Childminder in Kingston upon Thames

Inspection date

Previous inspection date 08/09/2014 27/02/2014

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early years provision

This inspection: 2 Previous inspection: 4 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 uses observations effectively to plan challenging activities to enhance children's development and to identify and support their next steps in learning.  The childminder gives high priority to children's communication and language skills.  The childminder establishes good relationships with children. They are happy and settled with her and she is caring and intuitive to their individual needs.  Children play in an extremely homely, welcoming and well-resourced environment where they are able to select resources independently. This promotes their decision- making skills and independence from an early age.  Children are cared for in a safe and secure environment where the childminder's effective use of risk assessments helps to ensure children's ongoing health and safety.  The childminder incorporates learning into children's interests and this supports their ongoing development extremely well.

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It is not yet outstanding because

 The childminder does not always exchange information with parents about their child's achievements and interests at home to provide consistency in children's learning.  The childminder does not consistently enable children to build on their self-care skills by involving them in the preparation and serving of food and drinks at snack time.

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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 childminder's interactions with minded children in the home setting and on an outing to the local library.

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Inspection activities

 The inspector checked documentation regarding accidents, incidents, medication and attendance.

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Inspection activities

 The inspector reviewed children's observation and assessment records and discussed with the childminder how she is using these to support children's individual learning and development.  The inspector took account of feedback from parent/carers.

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Inspection activities

 The inspector discussed the childminder's self-evaluation systems and how she uses these to enhance the service she provides.

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Information about the setting

The childminder registered in 2006. She lives with her partner and three children in Worcester Park, Surrey. The childminder's home is close to shops, parks, schools and public transport links. The whole of the ground floor, one of the bedrooms upstairs and the garden are used for childminding purposes. There are four children on roll, three of whom are in the early years age range. The childminder also offers care to older children aged up to 11 years. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. The childminder provides care each weekday, for most of the year. The childminder holds a National Vocational Qualification at level 3 in childcare.

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

 extend the two-way flow of communication with parents regarding their child's achievements and interests at home to further support consistency in learning between home and the childminder

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

 enhance opportunities for children to build on their self-care skills, for example by allowing them to prepare and serve their own snacks.

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who attend

The childminder has a good understanding of the learning and development requirements of the Early Years Foundation Stage. Children are making good progress as a result of the childminder's clear understanding of how young children learn and develop. She provides an extensive range of activities and experiences in her indoor and outdoor environments and on numerous outings in the local community. These support children's development at a level appropriate to their individual stage and incorporate their current interests. When children are completing puzzles the childminder is on hand to offer support as required and has puzzles of varying complexity and challenge. She is able to challenge older and more-able children by providing extension to their learning. For example, the childminder helped a two-year-old to identify different colours and shapes while she encouraged a four-year-old to identify different numbers and work out more challenging problems such

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who attend

The childminder has a good knowledge of children's starting points, their ongoing development and understands how to support their next steps in learning. She works closely with parents to obtain comprehensive information about children's individual needs and current interests when they first start attending. The childminder ensures that she has resources that will match these interests. She is always replenishing the extensive range of resources available for children through purchasing new toys and activities and borrowing from other childminding colleagues. She uses information from parents and her initial observations to ensure that children are interested and challenged in the resources and activities available. She plans outings in the local community to enhance interests and learning further. For example, children really enjoy going to the library to choose books that interest them and participating in the process of getting their books stamped by the

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who attend

The childminder uses comprehensive observation and assessment systems to plan challenging and motivating learning experiences for children in line with their initial starting points. The childminder completes regular observations of children's development and achievements and uses photographs to complement her written notes on progress. She tracks children's progress carefully to enable her to identify any gaps in their learning and to ensure that she is offering appropriate challenge to the more-able children. As a result, many of the children are exceeding in some areas of their development and the childminder is clear about how she plans to extend this progress further. The childminder uses her observations and tracking systems to complete the progress checks for children aged between two and three years of age.

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who attend

The childminder teaches the three prime areas of learning extremely well. She gives high priority to developing children's communication and language skills. She extends children's vocabulary during play activities when completing puzzles or sharing books, introducing and repeating new words continually to extend their language skills. For example, she pointed out different objects in picture books and repeated words children said, to enhance their learning. If children said a word incorrectly the childminder repeated the word appropriately in conversation without making children feel as if they have made a mistake. For example, when children said 'booberries and pineapple' instead of 'blueberries and pineapple' she repeated the sentence saying blueberries correctly. As a result, young children's communication skills are developing extremely well with new words emerging all the time.

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who attend

Children are encouraged to choose what they would like to play with from the wide variety of resources and activities available. These are stored at low-level, which encourages children's decision-making skills and self-choice from an early age. The childminder allows young children to explore and initiate their own play experiences, stepping in when they require additional support and encouragement. For example, she encouraged children's concepts of shape and space during puzzle-making activities offering them guidance on how to fit more difficult pieces. She praised them enthusiastically when they managed to turn a puzzle piece around to fit in a specific place, encouraging them vocally and smiling at their achievement. Her positive approach encourages children to attempt new skills, as they know she is on hand to encourage and support them.

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who attend

Children really enjoy the innovative activities and resources in the outdoor area and these support their all round learning and development. They shrieked with delight as they squirted the childminder with water from spray bottles and enjoyed mark making with these on the fence, patio and paper. The childminder uses lots of textural resources to enhance children's senses such as jelly with different utensils and containers and animals hidden in shaving foam. She encourages children to touch and smell the different materials and liquids and asks them open-ended questions such as 'what does it feel like?' and 'what can you smell?' The childminder provides numerous opportunities for children to develop their early writing skills and they enjoy using a wide range of different natural materials in both the indoor and outdoor environments such as chalks, shaving foam, jelly and water. The childminder teaches young children about the names of and sounds that

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who attend

letters make, for example those in their name. She has also labelled her toy boxes and baskets with lower case letter labels and photographs of the item. This helps to build children's awareness of written words as part of their literacy development.

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

Children form strong emotional attachments with the childminder because there are effective settling-in procedures. These are in line with parental wishes and individual needs and circumstances. The childminder works closely with parents at the start of their child's placement to find out about the child's care needs, daily routines, current stage of development and interests. She uses this information in her initial planning for children's individual learning which further supports the settling-in process. As a result children settle quickly and form warm, close attachments with the childminder and their friends. They enthusiastically participate in play activities and the childminder supports and engages in their play. The childminder uses praise and encouragement continually when children achieve a new milestone or attempt a new skill. For example, she shows delight when children try new foods or identify colour or shapes. The childminder has developed reward

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

certificates which she sends home to parents so that they can celebrate when their child has achieved a new skill or attempted a new food. This really enhances children's self- esteem and their capacity to attempt new things.

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

The childminder supervises children extremely well during activities and when on outings. This effectively supports children to feel and to keep safe. Thorough risk assessments are in place and the childminder reviews these regularly to ensure that she identifies all hazards so she can take appropriate action to minimise the risks to children. The childminder involves children in a range of different activities that support them to learn about safety. For example, they participate in regular evacuation practices to ensure that they are aware of the procedure to follow in the event of an emergency. On outings in the local community the childminder has stringent rules in place regarding safety. For example, babies and toddlers are strapped safely into a buggy while older children hold on to a wrist strap attached to the buggy. On an outing to the library children's concept of road safety is encouraged as she asked them to 'look both ways and listen for cars' and to

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

'tell her when it is safe to cross the road'. Behaviour is managed well by the childminder and suitable age-appropriate strategies are used to manage any inappropriate behaviour and further promote children's ongoing safety. The childminder sets clear, consistent boundaries so that children know what is expected of them. If children do things that could potentially be dangerous the childminder provides them with clear explanations about why their actions are not safe. For example, when children jump on her settee or try to play tennis with a hard golf ball she explains what may happen and the consequences on their safety or that of their friends.

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

The childminder supports children to develop healthy lifestyles, providing them with plenty of fresh air and exercise and a healthy, nutritional diet. Children enjoy playing in her garden area and participate in daily outings in the local community to toddler groups, the library and parks. For example, she has activities in her outdoor area to support children's emerging jumping and hopping skills such as colourful stepping-stones and hopscotch. Parents complete comprehensive contracts and child record forms at the start of their child's placement, which clearly outline their child's individual dietary requirements including any allergies and religious or cultural restrictions. This enables the childminder to provide healthy, nutritious meals and snacks in line with their individual dietary requirements and preferences. The childminder encourages children to try new foods and delights when children try raspberries and different sandwich fillings. She encourages

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

children to develop an awareness of healthy eating by involving them in choosing different fruits and vegetables at the supermarket. The childminder supports children to manage their own hygiene and personal needs. For example, children wash their hands after using the bathroom and before eating. Children's self-care and independence is promoted effectively by the childminder. For example, she encourages them to put on their own shoes and coats and is on hand to support this as needed. However, the childminder does not extend all opportunities for children to their develop self-care skills as she does not involve older children in the preparation and serving of food at snack time.

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provision

The childminder has a good understanding of her responsibility to meet the safeguarding and welfare requirements. She demonstrates a clear understanding of the procedures she would follow with regards to recording and reporting any concerns relating to child protection. All visitors to the childminder's home are asked to sign her weekly attendance sheet and the childminder checks their identity. Children are never left alone with people who are not vetted. There are very clear procedures in place regarding the safe arrival and collection of children. For example, the childminder does not release a child to anyone not authorised by their parents to collect them. These procedures ensure that children are protected while at the childminding provision. The childminder maintains all the required records and documents necessary to maintain children's care and well-being. She keeps an accurate record of children's attendance, and any incidents or accidents and this helps

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provision

The childminder has a positive attitude towards the ongoing development of her childminding service and has effectively addressed the actions and recommendations from her last inspection. She is committed to continuously improving the provision and does this by monitoring and evaluating her practice. For example, she continually evaluates toys, activities and outings to ensure that they provide appropriate challenge and interest to meet children's individual needs. This demonstrates her clear capacity for improvement. Since her last inspection and recently due to changes in the requirements of the Early Years Foundation Stage the childminder has reviewed and amended her policies and procedures to ensure that they remain in line with current legislation. The childminder extends her knowledge of childcare through attending training courses and from regularly discussing practice issues with other childminding colleagues. She has made changes to

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provision

her setting following training which has really enhanced her childminding provision. For example, she has really developed her outdoor area to ensure that it offers children good opportunities in all areas of learning and complements her indoor area. She has also extended the variety of creative activities children have opportunities to experience, to stimulate their expressive art and design and sensory skills.

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provision

The childminder has established close relationships with parents and keeps them well informed about their child's care, learning and development. She liaises with them verbally upon arrival and collection, and records information on their child's personal care routines in a daily contact book which the parents take home. However, ongoing communication regarding interests and achievements at home is not fully shared to promote consistency in learning between both settings. Feedback from parents is extremely positive and they praise how flexible and caring she is. Comments include 'sometimes it takes me half an hour to persuade my child to leave her setting' and 'we rely on her and she provides a valuable link between home and school'. The childminder has strong partnerships with the local school and nursery and complements activities children enjoy in other settings in her home to support their ongoing progress 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 EY318770 Local authority Kingston upon Thames Inspection number 975599 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 4

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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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