the last inspection, the childminder has improved the way she observes and assesses children's progress by linking their achievements to areas of learning and photographs of their play. She has also improved her knowledge of the purpose of activities and how her own involvement can extend children's learning and development. Feedback from most parents has been positive about the good progress

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provision

children make. Recommendations made at the last inspection have been met. The childminder now keeps records of evacuation practises.

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provision

The childminder generally establishes communication with teachers in schools that children attend to compliment their learning. For example, she contributes to a shared learning journey that includes photographs and written observations of children's activities and developmental achievements. Consequently, most children's individual needs are well met and they receive continuity in their care and learning. However, the childminder does not always respond to teacher's attempts to discuss information children share with them. Consequently, links with professionals involved in supporting children's care and education are not strong enough to ensure that their individual needs are fully identified and met. The childminder asks parents for feedback to see if they are happy with the provision and she invites them into her home at the end of each day to discuss children's individual needs. She also sends them texts and e-mails which keep them well informed about

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provision

children's progress. However, two parents have recently withdrawn their children from the provision due to concerns about the quality of care and children's safety.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are

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actions)

The requirements for the voluntary part of the Childcare Register are

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To meet the requirements of the Childcare Register the provider must:

 ensure that children receiving childcare are kept safe from harm (compulsory part of the Childcare Register)  ensure that all necessary measures are taken to minimise any risks to children's safety (compulsory part of the Childcare Register).  ensure that children receiving childcare are kept safe from harm (voluntary part of the Childcare Register)  ensure that all necessary measures are taken to minimise any risks to children's safety (voluntary part of the Childcare Register).

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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 EY318770 Local authority Kingston upon Thames Inspection number 941617 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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