Watton, Sachiko

Inspection date

Previous inspection date 26/09/2014 Not Applicable

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early years provision

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

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This provision requires improvement

 The childminder provides a variety of resources and play experiences that help children to make suitable progress in their learning and development.  The childminder supports children to establish strong attachments with her, which promotes their sense of belonging and security.  Children's language skills are particularly well promoted through their consistent interaction with the childminder who communicates effectively with them in English and Japanese.  Healthy options are provided at snack and meal times with homemade meals to promote children's health.

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It is not yet good because

 The childminder does not minimise all risks to children's safety in the garden to keep the children safe.  The childminder's systems in place for observing children and tracking their development are in their infancy and therefore the childminder cannot fully identify the progress each child is making.  The childminder does not fully extend children's understanding of diversity, other people and communities.  The childminder does not fully involve parents in their children's learning, to create a shared approach to supporting each child to make good progress.

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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 in-depth discussions with the childminder about her knowledge and understanding of the safeguarding and welfare requirements, and the learning and development requirements.

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Inspection activities

 The inspector looked at all areas of the premises used for childminding, which included the safety in all rooms.

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Inspection activities

 The inspector observed childcare practice and the learning opportunities provided for children.

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Inspection activities

 The inspector looked at a sample of documentation, including policies, procedures and written observations.

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Information about the setting

The childminder registered in 2010. She lives with her husband and one child within the early years range, in New Malden located in the Royal Borough of Kingston. All areas of the home are used for childminding purposes apart from her child's first-floor bedroom. There is a fully enclosed garden for outside play.

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Information about the setting

Currently there are three children roll in the early years age range. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder regularly takes children to parks and toddler groups.

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must:

 develop observation and assessment to understand children's level of achievement, interests and learning styles, and to then shape learning experiences for each child reflecting those observations.

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must:

 improve the use of risk assessment to ensure that children are not exposed to risks relating to glass in the shed windows.

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

 support children's understanding of differences in the wider world, for example by obtaining play resources that reflect positive images of diversity, acknowledging a wider variety of cultural festivals and telling stories about diverse experiences

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

 help parents to understand more about the progress that their child is making so that they can regularly contribute to the ongoing assessment in relation to learning at home.

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who attend

The children feel secure because the childminder provides a warm, child-friendly environment. She obtains most of the relevant information from parents at the start of the placement. This helps her to meet children's individual needs regarding their interests, learning and care routines. The childminder gathers information about children's starting points for learning at the initial contract stage on all about me forms. This enables her to plan suitable experiences for children during the settling-in stage and it values parents as the first educators. The childminder regularly takes photographs of children while engaged in play; these are held in a general folder. However, the childminder currently does not track individual children's progress efficiently to support her in planning further activities to support their developmental needs. She has recently begun to implement a system for monitoring children's development, but this is not yet fully established to make an impact.

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who attend

The childminder also does not identify next steps for development for each child. This means that children are not always challenged in their learning and this limits their progress towards the early learning goals. Overall, children make adequate progress and develop the skills required for the next stage in their learning. The childminder is aware of her responsibility to review the progress of children aged between two and three years and to share this with parents so they are aware of their child's early learning.

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who attend

The childminder provides a varied range of toys, resources and play equipment that children enjoy using. Some of these are set out in the rooms used for childminding and reflect children's individual interests. The childminder involves herself in many aspects of children's play, sitting with them on the floor as they play. She encourages children's communication and language development appropriately by describing what they are doing and naming familiar toys they are playing with. As a result younger children are becoming vocal. There are a number of children on roll who speak Japanese as a home language. The childminder strongly reinforces both English and Japanese languages to promote inclusion for each child and to meet their communication needs. Children's literacy development is suitably encouraged by the childminder. They are developing a love of books through easy access to them, stored at their level, to encourage their

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who attend

Children's personal, social and emotional development is progressing suitably. They benefit from weekly visits to toddler groups where they mix with a wider age range of children and take part in group activities. Children develop a range of expressive arts and design skills. Children access bricks and use these creatively with support from the childminder to construct towers. Children enjoy exploring paint with paint brushes during planned activities. The childminder provides an adequate balance of indoor and outdoor activities to develop children's understanding of world. Children enjoy learning about their environment through regular trips to the local parks and Hampton Court. They have opportunities to develop their understanding of technology through access to a number of cause and effect resources. However, there are fewer opportunities for them to develop an understanding of a wider range of people, festivals and communities of the world.

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

Children have positive relationships with the childminder and as a result they feel emotionally secure in her care. Children benefit from access to a range of resources that promote most areas of learning well. There is a wide selection of toys stored in low-level open front units with labels. This enables children to make choices and follow their own interests during play. Toys and books are of appropriate quality and the home is clean and well maintained. Children have ample play space where they can move around freely and safely.

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

Children have regular outings to local parks, the garden and the daily walks to and from school. All of which help to support their physical development and enjoyment of being outdoors. Children enjoy a healthy snack of fresh fruit and their lunches consisting of meals such as rice with fish and vegetable, soup, spaghetti bolognaise and chicken teriyaki with noodles. The childminder follows individual dietary needs and encourages children to feed themselves independently in readiness for school.

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

Children learn about staying safe when on outings. For example, the childminder helps them to learn appropriate road safety practices. They are also learning about safety by practising the fire evacuation procedure. This enables them to know what to do in the event of an emergency. The childminder understands the benefits of using positive strategies to help the children learn wrong from right. She encourages positive behaviour through the use of praise. This helps children to develop their confidence and self-esteem.

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provision

The childminder demonstrates a suitable knowledge of her responsibilities to safeguard the children in her care. She has devised and implemented appropriate procedures to follow in relation to safeguarding matters. The childminder takes adequate steps to keep children safe. She has undertaken written risk assessments for the home and for general outings. However, she has not used risk assessments effectively to identify and eliminate risks to children associated with glass windows in the garden shed. This is a breach of requirement of the Early Years Foundation Stage and the associated requirement of the Childcare Register. Fire safety equipment is in place, including smoke alarms fitted on both floors of the home and a fire blanket is located in the kitchen area. The childminder has devised and implemented a wide range of written policies and procedures that she shares with parents. These help to inform parents of her responsibilities and practice.

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provision

The childminder has begun to develop positive relationships with parents and they comment positively about the care she provides. However, parents have limited access to information relating to their children's learning and development. This reduces their ability to reinforce their child's learning at home. Parents are updated of the children's welfare through daily discussions and daily diaries. These detail ample information, such as what their child has eaten, nappy changes and how they have spent their time while with the childminder. There are no children on roll who currently attend other settings or need support from other agencies. However, the childminder has some awareness of the need to liaise with other providers delivering the Early Years Foundation Stage to help to ensure there is progression and continuity in the children's care and learning. The childminder does not use observations of children at play well enough to identify the next steps in

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provision

their learning and development. This means she is not planning activities that enable them to make the best possible progress in all areas of learning in readiness for school.

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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 the premises and equipment, particularly the glass in the shed windows are safe (compulsory part of the Childcare Register).  ensure the premises and equipment, particularly the glass in the shed windows are safe (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 EY409786 Local authority Kingston upon Thames Inspection number 965750 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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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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