Childminder in Gloucestershire

Inspection date

Previous inspection date 25/09/2012 Not Applicable

p.1

early years provision

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

p.1

This provision is satisfactory

 The childminder promotes children's communication and language skills well. She encourages the youngest children's use of gestures and non-verbal clues to begin to express their feelings and needs. She plans regular singing sessions to help increase their language by repeating familiar songs and rhymes.  The childminder provides a spacious, welcoming and loving environment for children that safeguards their welfare because safety and security measures are robust. She is very vigilant in her supervision of the children and completes rigorous risk assessments and daily safety checks .  The childminder's reassuring approach has a calming influence on the children. They settle quickly and feel safe to happily engage in activities with the childminder who uses frequent praise and encouragement to promote their confidence and self-esteem.

p.1

It is not yet good because

 The arrangements for planning and assessing children's learning are not long established and do not clearly identify children's next steps across all areas of learning or provide a balance of child-initiated and adult-led activities inside and outside .  The childminder gathers insufficient information from parents about their children's starting points to help assist in her initial planning of activities.  Children who learn best through active play outdoors are not given enough opportunities to make marks, explore sand and water and investigate the natural environment.

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 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.

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 observed children during activities in the play room, kitchen and garden .

p.2

Inspection activities

 The inspector spoke with the childminder at appropriate times throughout the observations.

p.2

Inspection activities

 The inspector completed a joint observation of a painting activity with the childminder .

p.2

Inspection activities

 The inspector looked at a sample of children's daily diaries, planning documentation, methods used for self-evaluation and a sample of policies and procedures and tracked children's records.

p.2

Inspection activities

 The inspector took account of the views of one parent spoken to on the day and responses from parents' questionnaires.

p.2

Information about the setting

The childminder registered in 2012 and works with her daughter who is also a registered childminder. She lives with her husband, their adult son, adult daughter and her partner, in the rural village of Bishops Cleeve, north of Cheltenham town. The whole of the ground floor of the childminder's house is used for childminding, including the dedicated playroom, sitting room, dining room, kitchen and downstairs toilet facilities. There is a fenced rear garden with grass and patio areas for outside play. The family has a pet dog.

p.3

Information about the setting

The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. Currently there are seven children on roll aged under eight years, of whom six children are in the early years age group. The childminder works full-time and offers overnight and weekend care for up to two children under the age of eight years. The childminder takes children to local children's groups. She holds an appropriate childcare qualification at level 3.

p.3

must:

 develop the assessment and planning programmes by a) identifying children's next steps and using this information to inform future planning, b) addressing the balance of child-initiated and adult-led activities across all areas of learning inside and outside

p.3

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

 extend the information gained about children's starting points and use this to guide planning so that children make the most of the activities from the outset.

p.3

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

 improve the learning environment by providing more opportunities outside for children to make marks, explore sand and water and investigate the natural environment.

p.3

who attend

Children are happy and settle quickly because the childminder takes account of their individual needs. Initial discussions with parents and information detailed on their 'All about me' forms help the childminder to learn about children's interests. The childminder makes sure that toys and resources that reflect children's interests are readily available when children start attending. However, the childminder does not find out sufficient information about children's starting points across all areas of learning to help her plan a suitable range of activities from the outset. A weekly planning sheet is used by the childminder and her co-childminder to identify some activities that build on children's individual interests. However, the potential learning opportunities outdoors are not embraced in planning. As a result activities offered outside are not always sufficiently challenging and the range of resources available outdoors is limited. For example, children

p.4

who attend

occasionally have access to mark-making materials, sand and water play and opportunities to develop their imaginary play in the playhouse. The youngest children show interest in the little stones outside and carefully use their hand-eye co-ordination to transport them. Due to little interaction from the childminder or ideas to extend their play further, they quickly become bored and wander around aimlessly looking for something to do.

p.4

who attend

The childminder works in partnership with her co-childminder to complete regular observations to help identify children's developing interests and achievements. These are noted along with some notes for future planning. She is starting to use these more consistently to assess the progress of for her key children and is beginning to use 'Development Matters in the Early Years Foundation Stage (EYFS)' to help her to do this. However, the childminder is less confident in planning for the next steps of children's development, across all areas of learning. Children play in the spacious playroom where there is a broad range of well-organised toys. They are encouraged to make decision in their play and learning and gain independence. The youngest children, help themselves to various natural resources from the treasure basket to explore using their senses, The balance of child-initiated and adult-led activities is starting to improve although some

p.4

who attend

areas of learning are given greater emphasis indoors. The childminder is yet to start the progress checks at age two but understands clearly the need to work in partnership with parents to complete them.

p.4

who attend

Most children's vocabulary is progressing in line with developmental expectations for their age. The childminder fosters this well during play, mealtimes and regular singing sessions. She describes what the children are doing as they play to model language. She listens intently to what they have to say and is responsive to children's gestures and non-verbal clues to encourage communication. This is helping all children to consolidate their language. The childminder encourages her key children to make marks with the pen paints, describing what they are drawing and introducing colour names as they make dots, lines and random marks. She is beginning to differentiate her language and questioning generally well to encourage older children to name the shapes and colours they make. For example, older children name all the colours on the rainbow chair. With effective support and questioning children match the repeating colours and learn to recognise more

p.4

who attend

complex colours modelled by the childminder, such as light green and dark green.

p.4

who attend

Although children benefit from time outside everyday to use the ride on toys, resources and activities are not readily available to promote all areas of learning. This limits the learning opportunities for those children who prefer to do their learning outside. Children enjoy music and movement, bending, stretching and turning around and older children eagerly talk about doing balancing outside. Although they excitedly make a V-shape using their body, which the younger children copy, the childminder does not build on this to challenge and extend further their physical skills. The childminder has some quality time with her key children during the day. This enables her to facilitate and support each child while doing various slot-in puzzles appropriate for their age and ability. The childminder introduces positional language, space, pattern and size for the older children, encouraging them to persevere and complete their puzzle independently by clapping and praising

p.4

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

Children feel secure because the key person system is established quickly between the two childminders who work together. Through discussion with parents and tailored settling-in sessions, the childminder obtains some useful information about her key children's likes, dislikes and daily routines. Close relationships are fostered between the childminder and her key children and she responds well to children's individual needs and routines. She takes responsibility for their personal care and implements consistent routines helping the children to feel safe and know what comes next. Children happily snuggle into the childminder when feeling tired, enjoying her calm, verbal reassurances. They sleep according to their individual needs and have individual cots and bedding to prevent cross contamination. Through sensitive support and age appropriate explanations, the childminder helps the youngest children to understand that snatching toys is not

p.5

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

acceptable and learning to share is important. For example, when children do not want to share musical instruments the childminder makes clever use of distraction, re-direction and sensitive support to quickly alleviate and defuse a situation. As a result, the children smile and have fun as they experiment making different sounds with the various instruments. Enthusiastic encouragement and praise throughout promotes children's self- esteem and gives them the confidence to persevere and work things out.

p.5

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

The children develop good self-care skills with even the youngest child learning to wash their hands and use the paper towels for drying, with good encouragement from the childminder. The childminder has a good knowledge of nutrition and works with her co- minder to plan a varied menu for the children, which is both healthy and appetising. She prepares and cooks the food and readily takes account of children's individual dietary requirements and preferences. Introducing food tasting activities and regularly talking about the different food they eat is slowly improving children's options and awareness of a healthy diet. Although children do not have free access to the garden and options for activities outside are limited, children have time each day for fresh air and exercise through daily walks to and from school and use of ride on toys. This is starting to encourage children to develop their healthy lifestyles. Children are learning to take risks

p.5

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

safely and gain some essential skills they need to keep themselves safe. The childminder uses careful, considered explanations when observing older children leaning on the small table, stating clearly that it may slip, which may result in them falling off and hurting themselves. This enables them to make informed decisions about their own safety.

p.5

provision

The childminder provides a safe, welcoming and homely environment for children. Her knowledge of the safeguarding and welfare requirements is strong. The childminder is vigilant in her supervision of the children and promotes children's health and safety well. She takes responsibility for implementing suitable safety measures based on useful risk assessments and daily safety checks. The childminder shows secure understanding of the policies and procedures produced for the safe management of the provision, including child protection matters. She childminds with her daughter and through good understanding of each other's roles and responsibilities they work effectively together. They both take equal responsibility for the childminding practice and compliment each other's skills through sound understanding of their individual strengths and weaknesses. The childminder has a strong commitment to improving her confidence, skills and

p.6

provision

knowledge of the learning and development requirements. She is proactive in accessing relevant training that stems from her identified needs and seeks additional advice, guidance and support from other professionals and childcare providers. Establishing systems for self-evaluation are in the early stages, meaning the methods in place lack rigour in identifying strengths and areas for improvement. However, use of feedback from parent questionnaires and the childminder's reflection on the success of some activities and daily routines has resulted in positive changes to nappy changing arrangements and implementation of music and movement sessions each week.

p.6

provision

The childminder establishes positive relationships with parents quickly. They speak highly of the service the childminder and her co-childminder provide and praise their commitment and enthusiasm. The childminder is beginning to involve parents more within the setting and basic action plans indicate that the parents are starting to take a more active role in their child's education. Booking meetings with parents to go through their children's progress check at age two, explaining how it works, and their inclusion in evaluating their children's progress with the childminder, is encouraging positive partnerships. The childminder shares good information through children's individual daily diaries. These give detail about general care issues, activities and photographs. However, useful information about children's next steps is not fully understood by the childminder, limiting the breadth and depth of information she is able to share about children's

p.6

provision

progress. Children feel special and parents welcomed because the childminder respects their cultural differences. For example, with child and parent support, the childminder learns some key words and numbers for counting in Polish to help broaden children's awareness of the wider world.

p.6

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

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 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.

p.7

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.

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.7

Setting details

Unique reference number EY444667 Local authority Gloucestershire Inspection number 790634 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 7

p.7

Name of provider

Date of previous inspection Not applicable

p.8

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.

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 that are usually their own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

p.8

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.8

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.9

Type of provision

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

p.9