Childminder in Surrey

Inspection date

Previous inspection date 14/08/2014 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 has an effective working relationship with her co-childminder. Children are happy and content in her care.  Children enjoy a broad range of toys, resources and activities overall, and engage well in their play. Adult-led activities further support children's learning.  The childminder has effective systems to observe and assess children's learning and consequently the childminder has a good understanding of the progress children are making.  Children are well behaved and have warm relationships with one another and the childminder.

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It is not yet outstanding because

 There is limited equipment for the younger children to develop their physical skills further when playing outdoors.  The childminder misses opportunities to extend children's curiosity and exploration outdoors.

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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 children playing indoors and outdoors and she observed the interactions between the childminder, her co-childminder and the children present.

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Inspection activities

 The inspector engaged in conversation with the children and childminder and read letters of reference from parents.  The inspector spoke to the childminder about her planning for individual children.

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Inspection activities

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

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Inspection activities

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

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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 works from her co-childminder's home in Tadworth, situated in the Borough of Reigate and Banstead. Childminding takes place downstairs mainly, with a bathroom upstairs. Children use the garden. The childminder is happy to take and collect children from nearby schools and nurseries.

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

 extend the physical play opportunities for the younger children attending

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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.

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who attend

The childminder has a secure understanding of the learning and development requirements for the Early Years Foundation Stage. She uses her understanding of children's interests to promote their learning and demonstrates effective interactions and teaching skills as she supports children in their play. The childminder has been proactive in leading the assessment process that she and her co-childminder maintain. The childminder devised the systems in place to monitor children's learning. She is making accurate assessments of children's accomplishments. The childminder is therefore able to plan for any minor gaps in children's development and support their ongoing learning. Summary reports and an end of year report 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 parents are starting to contribute to these. The childminder also provides daily diaries

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who attend

and verbal feedback at the end of the day to further secure the methods for two-way communication between home and the setting to support children's individual needs.

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who attend

Children enjoy their time with the childminder and her co-childminder. They are eager to take part in their activities. Children had fun making cakes and took it in turn to measure the ingredients. The childminder extended children's learning by explaining the measurements they needed as children checked the scales to ensure this was correct. The childminder explained the importance of cracking the eggs carefully so that no shell went into the mixture. The children recognised that the flour felt soft and followed the childminder's instructions of how to use a spoon to put the mixture into the cake cases. This activity supported children's communication, physical skills and mathematical development.

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who attend

Babies joined in as the older children painted. A baby held up the brushes excitedly as he made marks on the paper, copying the actions of the older children. These older children adapted their painting skills and started to paint their hands to make prints. The childminder encouraged the children to talk about the colours in their painting or what their picture meant to them. Some more able children attempted to write their name and were careful as they took their paintings from the easel for the childminder to hang up, so they would dry. This demonstrates children are developing their creativity, as well as their literacy skills.

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who attend

The childminder promotes children's language and communication well and maintains an ongoing dialogue with the children as they play. She is confident to know when to interact and when to let children play. Children display strong social skills and confidence overall. As a result, children are making good progress in all areas of their development. They are very well prepared for the next stage of their learning.

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

Children engage well in their activities. They have access to a broad selection of toys and resources overall, which they can easily access. The childminder and her co-childminder also provide well-planned adult-led activities that thoroughly support children's learning and how they interact with other children. Likewise, through the holiday period, children have benefited from a range of outings that the childminder and her co-childminder have planned in line with children's current interests and include visits to farms and nature areas.

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

Children have a close bond with the childminder, who demonstrates a warm and calm approach that the children relate to. This means that they develop a secure emotional attachment to her. Children are happy in her care. Those new to the setting or babies feel content to enjoy a cuddle her when they need a little more reassurance or when they feel tired. Children behave very well and clearly understand the routines of the day and the childminder's expectations. They are aware of other children's feelings, happily take turns and listen to one another for example.

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

Children enjoy playing outdoors and this is a regular feature of the day. Consequently, children benefit from plenty of fresh air and exercise. Outdoors, children use their space well. They enjoy chalking on the board, using the slide or scooters, or digging in the sand or mud. These experiences support children's physical development and offer a different type of learning to what they enjoy indoors. 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 have limited resources, such as binoculars or magnifying glasses, to extend children's exploration. 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 as children play. For example, she writes letters for an older child to recognise and copy on the chalk board. Older children are confident to

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

go up and down the slide and understand the importance of playing safe, for example waiting for their friends to move away from the bottom of the slide before they go down. Younger children are provided with sit on cars, walkers and a small slide so that they too can play and develop important physical skills. However, there are few resources to extend this, for example to promote other ways to move, such as crawling, catching or throwing activities.

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

The childminder and her co-childminder provide healthy and balanced meals for the children. The childminder understands the importance of keeping herself up to date in relation to any allergies or dietary needs children may have. Children are encouraged to wear sunhats when playing outdoors and to drink plenty of water to keep them healthy in warmer weather. Children enjoy healthy snacks and talk about their favourite fruits. The childminder promotes babies' growing independence as they feed themselves and drink from a cup. Older children's independence is promoted effectively. They help to tidy up and to lay the picnic blanket on the floor for their indoor picnic. Children understand the importance of hygiene and the 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. Children follow the childminder's home rules

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

with cooperation. For example, when coming back indoors they take off their shoes and place these in their labelled shoe racks prior to resuming their play.

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provision

The childminder and her co-childminder work effectively alongside one another to provide good quality care for the children. The childminder has a range of experience working in childcare and uses this experience to promote the outcomes for children through her daily practice. She demonstrates a good knowledge of the safeguarding and welfare requirements of the Early Years Foundation Stage. The childminder works from her co- childminders home, and together they offer a welcoming and inclusive environment so that children can play and learn.

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provision

The childminder holds a current first aid training qualification and is therefore able to deal with any minor accidents if they occur. She has completed safeguarding children training and is appropriately aware of her responsibilities in relation to child protection issues. The childminder is aware of the procedures to take should she have a concern about a child in her care. The childminder, alongside her co-childminder, makes robust risk assessments of the home and for the outings children enjoy too. These assessments are reviewed regularly and, therefore, children can play safely both in the home and when away from it. The childminder adheres to her policies and procedures, which she shares with parents, and which parents sign to acknowledge. They, therefore, understand the procedures that promote their children's health, well-being and safety.

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provision

Parents are extremely positive about the care their children receive and offered letters of reference at the time of the inspection. Parents state that their children enjoy a broad range of activities and are busy and engaged in what they do. The parents add that the childminder and her co-childminder are passionate about their roles and very organised. The childminder has been proactive about evaluating her practice. She has taken into account the views of parents and those of her co-childminder to assess her strengths and targets for future improvement. She is confident to explain these strengths, which include utilising her previous experience of working as a nanny for many years, and using her skills to promote art and craft activities, extending children's play and supporting children's healthy eating awareness through trying new foods and tastes. For the future, the childminder plans to improve the methods and strategies she uses to promote further

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provision

learning using the outdoor environment regardless of the weather.

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provision

The childminder has a good understanding of the learning and development requirements of the Early Years Foundation Stage. She demonstrates her awareness of children's interests and individual needs. Children are happy, content and settled in her care. The childminder uses her observations to monitor children's progress and maintains good quality assessments of children's progress to plan for children's next steps. The childminder provides parents with a regular summary of their child's progress. Children are making secure progress in relation to their starting points. Partnerships with other professionals, such as key person staff at nursery and teachers at school, are establishing well.

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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. 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

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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.

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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 EY471681 Local authority Surrey Inspection number 955250 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 3

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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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