Childminder in Surrey

Inspection date

Previous inspection date 25/11/2014 Not Applicable

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early years provision

This inspection: 4 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 4 The effectiveness of the leadership and management of the early years provision 4

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This provision is inadequate

 The childminder has too little understanding of safeguarding, the signs of child abuse and/or neglect, and child protection reporting procedures, which has a significant impact on children's welfare.  The childminder does not use risk assessments comprehensively and robustly to minimise all potential hazards in her home, which compromises children's safety.  The childminder does not consistently use all opportunities to extend and challenge children's learning.  The childminder does not make use of the information provided by other settings children attend to extend and reinforce each child's learning.  The childminder does not investigate different ways to seek parents' views, incorporate these in her practice and implement efficient ways to involve parents in their child's learning.

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It has the following strengths

 The childminder provides a homely environment, and shares caring and affectionate interaction with children, which helps them feel secure and happy in her care.  The childminder uses local resources, such as the children's centre to provide different play opportunities for children and help them socialise with other 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 spent the inspection time with the childminder observing her and the children she was caring for.  The inspector discussed safeguarding with the childminder and read her policy.

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Inspection activities

 The inspector shared discussion and a joint observation with the childminder during the inspection.

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Inspection activities

 The inspector read some documentation, and viewed children's information and development records.

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Inspection activities

 The inspector gathered parents' views through written information the parents had left with the childminder and a short discussion with the parents.

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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 husband and two school-aged children in Stanwell, Staines-Upon-Thames. The home is close to shops, parks, schools and public transport links. The ground floor of the childminder's home is used for childminding, with a bedroom on the first floor available for rest.

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Information about the setting

The childminder collects children from local schools. She currently has one child in the early years age range and one school-aged child on roll.

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must:

 develop a robust and comprehensive understanding of child protection, including the possible signs and symptoms of abuse and neglect, and the procedures to follow to report concerns in line with the Local Safeguarding Children Board

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must:

 make sure risk assessments are used robustly to minimise all potential hazards to children; in particular, ensuring cleaning materials are not accessible to children and loose bricks in the garden are safely stored.

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

 make effective use of spontaneous learning opportunities to extend and challenge children's learning during play, discussion and activities

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

 develop the use of information provided by other settings children attend as a focus for some activities, and discussion to provide continuity in children's learning and to help them progress

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

 develop methods to seek parents' views and incorporate these into practice; in particular on how parents wish information to be shared with them about their child's learning and development so they can extend this at home.

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who attend

The childminder takes some positive steps to meet children's needs and provides a cosy home environment. However, there are significant weaknesses in her understanding of safeguarding children, which means their welfare is not fully protected.

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who attend

Overall the quality of teaching is sound. The childminder shares caring and affectionate interaction with children, which helps them feel secure in her care. She knows which activities children like and provides a selection of play materials they enjoy using. The childminder understands how these help children to progress in their development. This results in children showing interest in their favourite activities and enjoying their time with the childminder. The childminder uses visits to the local children's centre to support children's learning, combining these with some play activities she provides at home. These experiences help children gain confidence and prepare appropriately for the move on to school. Overall, the childminder supports children in making sound progress in their learning and development.

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who attend

At the inspection the childminder planned a colouring-in activity for children. Children were familiar with the colouring-in book; they recalled and talked about a previous picture they had coloured in. They showed good levels of interest and concentration as they persisted with the activity. Children used their small muscle physical skills and showed confident pencil control as they coloured in a picture, carefully trying to stay inside the lines. This helps children with early writing skills, and develops their concentration and coordination. The childminder sat with children at times while they were colouring. She talked gently and calmly to children, encouraging them to listen and respond. The childminder asked children about the name of the animal they were colouring in, and praised children when they compared and matched colours they were using to those in the illustration. This helps children recognise similarities, take a pride in their work and develop confidence. Children

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who attend

showed good levels of understanding and talked with increasing confidence. For example, they asked the childminder 'can I write my name on it' when they had finished. Children did this with care, writing recognisable letters. However, the childminder did not extend and broaden children's learning by stimulating discussion and extending the activity. For example by suggesting they do some free drawing of their own design or extending discussion linked to the animal they had been colouring in. The childminder did not use spontaneous opportunities to extend children's learning and independence. For example, she completed tasks for them, such as sharpening pencils, that children could have helped with or completed themselves.

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who attend

The childminder makes use of photographs of children to help them to feel at home and provide opportunities for discussion. She displays these creatively on a board at children's height, which encourages children to look at and talk about the photographs. For example, children described places they have visited with the childminder, discussed what they were doing, and recognised places, such as parks in the local community. This encourages children's communication skills, and helps them to recognise and learn about the world around them.

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

There are significant weaknesses in the childminder's understanding of safeguarding and her use of risk assessments, which have a significant impact on children's safety and welfare. Children play and move around safely, however the childminder does not minimise all potential hazards they may come into contact with. For example, cleaning materials and laundry products are easily accessible to children in a low cupboard in the kitchen. Some stacked bricks and cement in the garden are accessible to children when they play outside. Although the childminder supervises children closely, their developing independence, and access to the kitchen and garden means their safety is not fully protected.

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

Children form sound bonds with the childminder, and demonstrate they feel safe and secure with her. They call her 'auntie', asking her a question or for help when they need it. Children respond with smiles to the praise the childminder gives when they do well. They behave well as they are familiar with the daily routine, and the activities they enjoy doing such as drawing and reading.

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

Children show a developing understanding of their own health. For example, they ask the childminder when they want to use the bathroom and wash their hands before eating. They have daily outings with the childminder and talk about visits they make to the park with her. These experiences encourage children's physical development and good health. Parents provide children's meals and children are familiar with the lunchtime routine before they leave for afternoon nursery.

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

Children are developing confidence and are prepared emotionally for future changes, such as the move to school. For example, they form secure relationships with the childminder, make regular visits to the local children's centre with her and accompany her on the daily school run.

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provision

The childminder's understanding of child protection and the possible signs of abuse is weak. She does not demonstrate a clear and robust understanding of how to implement her own and the Local Safeguarding Children Board procedures in the event of concerns arising. This has a significant impact on children's welfare and how robustly safeguarding issues would be addressed. As a result the childminder is not meeting a legal requirement of the Early Years Foundation Stage or the Childcare Register.

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provision

The childminder has recently moved home. Although she has conducted a risk assessment of the new premises, some aspects of this are not being implemented to minimise all potential hazards to children. This compromises children's safety and results in the requirement regarding risk assessment not being met. This is also a breach of requirement of the Childcare Register.

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provision

The childminder is aware of her responsibilities in meeting some requirements. For example, she is aware of the maximum number and ages of children she can care for. She maintains the necessary records and documentation. The childminder uses some aspects of self-evaluation appropriately. For example, she records what she does with the children, and how she monitors their development and progress. However, there is little evidence of how she plans to develop further or review, and assess her own practice to improve quality and the outcomes for children. The childminder shows a commitment to ongoing improvement through training she has attended in the past. Although she has attended safeguarding training the childminder was not able to demonstrate, at the inspection, a robust and comprehensive understanding of how to implement safeguarding procedures.

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provision

The childminder uses observations and a tracker system appropriately to monitor, and assess children's development and how to help them progress. For example by continuing activities, such as reading and drawing they enjoy. She identifies how to move children on by extending some activities, such as tracing pictures to further improve children's pencil skills. The childminder uses her assessments to contribute to the required progress check for two-year-old children, which she shares with parents.

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provision

The childminder builds sound relationships with parents and they comment that the general care she provides is good. Parents state the childminder is flexible and children are generally happy with her. However, the childminder does not seek parents' views on all aspects of her care and implement these in her practice. For example by asking how they would like information about children's development shared with them or investigate ways to involve parents in their child's learning. The childminder communicates appropriately with other settings children attend. For example, she obtains the weekly planning from the nursery children attend. However, she does not routinely use this information imaginatively to contribute to the activities and play experiences she provides to extend continuity in children's learning.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are

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actions)

The requirements for the voluntary part of the Childcare Register are

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To meet the requirements of the Childcare Register the provider must:

 keep and implement a written statement of procedures to be followed for the protection of children, intended to safeguard the children being cared for from abuse or neglect (compulsory part of the Childcare Register)  take all necessary measures to minimise any risks to the health or safety of the children being cared for (compulsory part of the Childcare Register).  keep and implement a written statement of procedures to be followed for the protection of children, intended to safeguard the children being cared for from abuse or neglect (voluntary part of the Childcare Register)  take all necessary measures to minimise any risks to the health or safety of the children being cared for (voluntary part of the Childcare Register).

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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 EY406324 Local authority Surrey Inspection number 980386 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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