Childminder in Kingston upon Thames

Inspection date

Previous inspection date 15/12/2014 04/03/2011

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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 forms effective partnerships with parents, to successfully promote children's learning and development.  The childminder is respectful and considerate towards children so that they learn to behave well.  Children settle easily in the childminder's care and develop happy respectful relationships with her.  The childminder supports children's language well by speaking slowly and clearly to them and helping them with their pronunciation.

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It is not yet outstanding because

 The childminder does not fully support children to understand about aspects of their personal hygiene.  The childminder does not make full use of resources to support children's literacy.

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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.

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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.

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Inspection activities

 The inspector took into account the written views of parents and of those spoken to on the day.

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Information about the setting

The childminder registered in 1992. She lives with her two adult children in the Royal Borough of Kingston-upon-Thames, Surrey. The open plan kitchen and living area on the ground floor of the childminder's house are used for childminding and there is a garden for outside play. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. There is one child in the early years age group on roll who attends on a part-time basis. The childminder offers after school care to children from the local school.

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

 further develop children's understanding of healthy practices in relation to their personal hygiene

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

 provide further opportunities for children to extend their literacy skills.

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who attend

The childminder liaises closely with parents before she starts to care for their children. She finds out about their children's development and individual needs. This shared approach means that she has a good knowledge of children from their parents before they start and she supports their learning well. The childminder develops information sharing further with parents by discussing with them what children have achieved on a daily basis. Parents comment that they are very happy with the thorough way the childminder communicates with them. They are pleased with the information she gave them before she started to look after their children. This close partnership working shows that the childminder is involving parents in their children's development and parents know about their children's progress.

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who attend

The childminder uses her knowledge of child development to provide activities that children enjoy and learn from. This helps children to make good progress in their learning and to be keen to take part in activities. There is a good balance of activities, some of which the childminder plans, and others which children initiate. For example, during the inspection children made a Christmas collage with the childminder, which they joined in eagerly as it was of interest to them. The childminder supported children to make their own decisions as to what to make and they created patterns in glitter glue by using their fingers to make different shapes. This helps their physical development and their early writing skills. The childminder provided a good range of stimulating resources for children to choose from and they selected coloured paper to crunch and stick to add to the collage. The childminder supplied children with different thickness and types of card and paper to

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who attend

cut with scissors which helped them learn to use equipment safely. The childminder gave children plenty of attention as they played and this motivated them to maintain a focus on their work. As a result, children learn actively as they remained focused for a long period of time.

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who attend

The childminder talks to children while they play, listens to what they say and helps them with their pronunciation. For example, during the inspection she talked to children about the jigsaw they were completing together. They discussed the people and animals in the illustrations and why they might be on the bus. This helps children's language development and thinking skills. The childminder develops children's interest and enjoyment of books and literacy through using a good variety of age-appropriate books. However, the childminder misses some opportunities to develop children's literacy further, for example through the use of purposeful signs.

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who attend

Children enjoy playing outside in the childminder's garden. The childminder takes children out regularly to local playgrounds, parks and organises activities such as toddler groups and sessions at the local children's centre. This gives children the chance to meet and socialise with others and to experience different play equipment to extend their physical skills. Children enjoy trips to a national garden where they visit the educational centre to learn about the natural world such as the life cycle of the butterfly. The childminder competently extends their knowledge through organising further activities related to butterflies and displaying posters of butterflies that children can refer to.

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

The childminder is very calm, reassuring and polite to children and gives them plenty of praise. She uses her behaviour management policy and house rules to teach children about acceptable behaviour. For example, during the inspection the childminder gently reminded children to say please rather than nod their head and to tidy up together. The childminder uses distraction techniques and gives children time to think about their actions. She works with parents so they have a uniform approach to managing behaviour and developing children's social skills. As a result, children are learning to behave well.

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

The childminder discusses children's well-being with their parents before she starts to look after them. This means she is aware of their likes and dislikes and any personal needs they may have. Children demonstrate that they feel secure in the childminder's home as they start playing and settle quickly when they arrive. Parents comment that the childminder is very thorough when she discusses children's needs with them and children are keen to return to her home. This shows that the childminder provides a nurturing environment where children feel safe.

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

Children learn about leading a healthy lifestyle with the childminder. For example, children eat home-cooked meals which they join in preparing. The childminder helps children to become independent by feeding themselves at meal times. Children learn to wash their hands at relevant times. However, the childminder does not always teach children to understand about their personal hygiene. They are not always supported to wash their hands and to use separate towels to dry them. This means that children do not always fully learn about managing their personal hygiene.

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

The childminder has current paediatric first-aid training so she knows what to do in the event of an accident. She carries out visual risk assessments of her home and the outings she takes children on to promote children's safety. Children learn how to take safe risks when they use a children's knife to cut up waffles when they are helping to make lunch. The childminder teaches children about road safety when they are out walking together. This means that children are safe in the childminder's care and are learning to be aware of potential dangers.

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

The childminder's home is very welcoming and children have plenty of space to move around in the uncluttered, open-plan area. Toys are stored on the floor so children can easily access them and the childminder rotates them regularly. This means there are always different ones to keep children stimulated. Children make their own choices as to what they would like to play with which helps to develop their self-confidence and independence.

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provision

The childminder has a good understanding of the learning and development requirements of the Early Years Foundation Stage. She provides children with a wide variety of interesting resources that promote all areas of learning, indoors and outside. The childminder takes children on outings to complement and extend the teaching she provides at her home. The childminder has policies in place which meet the requirements and she shares these with parents. This helps them to understand how the childminder cares for their children. She knows children's individual abilities and where they need extra support. This helps all children to make good progress.

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provision

The childminder effectively uses self-evaluation to identify where she would like to improve her practice. For example, she reflected on how she displayed her resources and has now made them more easily accessible to children. The childminder always involves parents and children in evaluating the service she provides by asking their opinions. This shows that the childminder consistently works with others to identify further improvements to her provision. The childminder has thought about the recommendation from the last inspection and made improvements to her knowledge of the early learning goals through training. This reflects her commitment to her professional development.

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provision

The childminder understands the safeguarding and welfare requirements and procedures well. She has successfully addressed the action required from her last inspection relating to updating her safeguarding policy. She demonstrates that she clearly knows what to do if she has any child protection concerns about a child. She makes sure she provides a safe environment for children as she is always aware of potential dangers. This demonstrates that she knows how to protect children from harm.

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provision

The childminder knows the value of working in partnership with others. When children move to the childminder's care from another provider she makes sure she gathers information about their development before they start. She takes children from her home to nursery school and acts as a link between the nursery and parents. This means she provides good consistency in children's care and learning. The childminder has positive relationships with parents who have high respect for her practice and say they are 'very pleased' that she is looking after their children.

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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 132033 Local authority Kingston upon Thames Inspection number 842905 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 1

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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

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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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