Childminder in Croydon

Inspection date

Previous inspection date 04/06/2014 20/10/2010

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early years provision

This inspection: 2 Previous inspection: 3 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 childminding provision is a warm and welcoming environment for children. Resources are of good quality and the childminder understands how to assess and minimise risk effectively.  Children are happy and settled as they have developed a secure relationship with the childminder. They are confident in making their needs known and are supported to develop their social skills and enjoy their time with the childminder.  Children benefit because the childminder works well with their parents in keeping them fully informed about their child's day.

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It is not yet outstanding because

 The childminder does not always provide the opportunity for children to look at and talk about books that directly reflect their life experiences.  The childminder occasionally misses opportunities during activities to further promote and build on children's communication, understanding and language skills.

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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 majority of inspection time was spent with the childminder, observing him and the children he was caring for. This took place in the co-childminder's home in the lounge/conservatory room/garden.

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Inspection activities

 The inspector examined documents and the records of children's learning and development.

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Inspection activities

 Ongoing discussion with the childminder took place throughout the visit. Safeguarding was discussed with the childminder and his policy sampled.  The inspector provided feedback and gave the inspection judgements.

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Information about the setting

The childminder registered in 2008 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. He works with his brother as an assistant and his mother who is also a registered childminder in a house in South Norwood, in the London borough of Croydon. The whole of the ground floor and the rear garden are used for childminding. He visits the shops and parks on a regular basis and collects children from the local schools. There are currently nine children on roll, four of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7am to 6.30pm, Monday to Friday, except bank holidays. He is a member of the Professional Association for Childcare and Early Years and the Croydon Child- minding Network.

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

 enhance children's literacy by introducing and making family books using photos of family members, events and significant people

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

 enhance children's communication and language skills, by taking opportunities to talk in depth to them about what they are doing, ask open-ended questions and introduce specific words linked to the context of their play.

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who attend

The childminder has a secure knowledge and understanding of how to successfully promote children's learning and development. He uses this to provide age-appropriate range ofstimulating activities for the children in his care. Children have a good balance of child-initiated and adult-led play. They are often encouraged to be independent as they choose what they would like to play with, and at other times the childminder has planned activities that link directly to their next stage in learning. The childminder gets down on floor level to play with young children and he interacts with them well. Children's creative development is very much encouraged and they delight in activities such as drawing and painting. Children have opportunities to develop their mark making skills, developing the skills and muscles needed for writing.

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who attend

Children begin to understand that print carries meaning and the more able children handle books with care and enjoy having stories read to them. Although books are readily available for children to enjoy, they do not always have the opportunity to look at and talk about books that directly reflect their life experiences. For example, books containing photographs of themselves, their family and other significant people and objects in their lives. Children demonstrate that they are developing good skills to aid their readiness for their next steps in their learning, such as starting nursery or school. For example, the childminder promotes counting skills during play and children learn early number skills through action songs. Children have many opportunities to explore and investigate. They play with small world resources using their imagination as they make games up, taking an active role in their play. Young children explore their surroundings as they stop to

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who attend

investigate the various resources. The childminder talks to them about what they are doing. However, there are occasions when he does not always maximise the opportunities available to extend children's language fully.

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who attend

The childminder has a good knowledge of the different areas of learning and the activities and experiences planned for children are rich and varied and meet their individual needs. Using information gained from observing the children and making regular assessments of their progress, the childminder plans activities to interest and challenge children. He talks to parents and uses this information effectively to record children's starting points. The childminder demonstrates a good awareness of how to monitor children's progress through regular observation. He completes regular assessments and shares these with the parents. These assessments identify children's next steps and the childminder uses them effectively to inform planning. The childminder understands the importance of working in partnership with parents to support children's learning. He speaks to parents on a daily basis and share information about what the children have been doing during the day.

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who attend

These systems fully support a consistent approach to children's learning and development.

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

Children are happy, settled and form strong bonds and warm relationships with the childminder and his family. Settling-in routines are adapted for each child so that they separate well from their parents and begin to develop a sense of belonging. The childminder uses this gradual introduction to his home to gather important information about the children's home routines and their personal care. As a result, the childminder fully promotes children's emotional development. The environment is warm and welcoming. The childminder provides a wide range of resources of good quality. These are easily accessible to children and children are able to move toys around freely and play where they wish. This supports children's independence and encourages them to be active learners. There are attractive displays of the children's work, which supports children's sense of belonging.

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

The childminder acknowledges children's achievements with lots of praise and encouragement as they share toys and take turns waiting for each other. Consequently, children have good self-esteem. Children behave well due to the firm and supportive boundaries of behaviour the childminder teaches them. He is a good role model and provides consistent routines, this supports children's understanding of what is acceptable behaviour, such as being kind and respectful towards others. Children develop an understanding of risk as they move around the premises. The childminder's comprehensive risk assessments show that he gives children's safety a high priority as all appropriate safety equipment is in place.

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

The childminder promotes children's health and safety well, as he provides children with a balanced nutritious meal and they have lots of opportunities to become physically active. They get plenty of fresh air as the childminder ensures they use the outside play area every day. The children know that they can go outside whenever they like. In addition, the childminder regularly takes children on outings to explore the local environment. They visit the park and toddler groups. This contributes to children's physical health and well-being and provides opportunities for children to socialise with others.

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provision

The childminder has a clear understanding of the requirements for the Early Years Foundation Stage, to ensure that children are safe and secure. He has a clear understanding of the procedure to follow if he has any safeguarding concerns and has a detailed policy, which underpins his procedures, including who to contact if he has a safeguarding concern. All adults within the home have undergone suitable checks. Clear risk assessments and ongoing monitoring of his home and garden supports her to provide a safe and stimulating environment for children to play and learn in. The childminder is vigilant in checking the safety of the play environment and reminding children of any potential hazards.

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provision

The childminder has a good understanding of the learning and development requirements of the Early Years Foundation Stage. The childminder tailors the educational program to each individual need, with clear and concise observations looking at the next step in children's development. He has a good awareness of planning experiences through a mix of adult-led and child-initiated play, and has developed effective assessment methods to monitor children's progress. This enables the childminder to plan for closing any gaps in children's learning. He is fully aware of the purpose of the progress check for children at age two years, which helps to ensure consistency of care and to identify any intervention needed.

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provision

Parents speak highly of the childminder. They comment positively about how their children enjoy attending and are well cared for. The childminder regularly shares information about the children's care and learning. He informs parents about his provision through his policies and procedures. As a result, parents are involved in their children's learning and have a clear understanding of the childminder's role and responsibilities to safeguard their child. The childminder has not yet had the need to liaise with other professionals but has clear understanding of his responsibility when the need arises. The childminder is aware of working in partnership with other professionals. He has regular contact with the local school, where he is clear about having good lines of communication to support the continuity of care and education for children. The childminder engages in effective self-evaluation to identify his strengths and areas for

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provision

development. He values feedback gained from conversation with parents and children's preferences. This demonstrates a good attitude towards maintaining continuous 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 EY386126 Local authority Croydon Inspection number 815863 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 11

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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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