Childminder, Out-of school day care in Devon

Inspection date

Previous inspection date 26/09/2012 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 in a welcoming family home. They make warm and trusting relationships with the childminder and her family.  The childminder has a very good understanding of how children learn. She plans a broad range of activities and experiences according to their interests, both inside and out.  The childminder has a clear system for planning and monitoring children's progress, based on a secure understanding of the Early Years Foundations Stage.  Excellent partnerships with parents result in the childminder meeting individual care needs successfully.  The childminder effectively evaluates her provision through ongoing reflection. She is proactive in updating her knowledge to enable her to continually improve the children's experiences and progress in their learning.

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It is not yet outstanding because

 The childminder does not request the detail needed about children's stage of development when they start to attend, to enable her to fully assess their starting points and begin planning their progress from the outset.

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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

 Observed children's activities throughout the morning in dining room and kitchen area

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Inspection activities

 Sampled records for child present/on roll including progress record + policies including safeguarding and complaints policies  Discussed observation of particular activity  Agreed recommendation with childminder

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Information about the setting

The childminder was registered in 2012. She lives with her husband, and one child aged 20 months, in the Heavitree area of Exeter, Devon. Childminding mainly takes place on the ground floor, which consists of a lounge, dining room and kitchen. Sleeping and bathroom facilities are provided on the first floor. There is an enclosed garden available for outside play. The family has a pet cat, to which children have supervised access. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. There are currently three children on roll, all of whom are in early years age range.

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

 develop the system for assessing children's starting points on entry by seeking more specific information about children's stage of development from parents.

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who attend

Children are well cared for in a welcoming family environment, where they enjoy learning through play and exploration. The childminder has a very good understanding of how children learn and promotes their progress well in all areas of development. Children enjoy a broad range of learning experiences, both in the home and on outings, planned according to their interests and abilities. The childminder interacts sensitively in the children's play. She effectively encourages children's language and communication as she talks with them during their activities, modelling words and describing what is happening. She uses familiar words from home throughout the day, particularly for children whose families speak other languages in addition to English. This helps develop children's self- identity and sense of belonging. Young children develop fine physical skills as they explore a range of materials and objects. For example, as a baby investigates dry pasta and rice,

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who attend

the childminder names the materials and tools; she describes actions such as 'stirring', 'reaching' and 'pouring'. She is skilful in extending activities according to children's interest, such as adding kitchen tools, and containers to make 'shakers'. Children develop a keen interest in books. From a young age, babies handle books independently and like to look at familiar pictures. Children visit the library with the childminder on a regular basis to refresh the range of books available and find titles of particular interest to them. Children develop a good sense of number and shape through meaningful activities such as counting steps, filling and emptying containers, and manipulating play dough.

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who attend

Children's days include a variety of outings when they meet other people, use different play equipment, and learn about the natural world. For example, visits to children's groups encourage their social skills as they take part in routines such as sitting in a group for snack or singing songs. Trips to local country parks, a forest and the beach promote children's interest in animals and changes in nature. They also like to watch tadpoles develop into frogs in the garden pond.

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who attend

The childminder has quickly established a clear system for assessing children's progress in their development. She makes perceptive observations of children's play and achievements, uses the 'Development Matters' guidance confidently to plot their stage of development, and clearly plans their next steps. Parents are fully involved in the process, once the childminder has assessed the children's starting points through her observations. Parents share important information at the beginning of the arrangement to enable the childminder to meet individual needs. However, the childminder does not request detail about children's stage of development in all areas of learning to enable her to promote their progress fully from the outset. The childminder has a good understanding of her responsibility in completing a progress report for children aged between two and three years.

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

The childminder provides a calm and caring environment where children settle quickly and make warm and trusting relationships with her and her family. Children develop a strong sense of belonging as the childminder makes them feel welcome in the family home. They recognise photos of themselves and their families displayed at their eye-level in the kitchen. Seeing their artwork on show contributes to a feeling of pride in their efforts. Children behave well. From a young age, they know what is expected through familiar routines and clear explanations. They learn to take turns and practise safe ways to move around in the home and when on outings. For example, they understand rules for crossing roads safely, learning an awareness of the dangers of traffic. Children are involved in regular practises of the emergency evacuation procedure, so that they know what to expect in a real situation.

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

Children move confidently around the home, making choices. For example, a baby confidently crawls from the dining room to the kitchen to investigate; they practise pulling themselves up to standing using kitchen furniture. The childminder respects babies' home routines with regard to sleep and eating patterns. Children have daily fresh air and exercise to promote a healthy lifestyle. This includes garden play, walks, and visits to play parks. From a young age, they learn good routines for personal hygiene. For example, the childminder cleans babies' hands after nappy changing to get them used to the idea. As children progress, they wash their hands independently using soap and water. Children start to understand the importance of healthy eating. Children learn about various items of foods as they explore a 'food hero' each week, which may include eating, cutting, squelching or printing patterns.

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provision

The childminder implements clear policies that promote children's welfare and safety, which she shares with parents. The childminder completes thorough risk assessments to provide a safe environment for children to play, both at the home and on outings. She has a good understanding of safeguarding children, which includes recognising signs and symptoms and the procedures to follow if there are concerns. She has completed training on child protection issues and has a system for recording children's existing injuries. This all contributes to protecting children from harm. The childminder keeps clear records, which are stored confidentially. The childminder has a secure understanding of the way children learn and how to promote their good progress in their overall development.

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provision

The childminder has effective methods for evaluating her practice. She has completed a self-evaluation document, which helps her reflect on her provision to identify areas for development. For example, she has improved the storage of toys so that it is easier for children to see and choose what they would like to play with. She has also changed the format of the daily diaries to make them easier for both herself and parents to exchange information to meet individual needs. The childminder is pro-active in keeping up to date with changes. For instance, since registering, she has worked hard to develop a secure knowledge of all aspects of the revised Early Years Foundations Stage. In particular, she is confident in using the guidance materials to promote children's learning and progress effectively. She is keen to complete more training to strengthen her knowledge and form new ideas to continue to improve children's experiences.

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provision

The childminder promotes excellent relationships with parents. She provides comprehensive information about her setting by way of a detailed 'parents' pack', which includes written policies and information about the Early Years Foundation Stage. The childminder encourages daily exchange of information in order to meet individual needs, both verbally and by way of a written diary. She is proactive in seeking parents' views through discussion and questionnaires. Parents say that their children are very happy and that they like the flexible service and communication via daily diaries. They appreciate the positive environment where they know their children make good progress in an atmosphere of 'light and laughter'. The childminder has a good understanding of the importance of sharing information with other professionals when children attend additional early years provision. She is confident in establishing dialogue with other practitioners to

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provision

promote children's development and transition between settings.

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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 EY444786 Local authority Devon Inspection number 793460 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 3

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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.

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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 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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