Childminder in Kingston upon Thames

Inspection date

Previous inspection date 17/06/2014 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 shares affectionate, caring interaction with children. She provides a welcoming environment, which helps children feel secure and enjoy their time with her.  The childminder plans a range of activities that children enjoy, and that support their learning and development appropriately.  The childminder builds good relationships with parents. Good information sharing reassures parents that their children are happy in the childminder's care.

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It is not yet good because

 The childminder does not review risk assessments effectively to reassess potential hazards and monitor her supervision of children as changes occur.  The childminder does not make good use of books and stories to extend children's communication skills and provide opportunities for imaginative discussions, linked to children's interest and play.  Partnerships with other settings children attend are not developed to provide continuity in children's 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 spent the inspection time with the childminder observing her and the children she was caring for. This took place in the childminder's home.  The inspector discussed safeguarding with the childminder and viewed her policy.

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Inspection activities

 The inspector held ongoing discussion and joint observations with the childminder throughout the visit.  Parents' views were gathered through letters they had left with the childminder.

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Inspection activities

 The inspector viewed some records, documentation and children's information and development records.

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Information about the setting

The childminder registered in 2014 on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children, one of whom is within the early years age range and one who is school age in Surbiton, Surrey. The home is near local shops, schools and public transport links. The ground floor of the childminder's home is available for childminding and there is an enclosed garden for outdoor play. The childminder is currently caring for two children in the early years age range, and two school age children.

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must:

 improve the use of ongoing risk assessments to ensure all potential hazards are predicted and minimised and children are within sight at all times

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

 extend the use of books and stories in activities and involve children in this process to stimulate language and communication development, and encourage children's imagination

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

 develop links and information sharing with other settings children attend to provide continuity in children's learning experiences and help them progress.

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who attend

The childminder provides a welcoming home environment. She shares affectionate and caring interaction with children and provides a range of activities children enjoy. The emotional reassurance and suitable quality of teaching she provides, helps children make appropriate progress in their learning and development, given their starting points. Children's experience with the childminder and the daily routine she follows, help them develop skills they will use in the next stage of their learning. For example, children listen, follow simple instructions and help with routines, such as putting toys away and preparing for snack and lunchtime. This helps to prepare them for routines and expectations when they move to nursery or school. The childminder identifies children's individual stages of development and plans activities she hopes they enjoy and that will help them progress in their learning. The childminder regularly attends local toddler groups with the children,

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who attend

providing opportunities for them to play in a different environment and socialise in a larger group. Links with other early years settings children attend, such as nursery, are not effective to provide continuity and extend children's learning during their time with the childminder.

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who attend

Children are happy, active and enjoy being outside in the childminder's garden. Older children are interested in a planned activity the childminder suggests, using twigs and pinecones they collected on their walk to nursery. She sets these out on a tray positioned on a low surface in the garden. Children watch and listen to the childminder, who refers to this as 'the wild west' and 'the forest'. She introduces play dough and demonstrates how children could use this as a base to secure twigs and pinecones. The childminder positions a box of toy animals nearby for children to select. Children enjoy this activity. Playing alone, they examine the pinecones, comparing the feel and shape which they describe as 'a bit like a bolt'. This encourages children to use their imagination, explore the feel of natural materials and learn about the world around them. Children show a developing confidence in recalling that they collected the twigs and cones themselves. Using their

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who attend

small physical skills children select different size animals, and manipulate these into various positions in between twigs and cones. Children use their developing communication skills, chatting as they play, describing animals as 'scary ones', and 'a bit creepy', and identify how some animals move. Children concentrate and persist with this activity. However, the childminder does not extend children's learning well, for example by providing books or telling stories linked to the activity, so they develop stronger communication skills by engaging in imaginative discussions, linked to their interest and play.

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who attend

Younger children show confidence in using the steps to the slide and 'whooshing' down, calling out excitedly. The childminder stands nearby providing reassurance and help if needed. Children use their physical skills to bounce and jump on the trampoline, which encourages their coordination and physical development. Children laugh as they watch some coloured balls the childminder has placed inside the trampoline net, move as they jump. This helps children learn that they can control the movement of the balls by how fast or slow they jump.

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

Children demonstrate they feel secure with the childminder and enjoy being in her care. They share laughter, look to her for help and understand expectations for good behaviour. Children behave well, they listen and respond to requests to 'help' or carry something. Children use utensils and equipment with care, and show developing confidence in their play and movement. For example, holding onto the banister and walking carefully when using the steps down to the lower level of the garden. The childminder does not use risk assessment effectively to identify and address all potential hazards in the home and garden to ensure children are safe at all times.

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

Children show awareness of their own health and hygiene. For example, they know the routine of washing hands and sitting down at the table for snack and lunch times and talk about their hands 'being clean'. Older children help with this process, cutting up soft fruit, such as banana and melon, with a safe knife and cutting up their cucumber at lunchtime. The childminder talks about how helpful they are and praises their achievements. This encourages children's independence, builds their confidence and helps prepare them emotionally for changes such as the eventual move to school.

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

Children have daily opportunities for outdoor play and physical activity. They enjoy being outside playing in the garden. They climb, jump and run, and use their own scooter and safety helmet for the daily walk to nursery. This encourages children's enjoyment of being outside, their physical development and good health.

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provision

The childminder is newly registered and in the early stages of developing her knowledge through experience. She understands her responsibilities relating to child protection. She is aware of the procedures to follow if concerns regarding children's welfare arise or if an allegation is made against to her. The childminder does not always supervise children well enough so they are within her immediate sight at all times, or use risk assessment effectively to ensure she protects all children against potential hazards. This means that on occasion, for a short time, while the childminder pops indoors, children move out of her sight while playing on a lower level of the garden. The childminder assesses blind cords in her home are safe and has tied them out of young children's reach, but has not reassessed this according to the full range of children she is currently caring for. This puts children's safety at risk. The childminder maintains the required records and

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provision

documentation relating to the Early Years Foundation Stage. However, she does not have the required information in place for the school age children she is caring for, and is not aware of the need to maintain these records. This is a requirement of both parts of the Childcare Register.

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provision

The childminder uses self-evaluation to reflect on what is working well and where she can make some improvements to practice. For example, to increase activities where children work together, make more effective use of the playhouse in the garden for imaginative play, and build raised beds in the garden for planting and growing. The childminder seeks support from other childminders, and intends to attend training courses that interest her, to develop her skills.

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provision

The childminder observes, assesses and monitors children development appropriately. She obtains information from parents and some information from the previous child carers the children attended, to assess children's starting points. The childminder records meaningful observations illustrating these with photographs. She is developing her skills in using these to focus future activities and identify children's next developmental stage to help them progress. The childminder shares children's developmental records with parents and has received positive feedback on these. These records will contribute to ongoing assessment, including the required progress check for two-year-old children. The childminder builds good relationships with parents. They praise her care of their children and refer to how competent and calm she is. She shares information with them effectively through daily discussion, a daily diary and sharing their children's development

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provision

records and photographs. Partnerships with other early years settings children attend are not fully effective to promote continuity in children's care and learning.

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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:

 undertake a risk assessment of the premises and equipment: at least once in each calendar year, and immediately, where the need for an assessment arises. Ensure that all necessary measures are taken to minimise any identified risks. (Compulsory part of the Childcare register)  keep records of the following for a period of two years: the name, home address and date of birth of each child; the same for a parent/guardian/carer of each child; a daily record of the names of the children looked after and their hours of attendance; accidents which occur on the premises where childcare is provided; any medicine administered to any child, together with a record of consent  undertake a risk assessment of the premises and equipment: at least once in each calendar year, and immediately, where the need for an assessment arises. Ensure that all necessary measures are taken to minimise any identified risks. (Voluntary

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

part of the Childcare register)  keep records of the following for a period of two years: the name, home address and date of birth of each child; the same for a parent/guardian/carer of each child; a daily record of the names of the children looked after and their hours of attendance; accidents which occur on the premises where childcare is provided; any medicine administered to any child, together with a record of consent

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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 EY472054 Local authority Kingston upon Thames Inspection number 950001 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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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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