Childminder in Somerset

Inspection date

Previous inspection date 18/09/2012 Not Applicable

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early years provision

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

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This provision is good

 Children settle quickly as they form positive relationships with the childminder. They feel valued and home routines are respected, which helps children's transition to the setting.  Children are making good progress in all areas of development as the childminder understands their individual starting points and interests and supports their learning effectively. Observations and assessments are thorough and clearly identify children's next steps.  Children are very safe due to the childminder's robust risk assessment and strong focus on learning about safety through meaningful activities. For example, with road safety discussions and activities.  Parents are well informed about their children's progress and how the Early Years Foundation Stage is being delivered in the setting.

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It is not yet outstanding because

 Some activities are not sufficiently resourced for the number of children present, such as scissors and glue pots. Resources, such as books and toys do not reflect the culture or home language of all the children attending.  Some hygiene practices are not well established which impacts on children's understanding of the importance of good hygiene.

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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 2016  more frequently where Ofsted identifies a need to do so, for example where provision was previously judged as 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 for inspection 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  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 in the dining room on the ground floor  The inspector observed activities in the lounge on the first floor  The inspector looked at children's assessment records and planning documentation

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Inspection activities

 The inspector checked evidence of safeguarding and welfare documentation such as children's records, risk assessments, qualifications and self-evaluation  The inspector conducted a tour of the three storey house and garden

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Information about the setting

The childminder registered in 2012. She lives with her partner and two young children in a three-storey house in Bridgwater, Somerset. Childminding takes place on all levels of the home, as she provides overnight care. There is a small, fully enclosed rear garden for outside play. The family has a dog. The childminder is registered on the Early Years Register, and the compulsory and voluntary parts of the Childcare Register. The childminder has an early years qualification at level 3. There are currently six children on roll aged eight years and under. All of whom attend on a part-time basis. The childminder supports children with English as an additional language.

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

 improve children's resources by: providing books and toys which represent children's diverse backgrounds; duplicating some materials to reduce conflict; and using real objects to link first hand experiences to children's learning through play

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

 improve children's learning about good health by being a positive role model with regard to hygiene practices within the home and improving hand washing routines before eating.

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who attend

The childminder quickly and effectively assesses children's starting points as soon as they start attending. This enables her to plan activities and daily routines to meet children's individual needs really well. For example, new children settle well due to the childminder's clear awareness of their interests and favourite toys, through informative discussions with parents. The childminder effectively observes and documents children's achievements against the seven areas of learning and highlights identified next steps for individual children's continued progress. This includes a completed progress check at age two ready to share with parents. This shows that all children are making good progress in all areas. Children speaking English as an additional language are making good progress in all areas of development, including communication and language in English. The childminder has a secure knowledge and understanding of how to support and promote children's learning

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who attend

and development. She interacts with children effectively and provides interesting, challenging activities. For example, children are currently exploring road safety as they walk to school, so a craft activity has been planned to link to this. Children enjoy decorating pre-cut fluorescent shapes of hi-visibility jackets with reflective pieces of paper. They learn new vocabulary, which develops their communication and language skills and they learn how to keep themselves safe from discussions about the use of hi-visibility jackets and how they work. Older, more able children cut shapes for themselves, whilst younger children are happy to stick pre-cut shapes. Although some aspects of the activity are well-prepared in advance by the childminder, there are insufficient scissors and glue pots for the number of children present. The childminder has not been able to locate her own hi-visibility jacket to show children the connection between their small scale paper

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who attend

cut-outs and the real item, which means they do not fully understand the link between the activity and the real world. The childminder considers the different concentration spans of different aged children and has additional activities ready to keep them interested. Children adapt the colouring sheet provided to their own needs, for example, a younger child colours in a butterfly picture, whilst an older child asks if they can cut theirs out and writes their own name on their work. The childminder is flexible in her approach, motivating children with ideas and asking questions about what they are doing, which prepares them for the next stage in their learning and school.

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

The childminder creates a welcoming and safe environment. Resources are exciting, engage children's attention and easily accessible. However, they do not reflect children's home languages or cultures. Children are very happy and enjoy both planned, adult-led activities and opportunities to initiate their own play. For example, children play well together for long periods of time with a train track that they construct with good team work. They develop positive relationships with their peers and the childminder within a very short period of time of attending. Children grow in confidence and self-esteem from the childminder's praise and encouragement. They are learning the house rules and behaviour boundaries.

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

Children respond positively to the childminder's clear and consistent explanations about safety. They learn through discussion about dangers and participate in regular fire drills to help keep themselves safe. The childminder plans a balance of activities both inside and outside the home as well as outings, such as attending childminder groups, parks or soft play areas to enhance children's physical and social skills. Children learn about good health through regular exercise, easy access to drinks and washing their hands after using the toilet. However, at times the childminder is not a positive role model about good hygiene. She does not promote hand washing before eating, which impacts on children's learning about good health and the importance of cleanliness. The childminder works in partnership with parents to meet children's current dietary requirements. She understands the importance of healthy eating and is a positive role model by promoting fruit for snack.

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provision

The childminder has a very secure knowledge of the requirements of the Early Years Foundation Stage. She is confident in how to deliver the learning and development requirements through a broad range of experiences. The childminder observes and assesses children's achievements, and links these to the stages of development in the guidance document Development matters in the Early Years Foundation Stage. This shows secure progress for all children in all of the prime and specific areas of learning. The childminder has a daily diary system in place to communicate with parents about their child's daily routine and play experiences, a comprehensive policy file and an informative notice board. She has made links with the other settings that children attend and has systems in place to share information. She understands the importance of working in partnership in order to ensure consistency for children and meet individual needs

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provision

The childminder's policies and procedures reflect her strong commitment to meeting the safeguarding and welfare requirements. She has completed an online child protection course and is very clear about the Local Safeguarding Children Board procedures to follow if she has concerns about a child. The childminder has comprehensive risk assessments of the home and outings, which enable her to address all potential risks. Her self-evaluation is realistic and effective. For example, she has completed a food hygiene course, and has an action plan of future ideas to implement in order to continuously improve her provision. The childminder has identified the need to have more resources which promote diversity. However, this has not yet been addressed.

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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 Satisfactory Satisfactory provision is performing less well than expectations in one or more of the key areas. It requires improvement in order to be good. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be inspected again within 12 months of the date of this inspection.

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Grade Judgement Description

Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not Met The provision has no children on roll. 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 EY441959 Local authority Somerset Inspection number 787921 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 4 Number of children on roll 6

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Name of provider

Date of previous inspection Not applicable

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Telephone number

set out in the guidance ‘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. 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 that are usually their 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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