Childminder in Richmond upon Thames

Inspection date

Previous inspection date 21/10/2014 15/12/2008

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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 provides a good range of resources to extend children's development in all areas of their learning.  The childminder takes effective action to minimise potential hazards to children. As a result, children are cared for in a safe environment. Children have close attachments with the childminder. This helps them to feel safe and secure with her.

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It is not yet outstanding because

 The childminder does not fully involve parents by seeking their views on how to further raise the quality of the educational provision for children.

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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 activities and interaction between the childminder and children she was caring for.

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Inspection activities

 The inspector looked at a range of documentation relating to children and the setting.

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Inspection activities

 The inspector spoke to the childminder and children at appropriate times during the inspection.  The inspector took into account the written views of parents.

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Information about the setting

The childminder registered in 2008. She lives with her husband and three children in Walton-on-Thames, Surrey. The childminder is registered on the Early Years and both the voluntary and compulsory parts of the Childcare Register. The whole of the ground floor of the childminder's home is used for childminding and there is a fully enclosed garden for outside play. The childminder walks or drives to one local school to take and collect children. She attends the local parent/toddler groups. The childminder works each weekday from 8am to 6pm all year round. The family has a cat and a dog.

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

 further develop information sharing with parents to gather their views on practice in order to provide more??cohesive??learning opportunities for children.

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who attend

The childminder has a good knowledge of child development and uses this to promote children's learning well. She provides a broad range of activities that challenge children and help them to make good progress in their learning. For example, during the inspection young children made marks with a paintbrush in shaving foam to help them to develop their physical and early writing skills. The childminder liaises with parents of children she cares for to find out about their child's background before she starts looking after them. This means she can meet children's individual needs and provide good continuity of care. The childminder shares information with parents about their children's activities and development using daily diaries with photographs. This demonstrates that the childminder is involving parents effectively in their children's learning, on an ongoing basis. The childminder makes observations of the children and uses these to identify children's next

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who attend

steps. The childminder uses children's observations and dairies to complete a progress check for two-year-old children. This means that she can identify potential gaps in children's development and support their needs appropriately.

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who attend

Young children enjoy activities such as counting and stacking plastic cups. This helps them to develop physically and supports their early mathematical skills. The childminder hides toys under the cups to encourage children to explore. The childminder gently talks to the children so they learn the art of conversation and develop their language skills. For example, when a child picked up a teddy bear she talked about the soft fur as they stroked it. Children listened to the childminder as she described what they were doing, which supports their listening and understanding. This gives children the skills they need to move on to the next stage in their learning.

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who attend

The childminder has a strong commitment to providing outdoor learning experiences and ensures children access all areas of learning outside, with an emphasis on physical play. Parents comment positively that she takes children out 'whatever the weather'. The childminder ensures that children also go out on regular outings to the nearby parks, to meet with other children and to organised activities for children their age. This gives them the opportunity to experience alternative play equipment and to develop their social skills and self-confidence.

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who attend

The childminder supports the learning of children who have just started school through her knowledge of the reception year curriculum. She is also aware of the need to have a balance between adult-led and child-initiated activities for this age group. This helps the children to relax after a busy day at school and develop their independence.

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

The childminder is kind and calm with children and they share warm and trusting relationships with her. As a result, children settle quickly in her care which helps the childminder to support their physical and emotional well-being. Children form secure attachments with the childminder and are clearly comfortable in her home. For example, young children snuggled in when she read them a story. The childminder's home is welcoming and her calm manner encourages children to independently explore with confidence.

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

The childminder teaches the children about having a healthy lifestyle well. For example, children have frequent access to outdoor play and fresh air in the garden and local parks. Children have ready access to drinking water and eat healthy snacks such as vegetables as rice cakes. Young children learn to feed themselves at meal times and develop their independence. This prepares them well for changes in their lives such as starting pre- school.

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

The childminder implements good hygiene procedures by wearing gloves when she changes nappies and washing her and young children's hands at relevant times. Children have individual towels for hand washing which helps to protect them from cross infection. The childminder has regular discussions with parents about children's developing needs to make sure she reflects these accurately in her care. For example, when children develop allergies she makes sure they are included in all activities. This helps children to learn about their health through their play.

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

The childminder supports children's behaviour well through positive reinforcement. She has a behaviour management policy to support her practice. She encourages the children to resolve their own minor disputes through negotiation and only intervenes when necessary. As a result, the children learn to play happily together and share toys. The childminder frequently praises the children and is very polite and courteous. This helps the children to develop positive behavioural and social skills. The childminder risk assesses her setting and the outings she takes children on to manage safety effectively and minimise any identified risks. Children learn to keep safe as they practise regular fire drills so they know what to do in an emergency. The childminder is able to take appropriate action in the event of an accident as she has a current paediatric- first aid certificate. She has a well-stocked first-aid kit, which she takes with her when she

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

Children can move around the childminder's open-plan house easily and access a good range of age-appropriate toys and resources. For example, the childminder stores toys in baskets with photographs to show their contents, so children can see what they contain. Children know they can help themselves to what they would like to play with. This helps them to develop their confidence in making their own choices.

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provision

The childminder has a good knowledge of the learning and development requirements of the Early Years Foundation Stage. She has reviewed and improved her arrangements for monitoring children's progress since her last inspection. She uses her secure understanding of the areas of learning to observe and assess children's development well. This enables her to plan a broad range of activities that ensures she meets children's needs successfully, and all children are making good progress. She organises children's development records well and makes these available for parents. This has a positive impact on all children's learning and development.

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provision

The childminder has improved her arrangements for self-evaluation. For example, she has started to use the Ofsted self-evaluation form and process as a basis for reviewing her provision. This demonstrates her positive commitment to improve. However the childminder does not fully involve parents in the process by obtaining their views on how to promote all possible learning opportunities for their child while they are in her care.

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provision

The childminder has a good range of well-organised, written policies and procedures in place to guide her practice. Parents sign to say they have read and agree to them when she starts to look after their children. These include an effective safeguarding policy and the procedures to follow in the event of her having concerns about a child's welfare. The childminder complements these by attending child protection training. The childminder supervises children well in all areas of her home and on outings. When the childminder takes children out she carries their contact details with her contact details in case of an emergency. This demonstrates that the childminder is confident in the procedures to follow to keep children safe.

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provision

Parents are very positive about the care the childminder provides, commenting that they 'would definitely recommend her'. The childminder has a good awareness of the value of working in partnership with parents and other providers. Links between the childminder and parents are strong. For example, parents contribute photographs of family and friends that the childminder makes into books for each child to look at and talk about. This means that there is consistency of care and learning that supports children to make good progress. The childminder knows the school well that some children attend. She uses this knowledge to provide further activities to support the children's learning with her. This helps to provide consistency between the different settings to support the children's progress.

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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 EY350010 Local authority Surrey Inspection number 815341 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 2

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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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