Childminder in Richmond upon Thames

Inspection date

Previous inspection date 06/08/2014 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 are happy and settled because they have warm relationships with the childminder who knows and plans for their needs well.  The childminder has positive partnerships with parents, meaning they are happy and involved in their children's learning.  The quality of teaching is good. The childminder uses a range of methods to help children make good progress from their starting points.  The childminder keeps accurate records of children's progress, which she uses effectively to plan for their next steps for learning.

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It is not yet outstanding because

 The childminder does not always fully maximise opportunities to extend individual children's experiences in balancing and climbing.

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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 children's play and the childminder's interaction with them both indoors and outside.

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Inspection activities

 The inspector examined a sample of documents, including children's assessment records and planning documentation.

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Inspection activities

 The inspector took account of the views of parents from information included in the childminder's parent questionnaires.  The inspector held discussions with the childminder.

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Information about the setting

The childminder registered in 2013. She lives with her partner and early-years-age child in a two-bedroom ground floor flat close to the centre of Twickenham, within the London Borough of Richmond upon Thames. All areas of the home are available for childminding, with a garden for outdoor play. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. There are currently two early-years-age children on roll.

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

 extend the programme for physical development to further challenge children to use a range of climbing and balancing equipment.

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who attend

The childminder plans a broad range of interesting and challenging learning opportunities both indoors and outside to help children make good progress. She has a sound knowledge of the learning and development requirements and her knowledge of child development enables her to plan activities around children's interests. For example, she has observed that children enjoy the natural environment, in particular mini beasts. She has specifically planned activities to extend their knowledge of these, planning for hands- on experiences outdoors, as well as researching further by looking at books from the local library and the internet. As a result, children are familiar and confident in handling mini beasts and are learning about their habitats and features.

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who attend

Children have access to stories, songs, rhymes and musical instruments to support their communication and language development and express themselves creatively. They are progressing well and achieving their developmental milestones. Detailed children's assessment records are accurate and up-to-date with clear starting points. Parents are encouraged to add to these with observations and photographs of events, and familiar people and pets in their child's life. The childminder assesses individual children's learning well, with regular reviews on their development, including daily feedback forms for parents. This tells them about activities and experiences their children enjoy. The childminder has effective partnerships with parents and offers advice and guidance on routines, for example, to establish a more effective sleep routine at home for children.

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who attend

Teaching strategies are effective. The childminder is skilled in talking with children, using a balance of questioning, commentary and modelling in her interactions with them. For example, she uses playful language to engage the children, 'shall we make a wiggly worm with the green play dough', she asks. This enhances children's communication and language development.

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who attend

The childminder promotes children's physical skills outside in the garden as well as on outings to local outdoor spaces. This helps them to gain control and coordination of their bodies and develop muscle control. The childminder does not always extend this further though to provide children with independent access to a wider range of equipment, where they can climb and balance.

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who attend

Children are familiar with the consistent routines and expectations where the childminder is always available to support and offer help when needed. For example, at breakfast she helps children to scoop food onto the spoon before encouraging them to feed themselves. As a result, children are developing skills they will need for their future learning, and practising their independence skills. Children are learning to take turns and listen and follow instructions. Older children act as a positive role model for younger children and the childminder encourages children to be sensitive to one another's needs and wishes, for example, to treasure a large tower of bricks made by a child. She displays this in a safe place and offers the younger child another tower to knock down instead. As a result, they all celebrate and value each other's contributions and achievements, enhancing their sense of self-esteem.

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

The childminder provides a welcoming and nurturing environment. She knows children well and understands their individual needs. Relationships are strong between the childminder and children, with their emotional well-being clearly promoted. Each child has an individually named coat peg. The impact of this helps children feel a sense of belonging. Children enjoy lots of cuddles and positive interactions that help them feel safe and secure. Children are reassured when upset and encouraged to comfort each other, thus developing their empathy for one another. The childminder acts as a good role model for children, providing clear guidance on what is acceptable behaviour, for example, they learn to wait, share and take turns when turning the flaps in a storybook. As a result, children are gaining important skills for the future when they become part of a wider group. The childminder reminds children sensitively of each other's differences. She talks

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

about the need for older children to be gentle and wait for younger children to finish with toys, and be patient as they are still learning how to use some resources.

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

The childminder provides a safe and stimulating environment with a wide range of resources that support all areas of children's learning and development. The childminder completes risks assessments and acts on any advice; for example, to secure the premises further, she has added an additional lock to the rear garden gate.

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

The well-planned routine supports children to have access to fresh air and physical exercise daily in the garden. The childminder is proactive in accessing local spaces to enhance outdoor learning opportunities for children, for example, they visit parks and go for walks in the various green spaces in the community. This supports children successfully in developing an active and healthy lifestyle. Children enjoy healthy meals and snacks, which the childminder prepares. The childminder reminds and encourages children to wash their hands before meals, supporting the younger ones who need it. This supports children to develop good self-care skills and healthy habits and routines for the future.

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provision

The childminder has a sound knowledge of the safeguarding and welfare requirements. She is aware of the protocols for keeping children safe, including child protection concerns. Child protection training means she is confident in what to do if she is concerned about children's welfare. The childminder's regular risk assessments ensures she identifies potential hazards to reduce any risks. There are high hooks on doors to prevent children's access to potentially hazardous areas, such as the kitchen. Consequently, children are safe, with their welfare assured. The childminder supports children's safety on outings, planning ahead to ensure the route, transport and venue are safe. She has a first aid certificate so she can manage any minor accidents children may have.

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provision

The childminder has a good understanding of child development and the learning and development requirements. A well-resourced environment supports children's learning across all areas. They make good progress due to this, and the childminder's accurate assessments of their progress, which informs her plans for their next steps.

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provision

The childminder is supported by the local authority early years team and has accessed some advice in relation to health and safety in her home. To support her professional development, she attends childminder forums and has links with other childminders in the area. This helps her to share good practices and exchange ideas for activities and improvements. Self-evaluation systems are good. The childminder uses a parent questionnaire to obtain feedback and gather their views. The childminder aspires to be outstanding and has already identified some areas she plans to improve, for example, improvements to storage of equipment to free up more space.

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provision

The childminder works in partnership with parents to ensure children settle well. She shares children's achievements and learning needs regularly with them to promote a consistent approach and encourage parents to support their children's learning at home.

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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 EY472133 Local authority Richmond upon Thames Inspection number 950003 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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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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