Childminder in Sutton

Inspection date

Previous inspection date 25/09/2014 17/10/2008

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early years provision

This inspection: 3 Previous inspection: 2 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 Children's language and communication skills are supported well by the childminder.  Children form secure attachments because the childminder shows them care and affection, which helps to support their emotional well-being.  Children learn appropriate hygiene routines that help them become independent in their self-care needs.  The childminder provides a varied selection of play materials that reflect children's interest and they enjoy playing with them.

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It is not yet good because

 The childminder does not make good use of risk assessment to identify and reduce all risks to children, such as the garden pond, to ensure children's ongoing safety.  The childminder does not extend children's understanding of diversity, other people and communities or teach them about technology.  The childminder does not fully involve parents in their children's development, so children do not benefit from a shared approach to learning and partnerships with the schools children attend are not fully established to promote continuity in 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 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 had discussions with the childminder relating to her practice.

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Inspection activities

 The inspector looked at areas of the premises used for childminding and sampled relevant documentation

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Inspection activities

 The inspector observed childcare practice and opportunities provided to the minded child that was present.

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Inspection activities

 The inspector sampled a range of documentation that the childminder uses to support her practice.

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Information about the setting

The childminder registered in 2008. She lives with her mother and three children one of which is an adult, in Wallington, Surrey. Areas of the home used for childminding include the ground floor kitchen area, toilet, utility room and front room. Areas on the first floor used for childminding include the childminder's children's bedroom. There is an enclosed garden area for outdoor play.

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Information about the setting

The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. There is currently one child on roll, who attends on a part-time basis, who is in the early years age range. The childminder offers care from each weekday all year round.

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must:

 make sure that children's safety is promoted by improving the assessment of any risks to children's safety, with particular regard to the garden pond, and take appropriate action to eliminate such risks

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must:

 improve systems for assessment by working in partnership with parents and other professionals involved in children's lives to better support each child to make good progress in their learning and development.

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

 strengthen the educational programme for understanding the world to enable children to learn about technology and different cultures and religions.

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who attend

The childminder has an appropriate understanding of how children learn and develop and she observes and records what the children do in individual learning folders to monitor their progress. The children enjoy a suitable balance of adult-led and child-initiated play that captures their interests and supports their needs. As a result children are making suitable progress and are prepared for the next stage in their learning or the move to school. They welcome the interaction from the childminder in their play, however, are equally happy and confident to play alone. During the settling-in period the childminder obtains information about a child's starting points for learning from parents. This enables her to plan initial activities and opportunities bases on children's interests and abilities. Thereafter, she liaises with parents on a daily basis regarding children's routines and the activities they have participated in. However,

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who attend

parents have limited opportunities to contribute to the ongoing assessment of their child so that they continue the learning at home. In addition, the childminder has yet to establish effective partnerships with local schools where children attend. This reduces her ability to fully support children's learning and complement the education they receive at school. The childminder is aware of the requirement to complete a progress check for two- year-old children to ensure children are making steady progress and to identify any additional support they may need.

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who attend

The childminder provides a suitable range of resources and opportunities that are developmentally appropriate for the children in her care. They have regular occasions where they can participate in a range of activities outside the home as part of their daily routine. The childminder collects the children from school and regularly takes them to the local park, weather permitting. The childminder helps children to recognise features of the natural environment. As a result, children are encouraged to collect conkers and notice changes in their environment. However, the childminder lacks appropriate resources to develop children's understanding of technology and how things work in the world around them.

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who attend

Children's spoken language is developing because the childminder engages them in purposeful conversation throughout the day. She talks to the children about what they are doing, questioning them effectively, and giving time for them to respond. The childminder follows their lead as the children select books and she shares their interest in the story characters. This helps to establish children's interest in reading for pleasure and purpose. Children have regular opportunities to make marks with a range of coloured pencils, felt tips and crayons. They enjoy creating letters for their parents, which promotes their pre- writing skills. The childminder is proactive in encouraging children to write their names which they are able to do with ease, in preparation for school.

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who attend

Children have ample opportunities to recognise and match colour, shape and numbers. For example, through playing a post-it game they match numbers and are beginning to recognise numbers that are meaningful to them. The childminder selects toys that appeal to children's interests and which engage their imagination and creativity. For example, children enjoy dressing up in different costumes. However, children lack good opportunities to play with resources that fully reflect diversity and disability. This hinders their ability to learn about similarities and differences between themselves and others in the community.

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

The childminder provides a warm and welcoming environment and has a gentle and caring manner. She suitably promotes children's welfare. This means children are confident within the setting and feel reassured when visitors are in the home. The children have developed suitable bonds with the childminder and the rest of her family. Children benefit from the settling-in procedures which are consistent with their home routines and help them settle and feel secure. The childminder provides a suitably resourced environment that includes a range of play equipment. The resources covers the majority of the areas of learning, which helps the childminder to supports children's learning and development. Children have some opportunities to dictate their own play experiences as they have access to some toy boxes stored at their level.

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

The childminder provides healthy meals and snacks such as fresh fruit, vegetable sticks, spaghetti bolognaise and mashed potatoes with fish and vegetables. This helps children develop an understanding of healthy choices in their diet. The children have access to fresh drinking water throughout the day. The childminder further promotes children's healthy living by ensuring they have daily opportunities to gain fresh air and exercise. They visit soft play centres and local parks to use the fixed play equipment such as slides climbing walls and swings.

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

The childminder risk assesses outings to ensure that she identifies and reduces potential hazards so that children remain safe while out and about the community. However, the childminder does not use risk assessments effectively to identify all risk to children in her home. For example, the pond in the garden has not been made safe and so poses a risk to children's safety. Children are developing an understanding of keeping themselves safe as the childminder gives suitable regard to this. She teaches children about keeping themselves safe when on outings. For example, children are encouraged to walk on the inside of the pavement and learn about crossing roads safely. This is used well to help children learn to manage their own safety. Children also take part in the emergency evacuation procedure while at the childminder's home. This develops their understanding of what to in the event of an emergency.

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provision

The childminder has an understanding of the safeguarding and welfare requirements, and how to keep children safe. She has a secure understanding of child protection issues and is able to recognise signs in children that may indicate they are at risk. The childminder understands the importance of taking appropriate action to seek help and advice should any child protection concerns arise to help keep a child safe. She has ensured all adults in the home over the age of 16 years have completed the appropriate Disclosure and Barring Service check to assess their suitability to be in contact with children. However, the childminder has not identified risks in the garden area which mean children's safety cannot be assured. The childminder has devised and implemented a multitude of policies and procedures, all of which she shares with parents. These suitably guide her services, practice and, overall, help the childminder to promote the well-being of children

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provision

The childminder shows some awareness of the quality of her service, including her strengths and areas of development. She seeks feedback from parents to help ensure her provision is meeting their needs and those of their children. This is done through questionnaires and discussion. Parents praise the childminder for the quality of her services stating 'We are happy with the service you provide and feel very lucky that you look after our children thank you'. This shows that parents are pleased with the provision provided. The childminder's relationships with parents are well established. She gathers a range of information at the beginning of the contract relating to each child's welfare. This enables the childminder to provide an adequate level of care to the children. She shares ongoing information about children's progress through discussions; however, parents have limited access to their child's learning folder which hinders their ability to take an active

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provision

role in the assessment of their child's progress.

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provision

The childminder does not formally evaluate her practice; however she is aware of her strengths and areas of development. The childminder shows a suitable awareness of her own professional development and has completed a number of training courses since her last inspection. These include first aid, the Early Years Foundation Stage and observation. The childminder has made progress in addressing all of the recommendations raised at her last inspection. This demonstrates the childminder's adequate drive for continuous improvement in the outcomes for children.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are

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actions)

The requirements for the voluntary part of the Childcare Register are

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To meet the requirements of the Childcare Register the provider must:

 ensure that all necessary measures are taken to minimise any identified risks, particularly relating to the garden pond (compulsory part of the Childcare Register).  ensure that all necessary measures are taken to minimise any identified risks particularly relating to the garden pond (voluntary part of the Childcare Register).

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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 EY368578 Local authority Sutton Inspection number 822899 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 1

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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

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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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