Wells, Michelle Josephine

Inspection date

Previous inspection date 23/09/2014 12/06/2009

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early years provision

This inspection: 2 Previous inspection: 3 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 effective methods of teaching and as a result, children make good progress.  Children are confident and happy as the childminder promotes their personal, social and emotional development well.  The childminder provides a balanced range of physical activities, both indoors and outdoors, which contributes to a healthy lifestyle.  The childminder effectively uses self evaluation to drive improvement and improve outcomes for children.

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It is not yet outstanding because

 Information sharing with parents is generally effective but does not always extend to working together to set future learning goals for children.  The childminder does not make fully effective use of the outdoor area to enhance children's learning.

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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 compulsory part 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 activities indoors and outdoors.

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Inspection activities

 The inspector spoke with the childminder and children at appropriate times throughout the inspection.

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Inspection activities

 The inspector viewed, and discussed with the childminder, regulatory documentation regarding children's details, and a sample of policies, risk assessments and safety procedures.

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Inspection activities

 The inspector checked evidence of qualifications and suitability of the childminder and household members aged over 16 years.

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Information about the setting

The childminder registered in 2008. She lives with her partner and their three children in a house in a residential area of Farnham in Surrey, close to shops, parks, schools and public transport links. Most the house is used for childminding and sleep facilities are available on the first floor. There is a garden available for outside play. The childminder's provision operates from Monday to Friday, for most of the year. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. There are currently five children on roll, three of which are in the early years age range.

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Information about the setting

The childminder also offers care to children aged up to the age of 11 years old. The childminder walks or drives to local schools and pre-schools to take and collect children. She attends the local parent/toddler groups.

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

 strengthen the two-way flow of information with parents and use this shared knowledge to plan together children's next steps in learning

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

 develop the outside area to enhance children's learning, for example, by making it rich in print, signs, labels and symbols to help promote their interest in words and numbers.

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who attend

The childminder uses effective methods of teaching. As a result, children make good progress. The childminder obtains information from parents on what their child already knows and can do, and uses this to plan for their learning when they first start with her. She regularly updates this information so that she meets children's developing needs. However, while parents provide regular updates on their child's interests and achievements, they do not generally take an active role in setting future learning goals. This does not fully support consistency of care between the childminder and children's parents. The childminder supports children well to gain skills ready for their future move to other early years settings or to school. She successfully completes the required progress checks for two-year-old children, enabling parents to share these with other professionals. The childminder promotes children's personal, social and emotional development well.

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who attend

Children are confident and happy. The childminder offers good support for their communication skills. She asks open-ended questions and gives them time to think before expecting them to respond. They speak clearly using full sentences in conversations. Older children recall past experiences and talk about future events. The inside play environment is rich in numbers, letters and signs. However, the childminder does not provide such an effective learning environment in her garden to support those who like to play outside.

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who attend

Children are developing good coordination because the childminder provides toys and tools that challenge them effectively. Their pencil control is good and older children are able to draw pictures of themselves using chalks on the outside chalk board. Books that are suitable for children at different stages of development are always available.

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who attend

Children extend their mathematical understanding as they play. For example, they count, name colours and identify shapes while they explore puzzles. They correctly match letters and sounds as they look for the first letter in the name of the animals they find on the puzzle. The childminder makes this fun by asking the children to look carefully on the wall where she displays numbers and letters attractively. Children enjoy new challenges, for example, using a slide. This extends their physical development, helps them to consider safety and gives them experience of waiting for their turn. Opportunities for children to explore and investigate are good. The childminder provides a variety of media including paint, sand, water, dough and glue. Children love singing their favourite songs with the childminder who extends their enjoyment by introducing musical instruments. Overall, children are learning well through a range of interesting and enjoyable activities.

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

The childminder effectively fosters children's sense of security and emotional well-being through interesting learning opportunities. Consequently, they are engaged, contented and settle easily in a relaxed and safe environment. Children establish positive relationships with the childminder. They show their fondness for her by sitting next to her, involving her in their play or chatting to her freely. Children enjoy their time in the stimulating environment and the childminder organises space and resources well.

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

The childminder provides a balanced range of physical activities, both indoors and outdoors. This supports children to develop healthy lifestyles. They go out daily and regularly play active games at their local park. Children develop self-care skills effectively. For example, they independently managing their own personal needs, including dressing up and feeding themselves. The childminder creates a sociable and relaxed atmosphere at mealtimes, so that children can enjoy their food. Parents provide all meals and snacks for their children. These are healthy and complement the childminders healthy eating ethos. Drinks are readily accessible throughout the day to ensure that children do not get thirsty. The childminder encourages children to learn about personal hygiene through daily routines, such as washing hands before eating and after using the toilet.

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

The childminder teaches and encourages children to be safety-conscious without becoming afraid. They show a strong understanding of how to keep themselves safe through the childminder's guidance and help. They take part in regular fire drills and learn about road safety. They also learn how to safely handle small tools, such as carefully using knives to cut their fruit up at snack time. Children behave well, demonstrating an understanding of the boundaries and expectations within the home. They respond positively to guidance from the childminder. She values their individuality and praises their efforts and achievements, which has a positive effect of their self esteem. Consequently, children feel good about their own success and clap and cheer when they have completed a task. The childminder supports children's social skills through a variety of games. She encourages them to learn about emotions so they develop sensitivity to the needs and

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provision

The childminder has a good knowledge of the Early Years Foundation Stage and successfully meets all of the legal requirements. She is well-organised and implements effective policies, routines and record keeping procedures to enable her to meet the needs of the children. She minimises any potential hazards through effective risk assessment. The childminder has a good knowledge of safeguarding and has attended recent child protection training. Following this training, she has reviewed and updated her safeguarding policy. The childminder also knows what to do if she is concerned about a child's welfare. She shares relevant safeguarding guidance with parents. This ensures that parents are aware of the action that the childminder will need to take in the event of a child protection concern.

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provision

The childminder effectively uses self evaluation to identify areas for development within her practice. She is conscientious and keeps up to date by increasing her knowledge through attending regular training courses and workshops. The childminder makes ongoing improvements to her service and informs parents of any changes. She has acted upon the action and recommendations of the last inspection. For example, she now keeps an effective record of any medications she administers to the children in her care. Furthermore, she has made improvements to the accuracy of her assessments of children's development. As a result, she now has a clear overview of children's individual progress. This means that she is able to quickly identify any gaps appearing in their development. The childminder has good ideas to promote continuous improvement, such as developing the range of activities in the garden. For example, she is keen to get

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provision

children involved in growing their own vegetables to develop their interest in the natural environment. The childminder actively seeks the views of parents when evaluating her practice. She does this through ongoing discussion and the use of questionnaires.

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provision

Parents praise the range of activities the childminder offers, and comment on how happy their children are in her care. The childminder provides a flexible service to meet the needs of families. She shares lots of photographs and information with parents on children's development through discussion and using an on-line electronic diary.

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The Childcare Register

The requirements for the compulsory 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 EY385832 Local authority Surrey Inspection number 815861 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 4 Number of children on roll 5

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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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