Childminder in Sutton

Inspection date

Previous inspection date 23/06/2014 Not Applicable

p.1

early years provision

This inspection: 2 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 2 The effectiveness of the leadership and management of the early years provision 2

p.1

This provision is good

 Children benefit from warm and affectionate care because the childminder takes time to settle children well and build their confidence.  The childminder talks with children all the time, which encourages them to learn new words and gain good communication skills.  Children are very independent in the childminder's home and choose freely from a wide range of resources and activities.  Children learn good behaviour skills because the childminder is firm and clear with her guidance and encourages cooperative play from an early age.

p.1

It is not yet outstanding because

 The outdoor learning environment does not provide interesting and challenging activities to promote children's development in all areas of learning.

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

 The inspector observed children at play indoors and outside.  The inspector examined a range of documentation.

p.2

Inspection activities

 The inspector and childminder made a joint observation of the morning's activities and evaluated them.

p.2

Information about the setting

The childminder registered in 2014. She lives with her three older children in Carshalton, Surrey. All areas of the home are available for childminding purposes and there is a rear garden for outside play. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. The childminder holds a level 3 qualification in childcare. The childminder is available Monday to Friday, all year round, except public holidays. She has three early years age children on roll. The childminder walks or drives to local schools, pre-schools and nearby facilities, such as play areas, parks and 'stay and play' groups. The childminder has a dog.

p.3

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

 improve the outdoor learning environment to provide more interest and challenge for children across all areas of learning.

p.3

who attend

The childminder has a good understanding of how to meet the learning and development requirements. She provides a wide range of activities that engage and interest children so that they are always involved in purposeful play. This means that children make good progress in their learning and development. The childminder is skilled at offering activities indoors that allow children to learn across all areas of the curriculum. However, she does not make best use of her garden to provide children with the same opportunities when outdoors, so they have a wide variety of learning experiences that continue to challenge and interest them.

p.3

who attend

The childminder has good teaching skills. She plays at the same level as children so that she can make good eye contact and communicate more effectively. The childminder talks with children as they play, naming objects, colours and shapes, or counting with children. This helps children to learn new words and consolidate their previous learning. With younger children, the childminder joins in with babbling or vocal games, making animal noises and being very expressive. With older children, the childminder makes sure that she understands what children have to say, which builds their confidence in talking and expressing themselves. The childminder facilitates children to follow their interests and provides a wide range of activities for them to choose. Younger children are free to move between activities, which helps to build their skills as they can return to bricks, for example, and have more attempts to build with them. The childminder builds on

p.3

who attend

children's interests very well. After a session of bug hunting where children have seen how different creatures can look, the childminder organises a craft activity where children can make the creatures they have seen. This allows them to remember what they have learned about numbers of legs and colours as they build their own spiders. The childminder is skilled at supporting children in learning across all areas of learning in one activity. In this way, children playing with dough can explore textures, build their small muscles by rolling and squeezing dough and count the things they make. The childminder makes sure she starts counting and talks about turn taking when children are very young, so that they learn well-established ways to play from the outset. Children enjoy looking at books and have a variety of opportunities to practise early writing with magnet boards, paint and chalks. This builds their interest in reading and

p.3

who attend

The childminder works with parents to establish children's starting points before they begin to attend. She makes regular observations of children's achievements in play and notes their next steps in learning. This helps her to plan activities that are very effective at building on children's existing skills. The childminder compares children's achievements to expected levels of development using published guidance and shares this information with parents. The childminder is clear about the progress check for two-year-old children. She is looking at extending ways to make summary reviews on all children's progress. Children's records show that they are making good progress given their starting points and capabilities.

p.4

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

The childminder is a very effective key person for minded children. She knows their individual routines really well and recognises their individual signs for being sleepy or hungry. This helps her to meet their needs very well and children are contented as a result. The childminder builds warm and affectionate relationships with children and they are well settled and confident as a result. Young children look to her for reassurance and are confident to explore and play. The childminder creates a strong learning environment. Good quality resources are at child height so that they can independently decide what to play with and reach what they want. Children can freely move through to the garden for outdoor play. The childminder takes children on outings to local groups and places of interest, which gives children an interesting routine.

p.4

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

Children have good opportunities to learn about healthy lifestyles. The childminder provides fruit and other healthy food at snack times, and children have a drink to hand, as they play. The childminder supports young children to be independent in feeding themselves where possible and sits with them to make meal times a pleasant and sociable experience. Children learn good hygiene habits because the childminder has well-established routines, which minimise the risk of cross-infection. The childminder gives good support for children's physical development. She supports younger children to crawl and walk by encouraging them to reach out for toys and equipment, and builds their strength with dancing and other movement games as they progress. Children use magnetic pens, paintbrushes and manipulative toys to build their small muscles, which supports early writing. Children learn to manage their safety because the childminder is

p.4

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

clear about safety rules, such as restricting unsupervised access to areas of the home by using safety gates.

p.5

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

Children are well behaved. The childminder has clear house rules to support children to be sociable and take care of toys and furniture. She talks to very young children about taking turns so that they understand the need to share from the beginning. The childminder understands how children's emotions affect their behaviour and helps them to express themselves, taking time to understand what they want. This helps to minimise frustration, and helps children to learn to manage their feelings. The childminder encourages children to explore and try new skills, developing their curiosity. Overall, children acquire good skills for their future learning.

p.5

provision

The childminder has a good understanding of how to meet the safeguarding and welfare requirements of the Early Years Foundation Stage. She has thorough policies and procedures for child protection, which include the details of how to report any concerns she has about the welfare of a child. These policies are available to parents so that they understand her duties and responsibilities. The childminder completes fire drills with children they know what to do in the event of an emergency. She has a pet policy and restricts her dog to one part of the garden while minded children are present. The childminder maintains her contracts and other documentation in a professional manner, which underpins children's well-being.

p.5

provision

The childminder is an experienced child carer. She works with her professional organisation and local childminders to make improvements to her practice, for example, researching different formats for recording observations. In this way, she chooses systems that work for her and the children in her care. The childminder has identified training courses to refresh and develop her knowledge and understanding of childcare issues. She evaluates her practice well by reflecting on how activities are supporting children's development, and this helps her to make adjustments to continuously improve her practice.

p.5

provision

The childminder builds professional relationships with parents. She uses a communication book to share information about the child's day, and parents add to the diary to share information from home. The childminder gives the learning journals and folders to parents on a regular basis so that they can see children's ongoing progress in relation to the Early Years Foundation Stage. The childminder works with the other day care settings that children attend to provide consistent care. For example, she discusses children's abilities with the key person in order to share ideas about how to best promote their development. The childminder understands how to get professional support where children have additional needs, and knows how this can help children through consistent care.

p.5

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

p.6

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

p.7

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.

p.7

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.

p.8

Setting details

Unique reference number EY469042 Local authority Sutton Inspection number 951711 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 3

p.8

Name of provider

Date of previous inspection not applicable

p.8

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.

p.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.

p.8

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.

p.8

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.

p.9

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,

p.9

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’.

p.10

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.10