Childminder in Surrey

Inspection date

Previous inspection date 01/07/2014 Not Applicable

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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

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This provision is good

 The childminder has an excellent understanding of how children learn through play experiences.  The childminder uses pictorial aids to help children understand the routines of the day. This is successfully promoting children's language and communication skills.  The children show that they are happy and very secure in the childminder's care as they readily approach her for reassuring cuddles or to make their needs known.  The childminder has developed strong links with parents and carers.

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It is not yet outstanding because

 Partnerships with other early years settings which children also attend are not all securely in place. As a result, continuity of care is not consistent for all children.  There are fewer opportunities for children to see and use numbers in the outside play area.

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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 activities indoors and outdoors.

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Inspection activities

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

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Inspection activities

 The inspector viewed and discussed with the childminder regulatory documentation regarding children's details, and a sample of policies, risk assessments and safety procedures.

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Inspection activities

 The inspector checked evidence of qualifications and suitability of the childminder and household members aged over 16 years old.

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Information about the setting

The childminder registered in 2014. She lives with her husband and three children in Ash, Surrey, close to shops, parks, schools and public transport links. The whole of the downstairs of the childminder's home is used for childminding. There is a garden available for outside play. The childminder's provision operates from Monday to Friday, for most of the year. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder also offers care to children aged from the end of the early years to 11 years. She collects children from local schools and attends several toddler groups on a regular basis. There are currently seven children on roll, six of which are in the early years age range.

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

 strengthen continuity in children's care and learning by sharing learning priorities with other early years provisions that children attend

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

 further display signs, symbols and numbers where children can easily see them in the outside area, to help them to recognise numerals and use numbers in their play.

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who attend

The childminder has an excellent understanding of how children learn. She successfully provides babies and very young children with a wide range of balanced play and learning opportunities, which meet their individual needs and interests. As a result, the quality of teaching is good. Children have good opportunities to take part in a wide variety of motivating activities. This contributes to them making good progress in their learning and development. The use of a learning record helps the childminder to track children's development and plan successfully for their next steps in their learning. She works closely with parents to ensure that children settle well and gathers information from them regarding children's starting points and capabilities. This enables her to meet their individual needs effectively. The childminder speaks with parents on a daily basis and provides them with a weekly summary of their child's learning and experiences. This helps

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who attend

them to know how their children spend their day and promotes their involvement with their child's learning at home. The childminder has a good understanding of how she will complete progress checks for children who are aged two years.

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who attend

The childminder engages babies and very young children in active learning, encouraging them to notice what is happening and to succeed through trial and error. She enhances their understanding and communication skills as she asks questions or describes what they are doing. The childminder also uses pictorial aids to help children understand the routines of the day. For example, children are shown a picture displaying examples of healthy snacks. She then says 'a' for apple and repeats the word so that children learn how to pronounce the word and sound correctly. This effectively promotes babies and young children's communication and language skills. Children are gaining very early mathematics skills as they have fun playing in the role-play area. For example, she encourages children to talk about numbers as they pretend to be shopkeepers in the flower shop. The childminder develops their learning as she includes colours and numbers when she talks to

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who attend

them during their play. The inside plays area offers children an environment that is rich in letters and numbers. However, there is a lack of numbers displayed in the outside area to enable children to use numbers and quantities for a purpose.

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who attend

Children begin to learn about the local and wider community through regular visits to the shops, park and play areas. Babies and children regularly attend sessions at the local childminding group, where social skills are developing as they meet and engage with larger groups of children. This helps prepare them for eventual moves to nursery or school. They have opportunities to explore using their senses during messy play and when playing with items from the treasure box. For example, children enjoy watching the sunlight flickering on the small disco ball and they smile when they pick up the mirror and see their reflection. The childminder plans a broad range of topics and activities, which follow children's current interest. For example, children discuss how they would like to play with dinosaurs. Consequently, the childminder sets up a wonderful activity for children to use the dinosaurs in the digging area.

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who attend

Children are given equal opportunities to enjoy the activities and experiences on offer. For example, the very young children thoroughly enjoy playing with interactive toys as they smile with delight. The childminder adapts activities to meet the needs and interest of babies and children. When a very young child spots a ball in the garden, he competently crawls to retrieve it, the childminder talks about the different colour balls in the box. She skilfully ensures the child's interest is maintained as she encourages him to use a different ball that has a different texture as she engages him in play.

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

The childminder's home is bright and warm, with a wide range of exciting age-appropriate resources. The inside and outside play areas are very well resourced and offer children a wealth of learning experiences. A warm welcome awaits children and families as they enter the childminder's home. The children show that they are happy and very secure in the childminder's care as they readily approach her for reassuring cuddles or to make their needs known. For example, when a visitor enters the childminder's setting, she offers children gentle reassurance. The childminder is aware of the children's needs and responds positively, offering help or an encouraging smile as she sits at their level to ensure eye contact. Graduated settling-in visits help everyone get to know each other and promote very young children's emotional well-being. The childminder is consistent in her approach to managing children's behaviour. She

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

provides clear guidance for children to learn about what is acceptable behaviour and is consistent in the strategies used. She sits alongside the children as she encourages them to share and take turns, giving gentle guidance and age-appropriate explanations. The childminder uses praise and encouragement as she guides children to achieve and raise their self-esteem and confidence. Young children are developing an understanding of healthy lifestyles as the childminder offers a range of healthy snacks and meals. She helps them begin to understand their own needs as she encourages them to drink throughout the day. Daily outings to the park and walks in the local community ensure children have opportunities to be outdoors daily. It also helps children to learn about other people, enabling them to be well prepared for moving onto other settings. The childminder helps very young children understand about safety as she gives clear explanations and uses

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

appropriate safety equipment to promote their wellbeing.

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provision

The childminder has a good understanding of her safeguarding and welfare responsibilities in regard to the Early Years Foundation Stage. Written policies and procedures are shared with parents so that they know how she runs her childminding business. The childminder has a safeguarding policy in place and has completed safeguarding training. The policy is clear about the procedures to follow should there be any concerns about a child. She is able to talk confidently about her procedures for contacting the Local Authority Designated Officer should there be an allegation against the childminder or her family. The childminder has completed paediatric first-aid training and completes all the necessary paperwork relating to accidents and medication. Robust risk assessments are in place and are regularly reviewed. As a result, children and families are secure in the knowledge that safety procedures are well-embedded.

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provision

The childminder has a good understanding of how children learn and develop. She carries out precise and accurate assessments to identify the progress children are making. As a result, she matches her planning effectively to their individual learning styles and their individual development needs. The childminder uses a variety of self-evaluation tools to monitor the provision. She reflects and evaluates the activities she provides for children on a regular basis. She clearly knows areas of strengths and areas in which to improve. She uses her past knowledge of working as a qualified teacher of early years children extremely well and is committed to extending her knowledge further.

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provision

The childminder has developed strong links with parents and carers. Written comments from them suggest how much they value the childminder and are happy with the care and education she provides. The childminder is keen to support all children to make the best possible progress. She does this by working with the parents to support their child's learning at home. The childminder has a good understanding of working with other professionals to support all children. She has made good links with one local school where children also attend. However, less focus is given to other early years settings. This means that continuity of care and learning is not consistent for all of the children in her care. The childminder has a detailed portfolio of documentation, which is organised and up to date. She uses this to ensure she is improving her practice and provision to provide the best possible service.

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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 EY472181 Local authority Surrey Inspection number 952188 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 7

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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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