Childminder in Suffolk

Inspection date

Previous inspection date 24/09/2012 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 feel safe and secure with the childminder who provides a caring and loving environment where children's home routines are followed and they are free to talk about their home and family.  The childminder interacts well with children, she supports their learning through planning a variety of activities for children; they play games, access websites for games and are given positive praise.  The childminder has evaluated her practice; she has identified areas for improvements and has obtained positive feedback from parents, which can be used to inform further changes/improvements.

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It is not yet outstanding because

 The regular observations undertaken on children are not being used to plan the next steps in their developmental progress.  Planning of activities is not reflective to take into account children's next steps, so that they may be sufficiently challenged.

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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 downstairs rooms.

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Inspection activities

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

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Inspection activities

 The inspector looked at children's learning journeys, planning documentation, the childminder's documents for self-evaluation, parent questionnaires and a selection of policies and children's records.

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Information about the setting

The childminder was registered in 2012. She lives with her husband and two children aged five and eight years in the village of Cotton, close to Stowmarket in Suffolk. The whole of the ground floor of the childminder's house is used for childminding. The premises are accessed via a low step. There is an enclosed garden available for outside play. The childminder is able to take and collect children from a local schools and pre-schools. The family has two pet rabbits. The childminder has three children on roll, of these two are in the early years age range. She is registered on the Early Years Register and on both the compulsory and voluntary parts of the Childcare Register. The childminder is working towards a relevant early years qualification to level 3.

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

 develop a routine approach to using observations in order to plan the next steps in children's developmental progress

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

 develop the planning of activities further to ensure that children's next steps are included.

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who attend

The childminder ensures that children are given time to settle and are fully supported in getting to know her when they start. She has developed her knowledge of the seven areas of learning and provides a range of activities and resources that engage and capture children's interests. Children feel very secure with the childminder who ensures she obtains information from parents about their likes and dislikes and home routines; parents complete an 'all about me' booklet to help the childminder develop a good knowledge of children's needs and interests. She undertakes regular observations on the activities children participate in and these are recorded in their learning journey records; these show that activities undertaken are clearly linked to the seven areas of learning. They include photographic evidence and a tracker chart that shows how childrent are progressing through the developmental scales, across all seven areas of learning. This

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who attend

reflects that they are being well supported in their learning and development. However, their records show that children's next steps have not been identified to ensure that they are fully supported in making progress in their learning.

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who attend

Children's language development is fostered through regular interactions and conversations throughout their play. Children are active learners and are involved in, and concentrate on, their chosen activity as they count confidently up to 20 whilst playing games with the childminder. For example, they match picture cards in a game of pairs and independently count how many they have collected. This shows that they have developed a good understanding of numbers. Children are provided with opportunities to explore and learn about the natural world as they are taken on walks around the near by farm; they get to see the different animals, watch them grow and view the large machines at work from a safe distance. The childminder knows that children learn best through play so provides appropriate support and guidance to help them to make progress in their learning. She has made strong links with other providers and settings children attend to

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who attend

ensure that they are working together to meet children's individual learning needs. The childminder is fully aware of children's individual strengths and provides activities and outings to help move children forward in all areas of learning so that they are ready for future transitions.

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

The childminder ensures that all areas of her home are safe for children to access, as risk assessments are in place for the home, garden and outings to promote children's safety. Doors are kept locked to ensure that children cannot leave unsupervised. Clear procedures for the emergency evacuation of the premises are displayed and practised with minded children, to help them develop a secure understanding of how to keep themselves safe. Children's health is well promoted and they are encouraged to implement healthy practices, as they wash their hands before eating and are provided with a range of fresh fruit and vegetables for snacks and meals. Children's individual health or dietary needs are recorded; the clear policies and procedures in place ensure that these are respected. Children's physical development is promoted in fun ways as they throw and catch balloons inside with the childminder. She talks about throwing the balloon high and low to help

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

children to develop their understanding of positional language.

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

The childminder is developing a good understanding of children's individual capabilities and plans activities to support these. She gets down to their level and joins in with their play to ensure that children can get the best from the activities provided. She reads stories to children and they press the button, at appropriate times in the book, to listen to the sounds that help with telling the story. This supports children's understanding that words are meaningful and their knowledge of technology. Children are asked what they want to do and are able to self-select a range of resources and activities from the toy cupboard under the supervision of the childminder. This helps to promote children's independence and allows them to make choices in what they play with.

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

Children's self-esteem and confidence are promoted as the childminder gives them positive praise for their efforts. For example, they are able to manage their own toileting needs and wash their hands before eating. Children choose to play games on the computer and the childminder finds a favourite children's website where they can play games safely under supervision. They use the mouse with control and are developing their skills of using computers. The childminder helps out at the local pre-school where minded children attend and discusses children's learning with their key person to ensure that they are working together to meet children's needs. She takes and collects children from the local primary school and has developed good links with teachers to support minded children when they start full-time education.

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provision

The childminder has a clear understanding of her role and responsibility with regard to the safeguarding and welfare requirements of the Statutory Framework for the Early Years Foundation Stage. She has in place clear policies and procedures to follow should she have concerns for a child's welfare. The childminder has identified training around safeguarding children as part of her self-evaluation to ensure that her knowledge is secure and remains up-to-date. She has in place a clear range of policies and procedures to support her good practice, which is shared with parents. The childminder has updated all her records, policies and procedures to reflect the changes to the Statutory Framework for the Early Years Foundation Stage. Children's learning and progress is clearly reflected in their learning journey records, which are also shared with parents. The childminder plans a range of outings and activities for minded children each week; these are evaluated to

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provision

ensure that children's learning needs are met. However, children's next steps are not fully taken into account as the planning is not reflective and therefore children may not be sufficiently challenged and have their learning needs fully supported.

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provision

The childminder has developed good relationships with parents. They have completed questionnaires and have provided positive feedback on the care and learning the childminder provides for their children. Parents are provided with a range of useful information on the childminder's practice in the parents' file which includes a range of policies and procedures. In addition, the childminder writes a daily diary and discusses with them what the children have been doing each day when in her care. This helps to keep parents fully informed on their children's learning and development. She has developed positive relationships with other settings that children attend in order to exchange information so children's learning can be fully supported. The childminder has undertaken an evaluation of her practice and has clearly identified areas for development to improve her practice. This includes undertaking additional training to ensure that

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provision

children's welfare and health continue to be fully supported.

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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 EY444242 Local authority Suffolk Inspection number 786994 Type of provision Childminder Registration category Childminder Age range of children 1 - 17 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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