Childminder in Surrey

Inspection date

Previous inspection date 14/08/2014 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 provides a stimulating, welcoming and inclusive environment for children. She has an effective working partnership with her co-childminder and children are happy in her care.  Children benefit from a broad variety of toys, resources and activities overall, to promote their learning and development.  Children are well behaved and understand the childminder's expectations and the routines of the day. They are eager to engage in their play.  The childminder demonstrates a secure understanding of children's interests and accomplishments and plans for them well. This means children are making good progress in relation to their starting points.

p.1

It is not yet outstanding because

 There is less challenging equipment to further extend younger children's physical development.  There are some missed opportunities for older to children to independently explore outdoors.

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 children playing and interacting with the childminder and her co-childminder.

p.2

Inspection activities

 The inspector engaged in conversation with the childminder, her co-childminder and spoke with the children present.

p.2

Inspection activities

 The inspector sampled the childminder's documentation and children's learning journals.

p.2

Inspection activities

 The inspector discussed with the childminder how she conducts her planning and assessment of children's progress.

p.2

Inspection activities

 The inspector spoke to the childminder about how she evaluates her provision of care and her priorities for future improvement.

p.2

Information about the setting

The childminder registered in 2013 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives in Tadworth, situated in the Borough of Reigate and Banstead, with her husband and child. Childminding takes place downstairs, with a bathroom on the first floor. Children have use of the garden. The childminder works alongside her co-childminder. There are currently six early years children on roll, and the childminder take a key person role for three of these.

p.3

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

 extend the physical play opportunities for the younger children attending

p.3

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

 promote further ways for children to explore independently using the outdoors as a resource.

p.3

who attend

Children take part in their activities happily. They demonstrate a close bond with the childminder and are content to chat to her as they play. The childminder offers a stimulating environment for children to learn and is very adaptable. This means that children of different age groups can play alongside one another. Children had fun making cakes and knew the importance of washing their hands prior to the cooking activity. They took turns to measure the ingredients, checked the scales to ensure they put the right amount into the mixing bowl. The children carefully cracked the eggs after counting these, and added them to the mixture. When one child left the table, the others patiently waited for her to return. Babies took their turn to stir the mixture, as they sat in the highchair alongside the older children. The childminder proactively asked the children to recall what they had done and the measurements for the ingredients. The older children were

p.3

who attend

confident in doing this and this good practice promoted children's language and confidence, as well as their mathematical development. The children counted out the cake cases, and contently waited for their turn to spoon the mixture in. Once completed, the childminder put the tray into the oven, and the children helped to tidy up and once more wash their hands. They commented shortly after that they could smell their cakes cooking.

p.3

who attend

Children have fun while painting. Older children stand up to paint at the easel and describe their creations to the childminder. They explore with colour and the different brushes, adapting their activity to paint their hands and make marks of their prints on to paper. The children thoroughly enjoy their indoor picnic and are cooperative and willing to help set this up. They talk about the foods they eat and the childminder extends learning during lunchtime to explain that she has cut the strawberries in half and that two halves make a whole. These discussions help children to put mathematical language in to context.

p.3

who attend

The childminder has a good understanding of the learning and development requirements for the Early Years Foundation Stage. She demonstrates a secure awareness of children's interests and development so far, because she meets with parents prior to the children starting. The childminder is making accurate assessments of children's accomplishments, based on her observations and tracking systems. She is therefore able to plan for any minor gaps in children's development and support their next steps of learning. Summary reports provide parents with a delightful record of what children enjoy doing. Parents are encouraged to look through children's journals on a regular basis and have started to contribute to these. This means they are involved in their children's learning. The childminder and her co-childminder also provide daily diaries and verbal feedback at the end of the day to support children's individual needs. Overall, children display strong social

p.4

who attend

skills and confidence. As a result, they are making good progress in all areas of their development and are very well prepared for the next stage of their learning.

p.4

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

Children are developing securely in the childminder's care. Overall, she provides a broad range of resources and toys for children, who can help themselves to these easily. They engage well in their activities, which are planned appropriately and support children's development. This is because of the effective strategies that the childminder and her co- childminder use to promote children's active learning. Children have a warm relationship with the childminder and are clearly content in her care. They are keen to join in the activities available because of her warm personality and positive approach. The home environment is stimulating and welcoming and children are encouraged to choose what they want to do and to be independent in making these choices.

p.4

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

Children benefit from regular outdoor activities. These include outings away from the home, to local nature parks and farms for example. They also benefit from regular opportunities to play outdoors and whenever possible, this is promoted by a free-flow access between indoors and the outside. Consequently, children receive plenty of fresh air and exercise. Younger children, and in particular those who have recently started to walk, are provided with sit on cars, walkers and a small slide so that they too can play and develop important physical skills. There is less equipment however, to extend this development further and in different ways, for example by encouraging catching or throwing activities.

p.4

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

In the garden children use slides and scooters to move about and coordinate their space and direction, which promotes their physical development. They enjoy digging in the sand or mud and happily play alongside one another when doing so. However, there are few opportunities to broaden the scope of learning using the garden as a learning resource. For example, the childminder and her co-childminder provide few resources to support how children can learn through further exploration about their wider natural environment, perhaps through the use of binoculars or magnifying glasses. The use of labelling so that children can see written words or pictures to give more depth to what they do is also more limited. Nevertheless, the childminder is proactive to encourage children to bring toys from the inside to the outdoors, such as painting and drawing and there are many opportunities for children to socialise and communicate with one another as they play.

p.4

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

Children behave very well and clearly understand the routines of the day and the childminder's expectations. For example they adapt their relationships with one another and are mindful of each others' feelings. Children are cooperative and, for example, help to tidy up when it is time for lunch. When coming back indoors from their outdoor play, they take off their shoes and place these in their named and labelled shoe racks in the hallway. Children enjoy healthy and balanced meals, provided for children aged over one year. Parents provide meals and snacks for the younger children cared for. The childminder keeps herself up to date in relation any allergies or dietary needs children may have. Children understand the importance of drinking plenty of water to prevent them from becoming thirsty in warmer weather. Children also know to drink only from their named cup. Likewise, they are aware of the importance for good hygiene routines and the

p.5

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

necessity to wash their hands prior to preparing or eating food, and after using the toilet. They use paper towels to dry their hands, thereby limiting the spread of any potential cross infection.

p.5

provision

The childminder works from her own home, alongside her co-childminder. They have an effective working relationship, and offer a good quality of care for the children attending. The childminder holds a current first aid training qualification and is therefore able to deal with any minor accidents. She has completed safeguarding children training and is appropriately aware of her responsibilities in relation to child protection issues and local authority procedures in relation to safeguarding children. Consequently, she is aware of the procedures to take should she have a concern about a child in her care.

p.5

provision

The childminder demonstrates a secure knowledge of the safeguarding and welfare requirements of the Early Years Foundation Stage. She adheres to her robust policies and procedures, which she shares with parents, and which parents sign to acknowledge. This practice supports the way that parents understand the procedures that promote their children's health and safety. Thorough risk assessments of the home and for the outings children enjoy, further support children's well-being. The childminder and her co- childminder regularly review these assessments and, therefore, children can play safely both in the home and when away from it.

p.5

provision

The childminder has a good understanding of the learning and development requirements of the Early Years Foundation Stage. She demonstrates a thorough awareness of children's interests and individual needs. The childminder's co-childminder initially took the lead in children's assessments as the childminder worked only part-time at the start of her childminding career. She is now more actively involved however, and meets with parents prior to children starting to find out about children's starting points and devise ways to help them settle happily. The childminder is aware of the requirements for the progress check for example, which is completed on children aged between two and three years of age. The childminder is making observations to monitor children's progress and maintains good quality assessments of this progress in order to plan for children's next steps. Partnerships with other professionals, such as key person staff at nursery and teachers at

p.5

provision

The childminder has a range of experience of working in childcare, as she has been working as a nanny for many years. She uses these previous skills and experiences to promote the outcomes for children and in developing her teaching and interactions as children play. Together with her co-childminder she offers a friendly, welcoming and inclusive environment for children to learn. As a result, children are happy in her care. Parents are very positive about the care their children receive. They offered letters of reference handed to the inspector at the time of the inspection. Parents state that their children enjoy a broad range of activities and are engaged in what they do. They add that the childminder and her co-childminder are passionate about their roles and that children's behaviour and communication is greatly improved.

p.6

provision

The childminder and her co-childminder have been proactive about evaluating their practice. They take into account the views of parents and together helped one another to assess their strengths and targets for future improvement. Therefore the childminder is confident to highlight the skills she uses to engage children in a wider variety of activities and her distraction skills employed, if and when necessary, to support how children play alongside one another and follow her expectations. She acknowledges that she is a good communicator and has been effective in using her previous experience of working with children to support their development. For the future the childminder plans to enhance further how she involves parents in partnership and in how she plans a broader range of activities to extend learning further.

p.6

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. We re-inspect nurseries and pre-schools judged as requires improvement within 12 months of the date of 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

p.7

Grade Judgement Description

is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. Met There were no children present at the time of the inspection. The inspection judgement is that the provider continues to meet the requirements for registration. Not met There were no children present at the time of the inspection. 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 EY471633 Local authority Surrey Inspection number 955249 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 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