Childminder in Croydon

Inspection date

Previous inspection date 09/10/2014 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 form close bonds with the childminder. Her settling-in procedures are flexible and are based on the family's needs. This helps children to settle quickly and develop a strong sense of belonging.  Teaching is good. Children make effective progress in their communication and language skills because the childminder skilfully questions them as they play. Consequently, children are reaching expected levels of development.  Partnerships with parents are good. The childminder works closely with them to promote children's learning and development. As a result parents are able to support their child's learning further at home.  Children's safety is effectively promoted. The childminder understands fully her responsibilities and has procedures in place to safeguard children.

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It is not yet outstanding because

 There are fewer opportunities for children to learn about the life cycles of nature and plants to understand more about the world around them.

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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 a tour of the rooms used for childminding, including the bedroom used for sleeping.

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Inspection activities

 The inspector observed the interaction between the childminder and the children as they played with the activities.

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Inspection activities

 The inspector looked at children's records, learning journey records and policies and procedures.  The inspector spoke to the childminder at appropriate times during the inspection.  The inspector spoke to parents and took account of their views.

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Information about the setting

The childminder registered in 2010 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her school-aged child in the London Borough of Croydon. The childminder uses her through lounge and conservatory for childminding purposes. There is also a downstairs toilet. The childminder does not use her garden. She regularly takes the children to local parks, playgrounds, drop-in groups and a library, which are all within walking distance of her home. The childminder has two children on roll in the early years age range. The childminder provides overnight care.

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

 enhance children's outdoor learning by providing opportunities for children to learn about the life cycles of living things such as insects and plants.

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who attend

Children are supported well to make good progress in their learning and development. The childminder has an effective understanding of the Early Years Foundation Stage. She uses her knowledge well to plan and keep observations of children's progress according to their individual needs and interests.

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who attend

At the start of the placement the childminder requests information from parents. Parents are asked to complete an 'All about me form', where they can record details of their child's individual care needs and routines. The childminder also asks for information about the child's development. This enables the childminder to have a clear understanding of children's starting points and specific needs. She then uses this information to plan activities and learning experiences to help children make good progress.

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who attend

As children play the childminder uses these opportunities to extend their thinking. For example, the childminder shares books with the children, and asks useful age-appropriate questions to find out what they understand about the story. With older children the childminder talks to the children about the phonic sounds of the letters. These aspects of teaching support children to extend their communication, language and literacy skills.

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who attend

The childminder documents children's progress and achievements thoroughly in their learning journals, which enables her to effectively monitor their development. She is therefore able to target for each child's specific learning needs. Teaching is good as the childminder enables children to reach expected levels of development in readiness for the next stage in their learning.

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who attend

Children's communication and language skills are well promoted because the childminder offers them plentiful opportunities to speak. The childminder values what children say, which increases their language skills. As children play in the make-believe kitchen they are able to use their imagination and imitate real-life experiences as they 'cook meals and 'make cups of tea'.

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who attend

Resources within the playroom are labelled with pictures and words. This enables children to begin to understand that print carries meaning. Younger children are also able to make choices and independently select what they want to play with using the pictures. This helps them make their own decisions as they learn through play.

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

The childminder encourages settling-in visits for new children and their parents. These are organised on an individual basis according to the family's needs. Therefore the transition from home to the childminder's setting is well supported. This leads to children feeling content and secure in her care.

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

Children show a strong sense of belonging and their growing independence is appropriately fostered. For instance, when children arrive from school they take off their coats and shoes and put these away. Children behave well because the childminder teaches them about the importance of sharing and considering the needs of others. She achieves this by encouraging the children to take turns when playing games. Children receive praise and encouragement, which supports their emotional well-being. For instance, the childminder commends children for their creative work and the models they make using construction bricks.

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

The childminder nurtures children's all round good health effectively. She provides children with healthy meals and snacks, which supports their well-being and good health. The childminder encourages children to be independent by providing them with opportunities to try things for themselves. Children are able to help themselves to drinking water and the childminder reminds them to wash their hands after using the bathroom. Children's physical development is well supported as they are able to ride sit-on toys and to play in sand and water during visits to childminding groups. However, there are fewer purposeful opportunities for children to learn or experience life processes such as growing plants and caring for them to understand more about the world.

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

The childminder's home is organised for the children's benefit. In the playroom children are able to freely select what they want to play with. The childminder provides opportunities for children to learn about people of different cultures. She has resources depicting equality and diversity which supports children to learn about difference and inclusion.

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provision

The childminder has a good understanding of the safeguarding and welfare requirements and as a result children's safety is well promoted. She is vigilant in ensuring that children play and learn in a safe environment by completing regular risk assessments of her home and outings. She practises her emergency evacuation drill with the children, so from a young age children are learning how to keep themselves safe. The childminder is also aware of the procedures to be followed in the event of a child protection concern. She knows who to contact to make a referral to help to keep children safe. She has also devised a safeguarding policy so that parents are aware of her role and responsibility in this area.

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provision

The childminder demonstrates a strong commitment to continuous improvement. She regularly evaluates her service to identify areas that require improvement, therefore, enhancing outcomes for children. She is currently studying for a National Vocational Qualification in childcare at level 3 and uses what she learns to enrich her childminding service.

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provision

Partnerships with parents are strong. This is because the childminder has established good working relationship with them. She communicates with them on a daily basis to keep the parents informed about their child's time with her. The childminder has formed good links with the staff of the local school some of the minded children attend. She shares information with staff members through regular conversations to help her to maintain children's continuity of care and learning. Parents speak highly of the childminder and comment on how well their children settle in her care. They also value the service she offers, commenting on the fact, as well as providing a welcoming and a professional service. They also appreciate the warm, relaxed daily discussions about their child's time spent with the childminder.

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provision

Overall, children make good progress in relation to their starting points. This is because the childminder has a good understanding of how to plan a good range of activities and experiences that are fun and challenging. Her good comprehension of teaching children, coupled with her good planning of the educational programmes, prepares children well for the next stage in their future 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 EY409211 Local authority Croydon Inspection number 761143 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 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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