Childminder in Surrey

Inspection date

Previous inspection date 03/12/2014 09/07/2009

p.1

early years provision

This inspection: 3 Previous inspection: 2 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 3 The effectiveness of the leadership and management of the early years provision 3

p.1

This provision requires improvement

 The childminder provides a caring environment where children feel safe and relaxed.  The childminder has a sound understanding of how children learn and develop. She provides interesting activities which children enjoy.  The childminder and co-childminder review their practice together, taking into account parents' and children's views to improve outcomes for children.  Children benefit from taking part in activities which extend their knowledge of the wider world.

p.1

It is not yet good because

 The childminder does not complete the required progress checks for children aged between two and three years.  The childminder does not have a valid first aid certificate, which is a breach of the legal requirements.  There are few opportunities for children to see print and symbols in the outdoor environment to fully extend their understanding that print carries meaning.  The childminder does not consistently provide children with opportunities to try things for themselves to further develop their independence skills.

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

 The inspector had a tour of the areas used for childminding.  The inspector observed children and the childminder at play.

p.2

Inspection activities

 The inspector spoke with the childminder, co-childminder and children at appropriate times throughout the inspection.

p.2

Inspection activities

 The inspector examined a sample of documents, policies, paperwork and feedback from parents.  The inspector discussed the childminder's self-evaluation process.

p.2

Information about the setting

The childminder was registered in 2004. She lives with her two children in Yateley, Hampshire. The family have a pet dog. The childminder works at her home with another registered childminder. The children have access to the ground floor of the property. There is a secure garden available for outside play. There are currently six children on roll, four of whom are in the early years age range. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder takes and collects children from the local schools and pre-schools. The childminder has a relevant early years qualification at level 2.

p.3

must:

 devise and implement a process for completing the progress check for children between the ages of two and three years so that any need for early intervention is identified

p.3

must:

 ensure first-aid training is updated and a current paediatric first-aid certificate is held.

p.3

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

 enhance the outdoor area by displaying print and numbers to extend children's awareness that print carries meaning

p.3

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

 provide consistent opportunities for children to further develop their independence skills.

p.3

who attend

The childminder has a sound understanding of how children learn and develop. She establishes children's initial abilities and skills on their admission to the setting. The childminder engages in discussions with parents to identify where children are with their development, and parents provide written details to support this. In addition, the childminder observes the children as they play and uses this information to identify their interests and provide activities they enjoy. Children's learning journals identify what they have learned from their play and highlight their next steps in learning. The childminder keeps parents informed about children's progress by sharing the next steps in learning with them. She also informs them of activities their child enjoys and how they can support their child's interests and learning further at home. However, although the childminder is aware of the progress check for children between the ages of two and three years, she

p.3

who attend

does not understand how these should be completed. As a result, she does not provide a summary assessment of two-year-old children to obtain additional help if there is a need. This is a breach of the learning and development requirements. Nevertheless, she knows the children well. She can talk about their interests, what progress they have made and what support they have received while they have been in her care.

p.4

who attend

The childminder helps children to develop their language skills satisfactorily. She models language to help them to learn new vocabulary and uses some questions to help children to use their thinking skills. For example, she asked children to recall places they have visited and discussed these with them as they looked at photos on the wall. Children showed raised levels of self-esteem as they looked at photos of themselves. This demonstrates how children feel a sense of belonging in the childminder's care. The childminder encourages children's early writing skills by offering them activities using writing materials. She points out words and symbols around the walls. Children can freely access books and enjoy looking at these with the childminder, her co-childminder, or independently. This means children have several opportunities to develop their literacy skills indoors. However, there are few opportunities for children to see print or symbols in

p.4

who attend

the outdoor environment to help them to further develop their understanding that print carries meaning.

p.4

who attend

The childminder promotes children's physical development suitably as she helps them to learn how to hold pens correctly to develop their writing skills. Outdoor play and visits to the park provide children with opportunities for further physical challenges. Children build the train track and the childminder introduces mathematics by counting the pieces of track and the trains with the children. The childminder and her co-childminder take children on trips together. This allows children to explore the local environment. For example, they have taken the children to a farm where they learned about the different animals. The childminder celebrates different festival with children such as Chinese New Year. She introduced chopsticks to children to role play with. This helped children to learn about other cultures and to use their imaginations. As a result, children are learning about different festivals, diversity, and the world around them.

p.4

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

The childminder's home is appropriately organised and welcoming. She provides a broad range of toys and resources to meet the needs of the children. She offers settling in visits for children when they first start and gains information from parents about children's care routines. This helps both the childminder and co-childminder to be aware of children's needs and routines. As a result, children settle quickly and feel comfortable and relaxed in the childminder's home. The childminder completes daily safety checks indoors and outside to identify any hazards and has appropriate safety measures in place to minimise risks. However, the childminder has not kept her first-aid qualification up to date, which is a breach of the welfare requirements. This compromises children's well-being. Nevertheless, the childminder is booked onto a course and demonstrates a suitable knowledge of how to help children in the event of an accident.

p.4

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

The childminder has a sound understanding of how to manage children's behaviour. She provides positive messages to children, which helps them to understand the boundaries and the expectations of behaviour. The childminder promotes children's self-esteem through plenty of praise and encouragement. Children benefit from a positive role model as the childminder is polite and calm and interacts with her co-childminder, visitors and children pleasantly. As a result, children learn to use good manners without prompting. The childminder promotes children's safety as she teaches them about safe practices. For example, she regularly practises the emergency evacuation procedure with the children and teaches them about road safety when on outings.

p.5

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

Children receive opportunities to be involved in adult-led activities or those they choose for themselves to develop their independence skills. The childminder promotes children's independence adequately, for the most part. However, on occasion she misses opportunities to do this. For example, children asked for the farm and animals during the inspection. The childminder built the farm for the children, instead of encouraging them to try and do this for themselves. Nevertheless, the childminder helps children to gain independent self-care skills such as putting on their own coats and shoes and tidying away the toys. This helps prepare them for their eventual move to pre-school or school.

p.5

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

Children are developing a clear understanding of health and safety through their daily routines. The premises are clean and safe and the childminder supports children to wash their hands before snack time and after toileting. Children are developing a satisfactory understanding of the importance of living a healthy lifestyle. The childminder provides healthy snacks, meals and drinks. The childminder discusses healthy eating with children and how it will make them 'big and strong'. Children have daily opportunities for fresh air and exercise as they visit the park, walk to the local schools, and go on outings to places such as the library or playgroups. This also helps provides children with opportunities to mix with other adults and for children to develop their social skills in readiness for school.

p.5

provision

The childminder generally has a satisfactory understanding of her responsibility to meet the safeguarding and welfare requirements of the Early Years Foundation Stage. The childminder's policies are available for parents to view, so that they are informed about how the setting operates. There is an up-to-date safeguarding policy. The childminder is aware of the signs and symptoms of abuse and the procedure she must follow if there are any concerns about children. However, she is not meeting all requirements as she has not kept her first-aid training up to date. This means children's safety is compromised. Nevertheless, the childminder is knowledgeable about what action to take in the event of an accident, and robust safety and security procedures help to protect children. Furniture and equipment are maintained well and suitable for children to use, creating a safe environment in which children can play and learn.

p.5

provision

The childminder demonstrates a suitable understanding of the Early Years Foundation Stage learning and development requirements. She shares details of children's progress with parents and monitors the quality of the educational provision sufficiently well. This enables her to identify the progress children are making in their learning. However, the childminder does not provide parents with a required progress check for children aged two in her care. This is a breach of the learning and development requirements.

p.6

provision

The childminder demonstrates an adequate commitment to the continuous improvement of her provision and has plans to complete more training to increase her knowledge of the Early Years Foundation Stage. The childminder and her co-childminder seek parents' and children's feedback to support their self-evaluation. They identify the strengths of the childminding setting sufficiently along with areas they intend to develop further. The childminder shares information with other settings children attend. She also recognises the importance of working in partnership with other agencies, in order to help support children's learning and development. The childminder develops positive partnerships with parents to help support children's overall development. As a result, this provides children with a consistent approach in their learning and development. Parents report that they are pleased with the progress their children are making. They state, in written feedback, how

p.6

provision

the childminder and her co-minder provide 'interesting activities in a home-from-home environment'.

p.6

The Childcare Register

The requirements for the compulsory part of the Childcare Register are

p.6

actions)

The requirements for the voluntary part of the Childcare Register are

p.6

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

 maintain an appropriate first-aid qualification (compulsory part of the Childcare Register)  maintain an appropriate first-aid qualification (voluntary part of the Childcare Register).

p.6

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

p.7

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.

p.7

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.

p.8

Setting details

Unique reference number EY292230 Local authority Hampshire Inspection number 847336 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 4

p.8

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.

p.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.

p.8

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.

p.8

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.

p.9

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,

p.9

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’.

p.10

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.10