Home Childcarer in Croydon

Inspection date

Previous inspection date 05/09/2014 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

 Children are happy and secure in the childminder's care. They show strong levels of attachment and interact well with her.  Partnerships with parents are good because the childminder regularly shares information with them about their child's care, learning and development.  The childminder demonstrates a clear understanding of her responsibilities to safeguard children. She holds a paediatric first-aid certificate and effectively conducts risk assessments in her home and outings. As a result, children are kept safe.  The childminder understands how children learn. She supports all children to make good progress through child-initiated and structured activities.

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It is not yet outstanding because

 Children are not able to fully extend their understanding of the world by learning about other people in the world and about each other's differences.  The childminder does not explore different ways and resources to support children who speak English as an additional language to develop their use of their home language.

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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 the children and childminder engaged in various activities in the childminder's home.

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Inspection activities

 The inspector talked to the childminder at appropriate times throughout the inspection and discussed self-evaluation processes.

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Inspection activities

 The inspector looked at a sample of documentation, including children's learning journals and a selection of policies and procedures.  The inspector took account of the views of parents through their written feedback.  The inspector checked evidence of suitability and qualifications of the childminder.

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Information about the setting

The childminder registered in 2013. She lives with her young child in the London Borough of Croydon. All areas of the childminder's home except the master bedroom are used for childminding purposes. There is an enclosed garden available for outdoor play. At present there are two children on roll in the early years age range. The childminder is registered on the Early Years Register and both 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 ways to further promote children's use of their home language to extend their communication and language skills

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

 help children to develop better awareness of people in their community and each other, by providing varied experiences and opportunities to explore and further develop their understanding.

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who attend

The childminder is committed to her role and has a good understanding of the learning and development requirements of the Early Years Foundations Stage. She provides children with a good range of fun and challenging activities that cover all areas of learning and the quality of her teaching is good. The childminder works closely with parents from the start to support children's learning. She gathers information from parents about what their children are interested in and what they can do at home. When combined with initial observations, this helps the childminder to accurately identify the children's starting points for learning. The childminder plans activities that are meaningful to children and link to their interests, helping to meet their individual needs. For example, children like activities which make sounds and some form of movement. To extend their learning the childminder provides a range of battery-operated toys and those that the children can

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who attend

The childminder has carried out the progress checks for two-year-old children. This helps to ensure she identifies any gaps in children's learning. She uses available published guidance to track children's progress and to see clearly the progress made for all children. Children make good progress in relation to their starting points across all areas of learning relevant to their age. Adult interactions are good. The childminder engages well with children; she sits on the floor at their level to play and encourages them to talk about what they are doing. Overall, the childminder supports children's language development consistently well. She effectively introduces new vocabulary to them while they are engaged in play. For example, while singing nursery rhymes the childminder introduced children to words such as 'round, peep and up and down'. As a result, children extend their vocabulary which supports their future learning. However, the childminder does not use a range of

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who attend

approaches to fully support children who speak English as an additional language to make rapid progress and extend their use of their home language. For example resources such as visual routines and picture communication to help them to understand better.

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who attend

The childminder skilfully builds on children's interests during activities. For instance after singing one song she excitedly asked, 'what is next?' which encouraged the children's engagement and kept them excited. The childminder supports children to count out objects and provides them with resources such as puzzles to learn how to solve problems. She introduces new colours and discusses mathematical concepts, about size, using words such as big and small. The childminder also helps children to understand about space and capacity by giving them the opportunity to explore with an electronic till, which the children opened, put items in and closed again. They investigated and worked out how to take items out if they were not able to close the till.

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who attend

Children enjoy a range of activities to develop their hand-to-eye coordination and support their creative skills, such as using crayons and paint. Younger children clearly enjoy playing with older children and this helps them to develop their personal, social and emotional development. Consequently, they are well prepared for the next stage in their learning, such as pre-school or school.

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who attend

Partnerships with parents are strong. There are well-documented children's learning journal records, which include observations of children engaging in a wide range of enjoyable activities. These regular observations of children's progress enable the childminder to identify their stage of development and means the childminder effectively plans for the next steps in their learning. The childminder shares these with parents so they receive up-to-date information about their children's progress. Parents are also encouraged to include observations and photographs from home showing children's achievements. The childminder makes good use of this information to inform her future planning to build on children's current interests and help them extend their learning.

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

Children enjoy a warm and secure relationship with the childminder in a clean and welcoming environment. The childminder takes time to get to know all the children well. She adapts the settling-in sessions to meet the individual needs of families, so that all children experience a positive start. Children are calm and relaxed within the home and are fully at ease, meaning the childminder is able to meet their individual needs successfully, promoting their well-being. The childminder works closely with parents from the start of their children's placement. For example, information is exchanged with parents during settling-in sessions about dietary needs, allergies and routines to ensure that these are accurately met. Children feel secure and flourish in the care of the childminder because they form very secure emotional attachments with her. This was seen in the very positive way the children greeted the childminder as they arrived for the day.

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

The childminder provides valuable opportunities for children to take part in activities in the local community, and to develop their physical skills. They benefit from fresh air and exercise as she takes the children to local playgroups each week and walk to local parks daily. This means children can gain confidence in interacting with others and learn to work together as part of a larger group. This prepares them emotionally for similar activities they will encounter when they move on to pre-school or school. As a result, children are very much enthused, interested learners who participate eagerly in activities.

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

The childminder is a very good role model to the children and is polite and caring. For example, she encourages children to say please and thank you. Behaviour is managed effectively as the childminder reinforces good behaviour with positive praise and explains what she wants the children to do. Children are learning to play together cooperatively. For example, the childminder reminds the children to take turns and share when playing with resources. The childminder listen to the children and responds to them appropriately. As a result, they behave well. Children learn to develop strong independence skills. For example, older children are encouraged to take off their own shoes and peel their banana at snack time, while younger children learn to feed themselves. Resources available in the learning environment are developmentally appropriate and accessible to the children. This further supports opportunities for children to freely choose and be independent learners.

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

Children gain confidence as they learn to be independent in their self-care skills. The childminder encourages children to wash their hands before mealtimes and after toileting. As a result, children are aware of their own personal hygiene needs, they are developing healthy habits for the future. The childminder conducts daily and weekly risk assessments of the environment and resources to help to ensure that children are safe as they play and learn. The childminder teaches the children to keep themselves safe. For example, children participate in monthly fire drills, which help them to understand how to keep themselves safe in an emergency.

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

The childminder encourages children to develop a good awareness of the importance of adopting a healthy diet and lifestyle. Fresh drinking water is always available to the children and the childminder reminds them to have sips from time to time to stop them getting thirsty. She prepares healthy snacks such as fresh fruit or vegetables and she plans nutritious menus in advance, which she changes as she learns what children like and dislike. This helps children gain a sound understanding of a healthy diet.

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provision

The childminder implements good safeguarding practices to effectively protect children from harm. She demonstrates a good knowledge of the possible indicators that a child is at risk of harm. The childminder has a written child protection policy in place, which she understands clearly. She is aware of how to use it to guide her through the referral procedure to report concerns about a child's well-being. Parents are informed about safeguarding and receive information about other policies when their child starts at the setting. This means that they are well informed about day-to-day procedures. Accident and medicine records are well maintained and copies are provided to parents. The childminder holds a valid paediatric first-aid qualification, ensuring a suitably trained person is always available to deal with emergencies. Accident and attendance records are well organised and detailed. As a result, children's welfare and safety are promoted well.

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provision

The childminder has a good understanding of her role, responsibilities and ensures unvetted adults are not left alone with children. She meets all requirements of the Early Years Foundation Stage efficiently. She monitors the planning and assessment of children's learning to ensure that they continue to make good progress towards the early learning goals. The childminder plans purposeful and developmentally appropriate activities, which challenge and engage children effectively in their learning. The childminder is fully committed to providing children with good quality care and learning opportunities. She evaluates her service and considers her main strengths and areas for improvement. She involves children and parents in this process by asking for their opinion of the service she provides. The childminder also reflects on her practice with the support of her local authority advisor. As a result, any gaps in children's learning and development

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provision

are quickly identified so that appropriate interventions can be sought to meet their specific needs.

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provision

The childminder is committed to partnership working to help meet the children's individual needs. Parents receive good quality information to ensure they are fully informed about their child's care, education and the organisation of the childminding provision. This includes the childminder sharing with parents her clear policies and procedures. Parents express their great satisfaction with the provision. Their written comments indicate that the childminder supports children's learning and development very well and that they feel involved in their children's care. The childminder is aware of working with other professionals and childcare providers to promote continuity and progression in children's learning and development.

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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 EY473470 Local authority Croydon Inspection number 955832 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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