Childminder in Surrey

Inspection date

Previous inspection date 29/07/2014 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 makes regular observations of children's learning which she uses to assess and track their development. She uses the information gained from these to plan and provide activities that further extend children's learning and development.  Children relate well to the kind, caring childminder. They form secure emotional attachments as the childminder works with each child's parents, gathering clear information to ensure their needs are respected and met.  Children's communication and language skills are developing well. The childminder constantly talks to children, engages fully in their play and asks questions that secure and consolidate their learning.

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It is not yet outstanding because

 Children are not able to see clearly what toys and resources are stored in the boxes, therefore, they are not always able to make independent choices in their play.

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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 carried out a tour of the premises with the childminder.

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Inspection activities

 The inspector held discussions with the childminder about children's engagement in activities, and their development and progress.

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Inspection activities

 The inspector looked at a selection of documentation including children's learning journals, records and written policies.

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Inspection activities

 The inspector observed the childminder engaged in a variety of learning experiences with the children.

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Information about the setting

The childminder registered in 2014. She lives with her son in a first floor flat near Guildford, Surrey. The childminder uses her lounge and dedicated playroom for childminding with bathroom facilities all on the same level. Access to her home is via a flight of stairs. Local schools, shops and parks are within walking distance. Children have access to supervised outdoor play in communal spaces and attend regular outings away from the setting. Currently, the childminder has two children on roll in the early years age range. She is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register.

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

 develop strategies that provide children with opportunities to independently select additional resources into their chosen play activities.

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who attend

The childminder has effective systems for settling new children and establishing their starting points. She gains useful information from parents about children's interests, favourite activities and abilities. This enables her to provide resources that engage and motivate children. The childminder then spends time getting to know children well and their stage of development. Her increasing knowledge of the Early Years Foundation Stage is clear as she supports children's learning throughout the day. She systematically observes and assesses all children and has a good system for identifying learning priorities for each child. This enables her to successfully plan challenging activities that meet all children's learning needs and help them make good progress. The childminder takes into account any learning priorities parents identify and includes those in her planning. This contributes to the childminder's effective partnership with parents.

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who attend

The childminder is very supportive and gives children plenty of attention. She works at the children's level, joining in with their play and taking care to promote their confidence. In addition, she encourages children's independence but is nearby to help them when needed. As a result, children become absorbed in purposeful play and concentrate well at activities. However, some resources are stored at a level, which is out of children's reach. This means that not all children, especially the very young, can easily access and see what each box contains, therefore limiting their play choices. The childminder effectively questions children as they play and extends their language skills. As a result, young children learn to say quite difficult words such as 'scorpion'. She introduces new words and repeats them slowly and correctly. This supports children's listening skills, extends their vocabulary and helps them to link words to their meaning. Children respond well to

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who attend

the childminder because she takes the time to talk to them as well as listen to what they say. The childminder asks the children what colours their chalks are as they draw pictures. This develops children's thinking skills and extends their language. As a result, they become confident speakers.

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who attend

Children become active and independent learners. This is because the childminder encourages children to explore and be curious. She uses everyday opportunities to teach children about size and introduces mathematical language. As a result, children develop a good understanding of size, colour and shape. They thoroughly enjoy the fun and interesting sensory activities the childminder provides. For example, they learn to explore different textures such as jelly and coloured rice. The childminder interacts well with children and encourages them to explore the texture by adding plastic bugs and insects into the jelly, a current interest of the children. When the children are still reluctant, she sensitively provides spoons to encourage their engagement. As a result, the children have fun looking for their favourite bugs, exploring the texture and pouring and scooping the rice into jelly. This effectively promotes children's developing mathematical skills as the

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who attend

childminder incorporates counting skills and an understanding of number.

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

The childminder is friendly, warm and caring. The children are confident and smile and giggle with her as they play. For example, the children splash the childminder during water painting outside, this leads on to a gentle water fight. As a result, children demonstrate security, a good sense of belonging and positive relationships with adults and other children in the setting. The childminder works closely with parents to establish good relationships that help children feel a sense of belonging. She treats each child and their family as individuals, and values their own unique characteristics. As a result, the childminder knows the children well.

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

Children are developing the characteristics of good learners as they receive lots of praise and encouragement from the childminder who is a positive role model. She has a calm, patient, and gentle approach, and has clear expectations of children's behaviour. For example, children are polite and say 'please' and 'thank you' with very little prompting. They show respect for the resources and tidy away toys when they have finished playing with them. For example, they take on responsibilities such as sweeping up the rice after they have finished playing with it.

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

Children's safety is a priority for the childminder and she supervises them well at all times. The childminder teaches children about safe practices, such as road safety on daily walks where they follow clear rules. Children are encouraged to develop independence. They begin to attend to their personal needs, for example, collect their own shoes and hats ready to go outside. Children have regular opportunities to be active and enjoy outside play in the communal area and at local parks. The childminder encourages children to wash their hands after using the toilet and before eating to promote good hygiene practices. She provides homemade and nutritious meals and snacks. Water is constantly available for children to drink throughout the day.

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provision

The childminder has a good knowledge and understanding of the learning, safeguarding and welfare requirements of the Early Years Foundation Stage. She effectively protects children from harm through her secure knowledge of her role and responsibility with regard to safeguarding children. She has attended safeguarding training and has clear written procedures and information in place to support this area. She meets the requirements for record keeping through her safe and efficient management. For example, she records the hours of children's attendance and keeps their personal information up to date and accurate. Children are safe in the childminder's care. Thorough risk assessments ensure the childminder's home is safe and any hazards to the children are minimised.

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provision

The childminder demonstrates commitment to improving her practice; she seeks advice from her local support childminder, and shares good practice with other childminders. She provides opportunities for parents to comment on how the provision might be improved for their children, verbally and through questionnaires. She listens to the ideas and thoughts of children, which enables her to adapt activities to support their interests. She monitors the educational programmes to make sure they cover all areas of learning to enable children to make good progress in all areas. She is able to demonstrate this through discussion and through her practice. The childminder has a good understanding of how to promote children's learning. She takes individual interests, capabilities and ages into account and provides a good balance of child and adult-initiated activities. She tracks and monitors children's progress towards the early learning goals so that she is sure she

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provision

can fully support them in readiness for school. Children receive high levels of interaction and care as the childminder supports them throughout the day.

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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 EY473851 Local authority Surrey Inspection number 956204 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 2

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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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