Childminder in Hampshire

Inspection report for early years provision

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Unique reference number EY435309 Inspection date 20/06/2012 Inspector Susan May

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Type of setting Childminder to 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, safeguarding and child protection. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, 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.

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T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Introduction

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of the registered early years provision. ‘Early years provision’ refers to provision regulated by Ofsted for children from birth to 31 August following their fifth birthday (the early years age group). The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and welfare, known as the Early Years Foundation Stage.

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Introduction

The provider must provide a copy of this report to all parents with children at the setting where reasonably practicable. The provider must provide a copy of the report to any other person who asks for one, but may charge a fee for this service (The Childcare (Inspection) Regulations 2008 regulations 9 and 10).

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Introduction

The setting also makes provision for children older than the early years age group which is registered on the voluntary and/or compulsory part(s) of the Childcare Register. This report does not include an evaluation of that provision, but a comment about compliance with the requirements of the Childcare Register is included in Annex B.

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Introduction

Please see our website for more information about each childcare provider. We publish inspection reports, conditions of registration and details of complaints we receive where we or the provider take action to meet the requirements of registration. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Description of the childminding

The childminder registered in 2011. She lives with her partner and daughter in Hartley Wintney, near Hook, Hampshire. All areas of the home are used for childminding and there is an enclosed garden for outdoor play.

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Description of the childminding

The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She may care for five children under eight years at any one time, of these two may be in the early years age range. The childminder can provide overnight care for one child under eight years. The childminder is currently minding three children in the early years age group. She is able to take and collect children from local schools.

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The overall effectiveness of the early years provision

Overall the quality of the provision is good.

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The overall effectiveness of the early years provision

Children are happy and secure in the childminder's care. They are confident and display a sense of belonging as the childminder promotes inclusion with each child's needs met well. Children are eager and inquisitive learners, whose welfare and development the childminder supports through good resources and experiences. This allows children to make positive progress in their learning. The childminder shares most information on children's learning with parents and others involved in their care as she builds good links with them. She demonstrates a good capacity to maintain continuous improvement.

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further?

To further improve the early years provision the registered person should:

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further?

 strengthen the systems for involving parents and others involved in the children's care, to promote continuity and progression in children's learning.

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the early years provision

The childminder has a good understanding of how to keep children safe. She supervises children at all times and they are never left with persons who do not have the appropriate checks. The childminder knows the procedures to follow if she has any concerns about a child in her care. The childminder underpins her good practice as she maintains comprehensive policies and procedures sharing this information with parents at initial visits. All the required children's details are in This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 place including appropriate parental consents. All documents are stored securely and the childminder observes confidentiality at all times. The childminder has considered all aspects of risk. She updates risk assessments, whenever necessary, as she identifies possible hazards and minimises risks. All of this contributes to the childminder safeguarding children well.

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the early years provision

Children play indoors and outside in a child-friendly environment. They have access to a broad range of stimulating and interesting toys and resources that helps promote their learning. Children are motivated and eager to select what they wish to play with. The childminder has a positive attitude and acts as a good role model. She effectively promotes children's awareness of equality and diversity with positive images of gender, culture and disability.

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the early years provision

The childminder has good partnerships with parents. She shares daily information on the children verbally. Parents hold the childminder in high regard. They comment on the variety of activities she offers and how it enriches their children's lives. They also state how comfortable and happy the children are with her. The childminder is building good links with other settings. She finds out what children are doing at pre-school and discusses their welfare with staff. Children feel safe and secure in the family home environment. Their self-esteem and sense of belonging promoted as the childminder meets their needs. She knows each child and their family circumstances well, as she provides an inclusive service where all are valued. In general, systems in place are helping to promote continuity and progression in children's learning.

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the early years provision

The childminder has successfully put into practice, records, policies and procedures to support children's welfare and learning effectively. She receives good support from other external agencies who keep her well informed of relevant courses and current information. The childminder is enthusiastic and eager to evaluate and develop her practice. She demonstrates drive and ambition as she thinks about what she offers the children. She identifies and embeds improvements that will be of benefit to them.

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and outcomes for children

Children play happily and confidently in the attractive child friendly environment. The range of toys available indoors and outdoors enables them to undertake a wide range of activities. This helps them make good progress in their learning. Children are inquisitive and self-select resources and activities that follow their interests. Consequently, they remain fully engaged in their play. The childminder reflects on her planning to ensure she covers all the areas of learning. She has development folders providing observations, assessments and examples of children's work to record their progress. The childminder uses these to help plan future activities that meet individual needs. She discusses children's next steps with parents and development records are available to them. However, systems to This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 share learning experiences from home and other provisions children attend are not

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and outcomes for children

yet fully in place. This leads to some gaps in their shared knowledge of the children.

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and outcomes for children

Children clearly enjoy their time with the childminder as they play happily, often inviting her into their play. She helps promote children's language skills effectively. For example, she encourages young children to repeat sounds, such as banana, as they have their snack to help them begin to recognise words have meaning. Open- ended questions help develop older children's vocabulary and conversation skills. Books are firm favourites with the children who happily sit looking through them, telling the stories and eagerly anticipating the outcome. Children develop positive skills for the future as they recognise that knowledge can be sought in a range of ways. For example, they search on the computer to identify mini beasts seen on an outing. Children's numeracy skills and mathematical concepts are developing very well as they sing songs and rhymes that promote number skills. They talk about being first and last, count and recognise numbers up to 10 and beyond with

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and outcomes for children

ease. The childminder is skilful in letting children develop their problem-solving skills as she gives them time to work things out for themselves. For example, they resolve the problem of positioning the toy cupboard drawers so they close properly. Children begin to understand about keeping themselves safe. They follow simple yet effective routines such as holding onto the handrail as they step down into the garden. Children have access to a wide array of role-play resources and use their imaginations to explore real and pretend situations. They enjoy nursery rhymes and songs and sing spontaneously during their play. Examples of children exploring their creativity through a range of media are available through photographs in their development folders.

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and outcomes for children

Children are considerate to each other and play together well. The childminder manages their behaviour sensitively as she childminder praises their achievements, however small. This helps promote children's self-esteem, giving them the confidence to progress and take new challenges. Children regularly play outdoors, walk to the nearby common and surrounding areas to find out about the local community. They begin to understand about the wider world as they begin to recognise the similarities and differences of others. For example, they use chopsticks to eat noodles. Children make choices about what they wish to eat from the healthy snacks and meals on offer. Drinks are always available. The childminder promotes children's awareness of looking after themselves. She encourages them to wipe their noses, dispose of tissues promptly and wash hands to prevent the spread of infection. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex A: record of inspection judgements

The key inspection judgements and what they mean

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Annex A: record of inspection judgements

Grade 1 is Outstanding: this aspect of the provision is of exceptionally high quality Grade 2 is Good: this aspect of the provision is strong Grade 3 is Satisfactory: this aspect of the provision is sound Grade 4 is Inadequate: this aspect of the provision is not good enough

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children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

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Early Years Foundation Stage

The effectiveness of leadership and management in embedding ambition and driving improvement The effectiveness with which the setting deploys resources 2 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 2 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 2 The effectiveness of the setting’s engagement with parents and carers

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Stage

The quality of the provision in the Early Years Foundation Stage 2

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Stage

The extent to which children achieve and enjoy their learning 2 The extent to which children feel safe 2 The extent to which children adopt healthy lifestyles 2 The extent to which children make a positive contribution 2 The extent to which children develop skills for the future 2

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Stage

procedures set out in the guidance available from Ofsted’s website: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Met

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Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Met

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