Childminder in Merton

Inspection date

Previous inspection date 17/07/2014 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

 The childminder builds activities around children's interests, which means that they are motivated and engaged in stimulating learning opportunities.  Children are very happy and settled in this homely and welcoming setting and they have good attachments to the childminder. This enables the children to explore the environment with confidence as their emotional well-being is very well supported.  The childminder ensures that effective information sharing takes place with parents from the beginning of the placement to ensure that she meets the needs of each child.  The childminder has a secure understanding of how to safeguard children and promote children's good health. She maintains her setting is very well and all potential hazards are minimised, so children can move around the space freely and safely.

p.1

It is not yet outstanding because

 The childminder has not practised fire drills with the children. This could compromise this safety in the event of a fire.  The childminder system for self-evaluation is in its infancy and she has not clearly identified all areas for future development.

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 the interaction between the childminder and the minded children.  The inspector took into accounts the views of the parents.  The inspector spoke to the childminder at appropriate times during the inspection.

p.2

Inspection activities

 The inspector checked evidence of the childminder's suitability and qualifications and viewed her self-evaluation.

p.2

Information about the setting

The childminder registered in 2013. She lives with her partner and three children in Wimbledon within the London Borough of Merton. All areas of the childminder's home are used for childminding purposes. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. Children attend for a variety of sessions. The childminder supports children with English as an additional language. There are currently three children on roll, two of which are in the early years range. The childminder is a member of the Professional Association for Childcare and Early Years (PACEY).

p.3

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

 conduct regular fire drills with the children so they become familiar with the procedure and therefore know what to do in the event of a fire

p.3

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

 strengthen the self-evaluation process to identify and prioritise targets for improvement.

p.3

who attend

The childminder promotes children's learning and development well because she understands how they learn through play and provides first-hand experiences. Information received from parents at the start of the placement, forms the basis of the childminder's knowledge of what children know and can do. She consistently observes and records the progress that children make, which enables her to make accurate assessments for children's next steps in their learning and development. There is a good balance of child- initiated and adult-led play. The childminder prepares children effectively for the next stage in their learning. For example, she takes them to a selection of venues where they learn how to be part of a large group. Therefore, children learn to engage with others outside the setting and to develop confidence in new environments. Consequently, this helps them prepare for the move to pre-school or school. The childminder has established

p.3

who attend

a secure partnership with parents. She encourages them to share information about their child, both when they first attend and on a regular basis, so that children's individual needs are met effectively. The childminder is aware of the need to complete the progress check at for children at age two, where appropriate and the importance of sharing this with parents. Very young children have good opportunities to promote their physical skills. For example, babies show increasing control in holding objects and equipment and in using mark- making tools such as sponges, paint brushes and musical instruments. The childminder provides tunnels that they crawl through, this helps to strengthen their legs and prepare them for walking. The childminder provides a broad range of resources to enhance children's communication, language and literacy skills. This includes the use of audio and visual resources with images and sounds. They have good fun singing their favourite

p.3

who attend

songs, joining in with the actions with the childminder and respond well while they play musical instruments and move to the rhythm. Children develop an understanding of number and shape through daily routines and play, such as sorting shapes and colours, singing number rhymes and counting everyday objects in their surroundings.

p.4

who attend

There is a good selection of resources to develop children's early understanding of technology including learning how to operate programmable toys. Children show an interest in the world around them while taking part in activities, such as visiting local parks and other amenities such as the local nature trail, where they have recently been observing bumble bees. The childminder is aware of children's individual interests and ensures that resources to match these are accessible. This means that the children are motivated learners, keen to be engaged in the activities. The childminder encourages children to understand and respect the values and differences of others, as they celebrate festivals all through the year. Suitable resources are available depicting positive images of diversity.

p.4

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

The childminder has an established settling-in procedure in place, which supports children in settling quickly and smoothly into the setting. As a result, children are confident and self-assured in communicating their needs, and show a strong sense of belonging. This is due to the positive relationships they have with the childminder and her assistant and the strong levels of positive attention they receive from them. Parents contribute information about their child's care and learning needs on entry to the setting. This enables children's individual needs to be met straight away. This supports their emotional well-being and confidence for the next stage in their learning. Currently there are no children attending who are preparing to move on to other settings, however, the childminder demonstrates a good knowledge of how to support them to ensure they experience a smooth transfer when that time comes.

p.4

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

The childminder encourages children to learn about personal hygiene through daily routines, such as washing hands before eating and after using the toilet. Nourishing options are offered at snack and mealtimes and children enjoy eating a variety of seasonal fruits. They have fresh water offered to them throughout the day. The childminder acts as a positive role model for children, treating them with respect and modelling the use of good manners at all times. She manages their behaviour in a way that is appropriate for their individual age and stage of development and reinforces positive behaviour through effective use of praise. Very young children are learning how to share and take turns through gentle reminders from the childminder and learning from older children. They respond positively to guidance from the childminder and are learning to help her with small tasks, such as tidying up toys when they have finished playing with them. Children

p.4

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

learn to keep themselves safe through practical daily routines and the childminder's guidance. For example, they are taught about road safety and are reminded as they play about the house rules which help to keep them safe. However, although children are familiar with the sound that the smoke alarm makes, they have not yet practised a fire drill. This does not fully support children's awareness of getting out of the premises in the event of a fire.

p.5

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

Toys are stored at children's level in easily accessible containers and drawers, and they can help themselves. This increases the opportunities for children to explore their environment. The childminder values children's home language and has learned a few key words, which enables her to understand what children say to her.

p.5

provision

The childminder is aware of her responsibility in meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. She has completed basic safeguarding training and is booked to do a more advanced course. She demonstrates a secure awareness of some of the signs and symptoms that would alert her to any child protection issues. Effective safeguarding policies and procedures are in place which supports the childminder in acting quickly if she has concerns about a child's welfare. Written risk assessments are in place for both indoors and when children are taken on outings. These clearly demonstrate how the childminder addresses any potential hazards. Consequently, children's safety is promoted at all times.

p.5

provision

The childminder has a good understanding of the learning and development requirements. She provides stimulating and age appropriate activities for the children attending. She has recently started to evaluate her practice and monitor the educational programmes to ensure that she covers all the areas of learning for each child. However, this is in its infancy and does not clearly identify plans for future improvements.

p.5

provision

The childminder has established positive relationship with parents, which helps her to ensure that she meets each child's individual needs. Parents spoken to on the day of the inspection and the views of other parents suggest they are 'very happy' with the service provided. The childminder asks parents for their views and ensures that these are respected and taken on board. There are clear and accessible channels for two-way communication between the parents and the childminder. There are currently no children attending the setting that attend other early year's provision. However, the provider demonstrates an understanding of working in partnership in order to provide consistent support and meet the needs of the children.

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 EY471565 Local authority Merton Inspection number 949001 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 4 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