Childminder in Richmond upon Thames

Inspection date

Previous inspection date 06/11/2014 09/07/2009

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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 develops warm, caring relationships with children in a home-from- home environment. This means they grow confident and secure with her.  Partnerships with parents are positive. The childminder encourages parents to engage in their child's development, which helps to extend her knowledge of the children.  The childminder effectively promotes children's understanding of the importance of healthy lifestyles.  The childminder demonstrates a commitment to continuous development to improve her practice and outcomes for children.

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It is not yet outstanding because

 The childminder misses some opportunities to promote children's awareness of numbers and counting during daily routines and activities to enhance their mathematical skills.  Children are not always able to make independent choices by selecting additional resources into their play.

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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 carried out a tour of the premises with the childminder.

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Inspection activities

 The inspector held discussions with the childminder about children's engagement in activities, and their development and progress.

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Inspection activities

 The inspector observed the childminder engage in a variety of learning experiences with the children.

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Inspection activities

 The inspector looked at a selection of documentation, including children's learning journals, records and written policies.

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Information about the setting

The childminder registered in 2004. She lives with her husband and two school-aged children in Hampton, Middlesex. The childminder mainly uses the ground floor of the home for childminding activities, with sleeping facilities upstairs. The family has a love bird, a dog and a cat. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder currently has four children on roll, two of whom are in the early years age group. The childminder has a level 3 qualification in early years care and education. The childminder takes and collects children from the local school. Children are taken out regularly to local parks and shops.

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

 enhance children's understanding of numbers and counting by using these concepts more consistently with children during daily routines and activities

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

 make resources more easily accessible to provide children with good opportunities to make independent choices.

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who attend

Children are confident and relaxed within the childminder's home. They show pleasure within the childminder's company, as they laugh and interact with her as she joins in their play. This shows that the children feel happy and safe. The childminder assesses children's developmental stages when they first start with her and uses this knowledge effectively to plan activities for them. The childminder makes accurate observations of children's achievements, which enable her to plan for their future progress. Through her tracking of each child's progress, the childminder has a secure understanding of children's next steps in learning. The childminder works closely with parents regarding their children's learning needs to consistently support their progress. Consequently, all children make good progress in relation to their starting points.

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who attend

The childminder encourages children to develop their communication skills effectively. For example, children practised their early writing skills making marks with pens and chalks. The childminder asked meaningful questions, recalling the planets they had discussed when completing a puzzle earlier in the day. As a result, children described their drawing, giving meanings to their marks. During the activity, the childminder introduced new vocabulary and taught children to observe and recognise colour. The shows the childminder's skills and ability to follows children's interests to extend their learning. However, the childminder does not always consistently teach and promote mathematical skills so that children gain a stronger use and understanding of number, in all activities and routines. Nevertheless, the childminder keeps a close focus on children's development so they are effectively prepared for their next stages of learning. Their love of books is

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who attend

encouraged with opportunities to visit the local library regularly. As a result children are motivated to develop their skills in literacy.

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

This childminder provides a home-from-home environment that is welcoming and inclusive to all children. Through the good settling-in arrangements, the childminder develops an effective knowledge and understanding of children as individuals. The children move freely around the childminder's home, showing they feel comfortable in her care. The learning environment is well resourced and reflects children's interests. As a result, children are enthusiastic and curious. However, not all resources are easily accessible as they are stored out of reach. This limits children's independent choices to add additional resources in to their play. However, the children are confident and very settled in the childminder's care. For example, they initiated discussions with the childminder, calling her by name, to which she responded warmly.

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

The childminder manages children's behaviour very well. She promotes children's confidence by praising them, helping them to feel valued and building self-esteem. She is calm, consistent and provides secure boundaries. This helps children develop their good understanding of her expectations for their behaviour. For example, children understand their routines and happily help to tidy up after activities. The childminder promotes children's good health and safety. Children learn about keeping themselves safe, discussing and practising road safety procedures with the childminder when on outings.

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

Children gain a strong understanding of healthy lifestyles. The childminder provides nutritious snacks and home-cooked lunches for the children. In consultation with parents, she understands children's dietary needs and allergies, which she adheres to at all times. Children experience a wealth of learning opportunities in the local environment, such as attending toddler groups. This develops children's social skills and confidence, preparing them for nursery or school. The children benefit from plenty of physical activity indoors and outside. Children play in the garden, and visit parks and soft play facilities. As a result, they benefit from fresh air and challenge to their physical skills.

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provision

The childminder demonstrates a thorough understanding of her responsibilities to meet the requirements of the Early Years Foundation Stage. She has a very strong understanding of safeguarding issues, including signs and symptoms that may raise concerns about children's welfare. The childminder has completed safeguarding training and demonstrates a competent understanding of the procedures to follow in the event of concerns arising about children's welfare.

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provision

The childminder has completed comprehensive risk assessments of her home, garden and the outings she undertakes. As a result, she effectively identifies potential hazards and risks, and the actions required to minimise these so that children remain safe. She accurately maintains all documentation, including policies and procedures, which are easily accessible and work well in practice. These are freely accessible to parents to review and act upon if needed. The childminder remains with the children at all times, to maximise their safety.

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provision

The childminder has a very good understanding of the learning and development requirements of the Early Years Foundation Stage. She plans effectively for children's learning and demonstrates a good knowledge of their interests and routines.

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provision

The childminder evaluates her provision well. She has action plans in place demonstrating her strengths and areas of development. This reflects how she is committed to enhancing her provision and promoting further the outcomes for the children. She gathers parents' views through questionnaires and incorporates their suggestions into her evaluations. Parents' comments show that they have a high opinion of the childminder's care and learning experiences provided for their child and feel involved in their children's progress and achievements.

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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 EY294095 Local authority Richmond upon Thames Inspection number 814786 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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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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