Barolo Michkinis, Geany

Inspection date

Previous inspection date 09/07/2014 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

 Children are very happy and settled in this homely and extremely welcoming setting. Children have good attachments to the childminder and her assistant who are very caring and attentive to the needs of each child. This enables children to explore the environment with confidence.  The childminder provides a good range of stimulating activities and resources both indoors and outdoors. This supports children's motivation to learn and, as a result, children are making good progress in their learning and development.  The childminder provides a safe environment as she takes action to ensure the premises are safe. She has a good understanding of safeguarding procedures. This promotes children's safety and welfare.  There is a good partnership with parents and other provisions delivering the Early Years Framework. This ensures continuity of children's care and learning.  The childminder has a good understanding of the strengths and weaknesses of her

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This provision is good

setting and has identified areas for future improvement through self-evaluation.

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It is not yet outstanding because

 Children are not fully supported in developing their knowledge of other cultures and differences because there are fewer resources and pictures reflecting positive images of diversity.  Opportunities for children to extend their learning through the use of technological toys and understanding that print carries a meaning have not yet been fully explored by the childminder.

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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 compulsory part 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 the childminder and her assistant engage in a range of indoor and outdoor activities and daily care routines with the children.  The inspector viewed the areas used for childminding.

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Inspection activities

 The childminder spoke to the childminder at appropriate times during the inspection.

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Inspection activities

 The inspector looked at documentation relating to the provision, including policies and procedures, children's assessment records, risk assessments and the childminder's self-evaluation.

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Inspection activities

 The inspector took into account the views of parents spoken to on the day and through written feedback.

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Information about the setting

The childminder registered in 2013. She lives with her husband and two young children in Wimbledon, Surrey. The whole of the ground floor and two bedrooms on the first floor are used for childminding purposes. There is a garden available for outdoor play. The childminder works alongside an assistant.

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Information about the setting

The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. There are currently six children on roll, all are in the early years range and attend on a part-time basis. The childminder's working hours are from 7.30am to 6.30pm.

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

 extend and enhance opportunities for children to operate technology equipment and understand that print carries a meaning. For example, by helping children become aware of technology around them and providing an environment that is rich in print

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

 enhance opportunities for children to see visual images and access resources which represent positive images of people and their differing abilities to support their understanding of similarities and differences between themselves and others.

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who attend

The childminder demonstrates a thorough knowledge of the learning and development requirements of the Statutory Framework for the Early Years Foundation Stage, and uses this knowledge to observe and effectively plan for children's learning needs. She has discussions with parents prior to children joining her to find out about each individual child's interests, what they know, like and can do. The childminder actively encourages parents to be involved in their child's learning at home and shares daily information about their achievements through daily discussions and information recorded in the well presented individual 'My Incredible Journey' books. The childminder completes the required progress checks for children aged between two and three years and provides a written summary to parents. Parents are invited to comment on the report, which they do. This helps to keep parents informed of their children's development.

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who attend

The childminder has created an attractive book area where all children can choose their own books and sit and look through the books. This helps children to handle books independently and develop an interest in books. Given the age of the children currently attending, the childminder and her assistant allow children to initiate their own play and support them in their chosen activity. Children are given time and freedom to become deeply involved in the activities available. For example, the treasure basket has a host of interesting items in it that engages children's interests. Young children sit for long periods of time placing different sized textured bangles on their arms, holding the silver food tongs and touching smooth and rough stones. In the garden, when children notice the spider's web, the childminder helps them know that this is a spider's web and sings 'Incey Wincey Spider'. Children's confidence and communication skills are promoted as they take

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who attend

an active part in singing action and number rhymes. For example, children are further developing an understanding of words as the childminder sings action songs to them and children are beginning to copy and imitate. As a result, when children are engaged in play they can be heard 'singing' songs they have learned. The childminder is aware that through delivering a constant dialogue with children, this will help develop children's language. Children are developing their hand and eye co-ordination as they transport rice and pasta on spoons from one area of the garden to another. Children's understanding and recognition of colour is captured through the childminder reading books such as 'Brown Bear'. The childminder points out the colours in the book and points out the colours of the clothes the children are wearing in order for them to make the connection. Older children are developing their use of mathematics and consolidating their learning

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who attend

through practical activities. For example, through making coins and identifying things they would like to purchase with the 'money' they have. They then go to the shop to purchase their gift with real money.

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who attend

There are sufficient resources for children to explore role play and music. Children experience a variety of media, such as sand, water, play dough and art and craft activities. A good variety of colouring materials and a selection of resources are supplied to help children develop their creative skills, including making shakers with empty bottles and lentils, rice or pasta. However, there are fewer opportunities for children to learn about information technology and programmable toys or that print carries a meaning.

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

The childminder's settling-in procedures are appropriate, and can be adjusted to meet the individual needs of each child, which enables her to engage with parents from the very beginning. Children are cared for in a well-organised home that is conducive to their learning. Photographs of the children and their families are displayed on the wall which helps children to feel safe and secure. They have built up trusting relationships with the childminder, her assistant and her family and are they are happy and settled. They demonstrate an air of confidence and independence as they move around exploring the designated playrooms and garden.

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

Stringent routines are implemented daily to promote children's health. The childminder ensures that hygiene practices, such as hand washing are integral to daily routines. Children enjoy regular opportunities for outdoor play through daily walks, visits to the local park and activity sessions in the well resourced garden. They develop physical skills, strength and control as they excitedly toddle up and down on the lawn, clamber on the slide in the garden, crawl through tunnels and try out larger equipment, such as the push and ride bikes and cars. Children also learn about keeping safe when playing on the equipment and are gently helped to come down the steps that lead to the garden. The childminder carefully assesses risks to children both in the home and when on outings and trips. Although the current children are very young, the childminder is very aware of demonstrating positive practice to encourage them to behave well. They are supported in

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

learning to share, take turns and develop an awareness of the needs of others. This helps in their preparation for the later move onto nursery and school. As a result, children make good progress in their personal and social development skills. The childminder provides children with healthy and nutritious meals and children are given water throughout the day. Children enjoy sitting together as they eat their healthy snacks and meals and are supported by the childminder and her assistant in their progress to self-feeding.

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

Good quality resources are provided to support children's learning and development and promote their independence. These are stored so children can access them according to their age. Nonetheless, resources that reflect diversity are limited. This means that children are not gaining an awareness of differences within society.

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provision

The childminder has made a very good start to her childminding service. She has a good understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage. The provider understands that all adults living and working in the setting must have undergone relevant suitability checks, to ensure that children are around and are cared for by suitable people. The childminder has a sound awareness of the signs and symptoms that may cause her concern about a child's welfare. She has undertaken child protection training and fully understands the importance of her role in protecting children and seeking help and advice should that become necessary. The childminder has carefully considered the safe use of mobile telephones and cameras and this is included in her policy. The childminder ensures that her setting is safe and secure to protect children from harm. She undertakes comprehensive risk assessments for her

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provision

setting and all outings. This helps ensure that children are well protected from harm.

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provision

The childminder uses her knowledge of the learning and development requirements, as well as observations of children's learning, to assess the children's abilities and monitor their progress. This information is used to plan for each child's individual needs. The childminder tracks children's progress against expected milestones and can confidently discuss children's stage of development and explain the progress they make.

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provision

The provider is very organised, committed to her job and has very high expectations of each child in her care. She works in a professional manner and aims to do the very best for the children in her care. The childminder has a clear commitment to improving the service. She has started to evaluate her setting and has identified areas she wants to enhance in the future. She takes advice from her early year's advisor and has attended numerous childcare training events. She is currently undergoing and has almost completed a level 3 childcare course.

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provision

Partnerships with parents are effective. The childminder shares information with parents on a daily basis. This helps to keep them informed and up to date about the provision and their child's progress over time. This includes access to their children's learning and development journals. All policies and procedures are accessible to the parents at all times to ensure they are aware of the childminder's practice. Parent's views about the setting are sought and any suggestions made are quickly acted on by the childminder. Feedback and comments received from parents are very positive. For example, they say the service is 'great', and that the childminder is 'definitely making a positive contribution' to their child's progress. The childminder has established very good links with other professionals at provisions delivering the Early Years Foundation Stage that are attended by the children. This helps to promote consistency of care and learning.

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The Childcare Register

The requirements for the compulsory 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 EY466011 Local authority Merton Inspection number 948371 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 6

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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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