Tuite, Helen Mary

Inspection date

Previous inspection date 17/07/2014 16/12/2009

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early years provision

This inspection: 3 Previous inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 The childminder has a lovely relationship with the children. She is calm and cheerful and the children respond to this well.  Children behave well in the setting and learn to play alongside each other, sharing resources.  Children and families benefit from the friendly relationships that exist between the childminder and parents.

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It is not yet good because

 The childminder does not consistently carry out observation, assessment and planning for children's development. This means that teaching and children's learning and development are not sufficiently focused on monitoring and moving the children's progress forward.  The environment is not consistently rich in print, signs, labels and symbols to help young children develop further skills and interest in the meaning of words and numbers.  Children's understanding of good hygiene practices is not always supported as well as it could be.

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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 1999. She lives with her husband and two children in Hindhead, Surrey, close to shops, parks, schools and public transport links. The ground floor of the home is available to children for play with toilet and sleeping facilities within this area. 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. The childminder walks to local schools and pre-schools to take and collect children. She attends the local parent/toddler group. There are currently 13 children on roll, three of which are in the early years age range.

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must:

 improve the planning and organisation of activities to provide interesting and challenging experiences that consistently meet the needs of all children and cover all areas of learning, based on their interests, stages of development and differing styles of learning.

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

 consistently promote children's understanding of good hygiene during spontaneous opportunities and routines

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

 develop the learning environment by making it rich in print, signs, labels and symbols to help young children develop further skills and interest in the meaning of words and numbers.

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who attend

The childminder has a suitable knowledge and understanding of the Early Years Foundation Stage. This results in children making reasonable progress in their learning and development. The childminder undertakes observations of children during their play to see what they enjoy doing. However, she does not use the information she observes to track children's progress. In addition to this she does not plan the children's next steps in learning to ensure they are always supported to make good progress. Although the childminder provides an environment that promotes the seven areas of learning, she does not plan activities to provide children with sufficient challenge.

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who attend

Teaching and learning are satisfactory. The childminder sits on the floor securing eye contact and plays alongside the children. She asks questions to encourage children to talk and she repeats words slowly for the children when introducing new vocabulary. Children's learning in mathematics is promoted as they are encouraged to learn about numbers while they count toys as they tidy them away. The childminder introduces mathematical language while they are playing with construction toys. For example, the childminder asks the children to predict how many animals will fit in the safari truck. She encourages the children to look at books with her and they are encouraged to make marks as they use colouring books. This supports them to develop their language and literacy skills. Children are supported in their physical development through using the climbing frame, playing on bikes and during trips to local parks and places of interest. Children enjoy using the

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who attend

dressing up clothes and accessories. For example, they wear glasses, attach funny noses to the frame and giggle at one another. Children's understanding of technology is developed as children play with programmable toys and musical instruments. All of these activities satisfactorily support children's readiness for school.

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who attend

The childminder has developed secure partnerships with parents. Parents provide information about children's needs when they start attending, enabling the childminder to meet their needs from the onset. Each child has their own scrap book which contains photographs of the activities they have taken part during their time with the childminder. However, the childminder has not included any written observations of the children in order to help track their progress. The childminder shares these photographs with parents. She verbally shares information on daily activities which provides sufficient information to enable parents to extend and build on what their children know and can do at home. She is aware of the requirement to complete the progress check at age two when children reach the appropriate age.

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

The childminder has a suitable understanding of how she can support children's health. Children are reminded of the importance of washing their hands before lunch. However, the childminder does not ensure they wash their hands after they have just been playing outside and before handling food at snack time. This does not fully support them in their understanding of good hygiene routines and keeping themselves healthy. The childminder ensures that she provides a range of healthy meals, which take into account individual dietary requirements. Children also have access to fresh air throughout the session as they play in the childminder's large garden and go to the park. This ensures that children have plenty of time to engage in energetic play.

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

The childminder has a lovely relationship with the children. She is calm and cheerful and the children respond to this well. Parents comment that their children are very happy and they know their children thoroughly enjoy their time with this caring childminder. Children are comfortable and at ease in the childminder's care and they explore the toys that are available to them. They have warm relationships; children demonstrate this by instigating games with the childminder, such as inviting her to build models with them. This demonstrates that children are emotionally secure. The childminder responds to their individual care needs as she follows a structured routine. The childminder has thought carefully about her procedures for settling children in. She finds out about children's individual interests and care needs from parents. This means that children settle into her home environment quickly. The childminder works with parents and schools to help

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

children settle into their new classes when the time comes. This supports children's move to school and means that they are emotionally prepared for starting school.

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

The majority of the childminder's toys and resources are stored in a large walk in cupboard. She asks the children what they would like to play with and lifts the boxes down for them. She is initiating a system where children will be able to be more self selective in their choice of toys. For example, she intends to use a pictorial inventory of what is available in order to support children's developing independence. Currently, there are no labels indoors or outdoors in order to support children in fully understanding how words and numbers can be used in context during their play.

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

Children behave well in the setting and learn to play alongside each other, sharing resources. Children have a suitable understanding of how they can keep themselves safe. For example, they know how far they can climb up on the climbing frame safely and confidently. They also understand that they must stay in sight of the childminder when playing in the garden which is very large. In addition, the childminder has an emergency evacuation procedure in place which children practise regularly. This means that children are aware of the procedures to follow in order leave the house safely in an emergency.

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provision

The childminder has a satisfactory understanding of her responsibilities in meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. As a result, children are kept safe. There is safeguarding policy which is shared with parents. The childminder has recently booked to attend safeguarding training as she recognised that she has not attended training for many years. However, she has a suitable awareness of the procedures she must follow if there are any concerns about a child in her care. The childminder has attended paediatric first aid training, which provides her with the knowledge and skills required to effectively administer first aid. She has conducted risk assessments for her home and outings and takes steps to minimise any identified risks. For example, she has placed potentially hazardous products and items out of reach to children.

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provision

The childminder has an appropriate understanding of her responsibilities in meeting the learning and development requirements. As a result, children make reasonable progress in their learning. However, the childminder does not sufficiently plan for children's next steps in learning to ensure all children are supported to make good progress. The childminder has started to identify strengths and weaknesses in the setting and has planned some improvements which will help to support children's progress over time. For example, she is keen to complete a level 3 childcare qualification. She also intends to take advantage of the local authority training to continue her professional development. She attends a local cluster meeting to share good practice and ideas with other providers. This means that children are supported to make steady progress in their learning and development. The childminder has successfully met the actions and recommendations from her last

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provision

inspection which shows a commitment to improving the outcomes for children.

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provision

Children and families benefit from the friendly relationships that exist between the childminder and parents. Parents comment how happy they are with the care she provides for their children. The childminder's policies are available for parents to view, so that they are informed about how the setting operates. Regular two-way flow of information is achieved through daily discussions of activities and care routines, and through the sharing of photographs of children engaged in play. The childminder has developed satisfactory links with other early years provisions that the children also attend.

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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 121313 Local authority Surrey Inspection number 813620 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 13

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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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