Childminder in Surrey

Inspection date

Previous inspection date 13/10/2014 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

 The childminder is kind, caring and attentive towards the children in her care. Her nurturing approach helps children to develop positive relationships.  Children's individual needs are effectively understood and met very well. The interests and abilities of children are incorporated well into planning of activities which enables children to gain maximum enjoyment.  The childminder provides a safe and secure environment. A wide range of age appropriate resources are easily accessible which enables children to determine their own play.  The childminder demonstrates a secure understanding of how to protect children in her care which enables her to promote their well-being effectively.

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It is not yet outstanding because

 Not all children have had the opportunity to practise the fire evacuation procedure to enhance their understanding of safety within the home.  The childminder does not maximise all opportunities to enhance children's feelings of self-worth and self-confidence in her learning environment to place a consistently sharp focus on children's personal, social and emotional development.

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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 and the children engaged in activities together.  The inspector held discussions with the childminder about her practice.  The inspector took into account the written views of parents.  The inspector sampled a range of records, policies and procedures.  The inspector spoke to the childminder about her self-evaluation of the provision.

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Information about the setting

The childminder registered in 2014. She lives with her husband and two children, in Mytchett, near Camberley, Surrey. The ground floor of the home is used for childminding activities. There is a garden for outdoor play. The family has a rabbit. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. There are currently two children on roll, both of whom are in the early years age group. Children attend for a variety of sessions. The childminder operates all year from 7.30 am to 6pm.

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

 enhance children's awareness of how to keep themselves safe, for example, by practising the fire evacuation drill regularly

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

 further enhance children's sense of belonging, self-confidence and self-awareness, for example, through displaying pictures of children and their families.

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who attend

Children make good progress in their learning and development because the childminder has effective teaching methods, and understands how children learn. The childminder has effective systems in place for observation, assessment and planning. She clearly identifies children's next steps in learning and these are shared and agreed with parents. The childminder uses the information gained to plan a varied and exciting range of activities and play experiences, which reflect children's abilities and interests. The childminder is aware to complete the progress check for two-year-old children and has procedures in place when they are required. Observations and learning journeys for the children demonstrate that activities and experiences focus on the younger children's social skills, communication and physical development. The wide range of resources available covers the seven areas of learning and provides stimulating opportunities for all children.

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who attend

Children are happy in their surroundings and confidently ask to go outside to play. They are reminded to put on their coats as it is raining, which children confidently do. This shows they have developed good personal independence skills. The quality of the childminder's teaching is good. Children enjoy exploring the water tray and use conkers to roll down the drain pipe attached to the water tray. The childminder shows the children how to roll the conkers down, and counts them as she does it. The children quickly copy and count confidently to five. They then explore which conker rolls faster as they roll two down together. 'One, two, three' they count together and the children laugh and chuckle with delight as they quickly roll down. The children excitedly jump up and down and shout 'whee' as the conkers roll down fast. They use mathematical language as they talk about the speed of the conkers being 'slower' and 'faster'. The childminder demonstrates to the

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who attend

children how difficult it is for the conkers to roll up the drain pipe, they watch with interest and soon realise it is much more exciting to roll them down. Activities such as these promote children's understanding of mathematics and early science.

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who attend

The childminder demonstrates a secure understanding of promoting children's communication and language skills through her good interaction with them. For example, children chat happily to the childminder and each other as they play. Older children warmly greet younger children as they arrive and excitedly invite them to 'come and play'. The childminder constantly talks to the children and gives lots of eye contact, particularly when giving instructions. She repeats words and letters back to the children. For example, the current theme is about trees. Children have collected leaves and learn how to do leaf printing with crayons. They watch carefully as the childminder shows them how to do it, and then confidently copy. They look with amazement as the print is formed on the paper. The childminder explains they are going to glue the leaves on the 'T, T, T for tree'. The children copy the sounds and words, and respond positively as they receive lots of praise.

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who attend

As a result, children show good early skills in their language development.

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who attend

The childminder provides a large chalk board at low level with a range of chalks. Children independently make marks to create their own master pieces. These opportunities help children to develop their physical coordination and early writing skills in a playful way. A wide range of books are freely available, and rotated on a regular basis. This enables children to develop an interest in books from an early age. Children thoroughly enjoy the time they spend with the childminder. They confidently and independently play, and some children chat happily to themselves as they use their imagination and make up different play scenarios.

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

An inviting, nurturing and welcoming environment helps children to settle quickly, and feel safe and secure. This enables them to engage happily in their learning. The childminder fosters good relationships with the children and forms strong bonds with them. These bonds give children confidence to try new things. For example, some younger children take a little longer to settle so the childminder offers reassurances and support. She takes their hand and encourages them to play with some of their favourite toys. The childminder's kind and caring nature enables children to build trusting relationships with her and soon they are able to explore their surroundings more confidently. Children begin to feel safe and secure and this encourages their active involvement in their learning. Therefore, this enables children to make good progress in their learning and development. However, the childminder does not take every opportunity to enhance their sense of well-

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

being as there are no photographs of themselves or their families around the play environment. Children begin to learn right from wrong at an earlier age. The childminder gently reminds children about sharing and taking turns, and about saying 'please' and 'thank you'. Children listen well, respond positively and benefit from the praise and encouragement they receive when they have done well. This helps develop the skills they will need for their future learning.

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

The childminder teaches children about healthy lifestyles through daily activities in the garden and within the local community. Challenging play equipment provides children with opportunities to develop their strength and spatial awareness as they use climbing frames, slides and balance on bicycles. The childminder has a good understanding of healthy eating and provides healthy, balanced meals. She ensures children's safety during meals times and always sits at the table with them. Good hygiene procedures are in place, such as hand washing before meals and effective nappy changing procedures, and these help to prevent the spread of infection. The childminder completes risk assessments around the home and for all outings to ensure the children are safe and secure. She puts the safety of children first and always supervises them while they are in the garden. The childminder displays the fire evacuation procedures, however, the procedure is not practised regularly

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

and not all children have practised it. Therefore, not all children know how to keep themselves safe in the event of a fire. The childminder has a dedicated play room where children have access to a wide range of good quality, age appropriate resources. Resources are labelled with words and pictures enabling the younger children to select for themselves what they want to play with, thereby developing their independence further. The childminder knows the children well in her care. She supports their growing independence and this helps them to prepare well for their next stage in development.

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provision

The childminder demonstrates a good understanding of her responsibilities in meeting the requirements of the Early Years Foundation Stage. She has a well-written safeguarding policy and good procedures to protect children while they are in her care. The childminder has completed safeguarding training and has a range of publications to support her practice. All adult members of the household are vetted and documentation of this is maintained. As a result, children are safeguarded well. Children receive good quality care and learning experiences as a result of the childminder dedication and commitment in meeting their individual needs. The childminder has very good systems in place for monitoring what and how children learn. This enables them to make progress across all areas of learning. She tracks children's achievements well which enables her to see at a glance any gaps in their development.

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provision

The childminder is in the early stages of her business. She has evaluated her practice well and clearly identifies strengths and areas for further development. She has included parents in the evaluation process. She has identified how she would like to enhance her practice further. She encourages parents to be part of their child's learning at every opportunity by introducing a 'wow' board that parents, children and the childminder will add to. Therefore, demonstrating a strong capacity to drive continual improvements to her childminding service. The childminder works closely with parents to enable the individual needs of children to be effectively met. She talks to them about her practice, and shares all policies and procedures. She has daily discussions with parents and provides written care diaries to demonstrate how she is meeting children's care and welfare needs. This helps develop the good relationships with parents and promotes continuity in children's learning and

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provision

development. The parents report, via questionnaires, that they are very happy with the care and education their children receive. The childminder understands the importance of establishing good relationships with other providers who share the care of the children to enable consistency in their learning.

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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 EY473066 Local authority Surrey Inspection number 981694 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 4 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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