Childminder in Croydon

Inspection date

Previous inspection date 04/06/2014 06/01/2011

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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 has a good knowledge and understanding of safeguarding policies and practice, to ensure children are effectively safeguarded.  The childminder provides children with a varied range of resources and activities to promote their learning. She plans activities to meet children's interests, using effective teaching methods to close any gaps in children's learning.  Children make good progress because the childminder understands individual children well and uses sensitive teaching techniques to support children's engagement and enjoyment in their learning.  The childminder is competently evaluating her provision and clearly focusing on how she can make improvements to benefit children's learning and develop the quality of her provision.

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It is not yet outstanding because

 The childminder has yet to develop an outside environment rich in print, where children can understand and learn about words.

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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 children's play and interaction with the childminder and her assistant in the lounge, conservatory room and 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 her policy sampled.  Parent's feedback was sampled through letters of recommendation.  The inspector provided feedback and gave the inspection judgements.

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Information about the setting

The childminder registered in 2007 on the Early Years Register and compulsory and voluntary parts of the Childcare Register. She works with her son who is also a registered childminder and her other son who works as their assistant. They live 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. The childminder visits parks on a regular basis and collects children from local schools. There are currently nine children on roll, four children 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. She is a member of the Professional Association for Childcare and Early Years and the Croydon Childminding Network.

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

 strengthen the educational programme for literacy by creating an outdoor environment, which is rich in print where children can learn about words.

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who attend

The childminder creates a 'home from home' setting where children are cared for in a welcoming environment. She provides a broad range of exciting and stimulating learning and play experiences, which inspire children to explore, investigate and have fun. Toys are stored in containers that children can easily see and reach into. This means they can make their own choices as to where and what they would like to play with, which helps them become independent learners. The childminder offers a positive environment in which children can learn and play. This helps them to feel valued, safe and happy and empowers children to make decisions and discuss ideas. This results in children being enthusiastic learners and concentrating for long periods of time at their chosen activities.

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who attend

Children's communication skills are encouraged and the childminder speaks to children constantly about what they are doing. The childminder acknowledges children's early attempts in speaking. She supports them well by giving lots of eye contact, repeating words back to them and providing a running commentary as they play. She spontaneously links play ideas with many areas of learning and especially to encourage children's early learning through continual communication. This helps children's emerging language skills and so that they become confident in using language. Children begin to understand that print carries meaning and the more able children, handle books with care and enjoy having stories read to them. However, there are few resources in the outside area that would support and further their understanding of letters and words. The childminder promotes children's physical development as children freely move from indoors to the

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who attend

garden. They excitedly wait patiently to take turns on the slide and role play in the play house. Children learn about life cycles as they plant and grow a range of vegetables. This also gives them the opportunity to learn about healthy eating as they taste their grown produce. Children learn to socialise and build relationships with other children of different ages by attending groups and when older children are collected from school and nursery.

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who attend

The childminder has a secure understanding of how to promote children's learning through play and she very effectively engages with children and holds their interest well. She recognises her role in teaching children as she supports their learning by modelling; explaining what is happening, making suggestions and praising children's efforts. Therefore, the childminder supports the children well to develop the skills required for the next stage in their learning. The childminder's observations of children are well documented. For example, children's learning journals are of good quality; she is able to focus on each child's progress and she talks knowledgeably about their achievements. The childminder is able to link what she observes to different areas of learning to ensure children progress well in all aspects. Parents are encouraged to be engaged in their children's learning because the childminder tells them about their children's progress and

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who attend

the daily activities they have participated in. The childminder is aware of the need to carry out a progress check for two-year-old children as required.

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

The childminder provides a home environment where children feel safe and secure. She has strong and positive attachments with children and fosters this well because she has good arrangements in place for settling children. She spends time talking to parents and is sensitive to the needs of each individual child. Information is shared between parents and the childminder to ensure effective transition for the children. Children use a good range of age-appropriate toys and resources indoors and outdoors. They are encouraged to be increasingly independent because the childminder gives them many opportunities to make choices about their play and the toys they use.

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

Children have fun and relate to the childminder with continual interest, they readily follow play ideas and instructions. The childminder is a good role model and she clearly explains what will happen next to prepare children. She plans activities and uses daily events to promote and extend children's personal, social and emotional skills. This includes joining local groups to provide the opportunity to play with a larger group of children of differing ages. This supports younger children to develop skills of sharing and playing alongside others. The childminder encourages polite behaviour and praises children frequently for managing or responding well. This develops children's self-esteem and raises their confidence.

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

Children learn about a healthy lifestyle through everyday routines. Before snack time, the childminder supports younger children to wash their hands, with reminders about this at intervals through the day. Children are offered food that is healthy and nutritious and meets their individual dietary requirements. They help themselves to a drink as they become thirsty, his helps to ensure that they stay suitably hydrated. Children also learn about plants by growing vegetables with the childminder in the garden. All this helps them to develop a healthy attitude to food.

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

The childminder organises her routine to meet children's individual needs and works closely with parents to ensure routines are followed and consistent with home. This contributes further to the continuity of care between the children's parents and the childminder. As a result, children are able to sleep according to their needs. Children are happy, confident and inquisitive and are learning skills which help prepare them for their future move to other settings and eventually to school.

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provision

The childminder has a clear understanding of her duty to safeguard children. She has a clear policy and procedure for safeguarding and she shares this information with parents to ensure that they know about her duty to respond to any concerns. She is confident in her ability to recognise any signs and symptoms of concern and she is fully aware of how to refer these. She supervises children continually to competently manage their safety and increase their understanding of being safe. The childminder is also fully aware of her duty to inform Ofsted of any significant events or changes to protect children and maintain her registration. All adults within the home have undergone suitability checks. Effective risk assessments are in place to ensure the safety of children around the home and on outings. The childminder is vigilant in checking the safety of the play environment and reminding children of any potential hazards. This helps children begin to learn about risks

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provision

and keeping themselves safe. In addition, she maintains a valid First Aid Certificate and the required records, such as those relating to accidents well.

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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 plans a good balance between adult-led and child-initiated activities. She evaluates what she is doing and plans the next steps so that children receive the support they need. This approach is seen clearly underpinning all her records of children's development. She plans and provides a range of exciting experiences for children that are suitable for their individual needs. As a result, she is able to identify any gaps in children's achievements and plan well to close these gaps. The childminder has a positive and strong commitment towards monitoring and evaluating her service. She works closely with her co-childminder and her assistant. They meet regularly and share ideas, reflecting on their practice.

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provision

Good partnerships established with parents help to ensure children feel safe and secure and that the childminder is able to meet their individual needs. Comments from parents are very positive about the care their children receive. One parent comments about the childminder, 'she finds the perfect balance between free play and structured activities'. Parents receive daily communication about routines and events, and are encouraged to share information about events in children's home lives. The childminder has not yet had the need to liaise with other professionals, but has a clear understanding of the importance of working in partnership with external agencies, such as health professionals. This is so that appropriate measures are taken to meet any identified needs children may have.

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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 EY365350 Local authority Croydon Inspection number 973174 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 8 Number of children on roll 9

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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

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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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