Childminder in Portsmouth

Inspection date

Previous inspection date 01/10/2012 Not Applicable

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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

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This provision is satisfactory

 Children feel safe and secure with the childminder because she provides a caring and welcoming environment where children have fun as they learn  Children demonstrate sound levels of independence because the childminder provides an enabling environment with accessible, age and stage appropriate resources  Safeguarding procedures are robust and rigorous to protect the children who attend.

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It is not yet good because

 The educational programme for expressive arts and design does not incorporate all areas to ensure children reach their full potential with regard to exploring different textures and media  Information gathered about the children's learning and development is not sufficient to enable the childminder to plan for the children's individual learning needs as soon as they attend the setting  The childminder is not aware of her responsibilities when storing detailed, personal information about children on the computer, in relation to the requirements of the Data Protection Act 1998.

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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 main playroom.

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Inspection activities

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

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Inspection activities

 The inspector looked at children's records, learning journeys and sampled the policies and formal records.

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Information about the setting

The childminder registered in 2012. She lives with her husband and one child in a house in the North End area of Portsmouth, Hampshire. Children have access to the ground floor of the property. The childminder uses local parks for outdoor play and learning experiences. Ofsted registers the childminder on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. There is currently one child in the early years age group on roll on a part-time basis.

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must:

 Improve the knowledge of the Data Protection Act (DPA) 1998 to ensure an understanding and awareness of responsibilities and requirements when storing children's personal details and information on a computer  Improve the educational programme for expressive art and design by: encouraging babies and young children to make marks and squeeze and feel media such as paint, gloop (corn flour and water), dough and bubbles; and providing materials to encourage large motor movements such as sprinkling, throwing or spreading glue, torn paper or other materials.  Improve the children's assessments and the planning of activities and experiences by: gathering information about the children's starting points in relation to the areas of learning from parents; and use the completed observations of what children can do to identify their next individual learning steps to ensure they continue to make progress

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who attend

Children are making satisfactory progress towards the early learning goals in most areas. The childminder is developing systems to track and monitor the children's development and she observes and records what the children can do. However, the childminder does not effectively use the information to identify the children's next individual learning steps at this time. Consequently, the range of activities and experiences provided for the children are general and not yet aimed at their individual needs. Children are self- confident and happily explore their surroundings. They know where the resources are stored and are able to access them freely, developing their decision-making skills and freedom of choice from an early age. Overall, children's learning and development is in line with the expected developmental ranges for their age groups. Consequently, children are obtaining the skills, attitudes and dispositions they need to be ready for school or the

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who attend

Children use a range of electronic toys and practice pushing buttons and pulling switches to turn the sounds and lights on and off, clapping their hands and laughing when they achieve their goals. Children enjoy practicing placing balls into holes and watching them roll down the ramps and spirals, watching intently to see where the balls will appear. The childminder is attentive and responds well to the children, introducing new vocabulary to promote the children's spoken language. She interacts well with the children, participating fully in their chosen activities, praising them and offering encouragement as they try new things. Children enjoy listening to stories and handling books as they look at the pictures with the childminder, and turn the pages for her. Children are beginning to handle different tools as they control the xylophone sticks to make music, clapping their hands as they listen to the sounds. They enjoy listening to rhymes and move to the sound of the

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who attend

songs as they begin to express themselves creatively. However, children do not have the opportunity to use a range of different media and textures to create their own ideas and make marks through art, such as paint, glue or play dough. Children also have few opportunities to practice spreading glue, sprinkling materials or throwing resources on a large scale. This limits the children's opportunity to reach their full potential in expressive art and design.

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

All children are happy and settled in the care of the childminder. She spends time getting to know the children and their families well, providing a welcoming and caring environment. She gathers and records a wealth of information from parents about the children's welfare and care routines to ensure she meets their individual needs. However, the childminder does not currently gather a sufficient amount of information about the children's starting points in relation to their learning and development. As a result, there is a delay in the childminder being able to plan activities to reflect the children's individual learning needs as soon as they begin to attend.

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

The childminder provides a stimulating play and learning environment where the children are keen to learn. They try new activities and explore their surroundings with ease. Children know where everything is and are able to self-select activities and resources from the low-level storage units and boxes. Children form positive relationships with the childminder and their self-esteem and confidence is growing because of the well-organised and enabling environment. Children's personal, social and emotional skills are developing successfully because the childminder has a sound understanding of the children's developmental steps and provides activities to ensure they continue to make progress across most areas of learning.

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

Children enjoy healthy and nutritious snacks as the childminder introduces the concept of healthy eating from an early age. For example, children enjoy fresh fruit and are keen to try new things. Children enjoy outdoor activities and experiences daily to develop their understanding of the world around them. They use the local parks and enjoy walks as they explore the surrounding community. All children behave well because the childminder implements clear rules and boundaries consistently. As a result, children are learning about right and wrong and know what the childminder expects of them during their time with her.

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provision

The childminder has a full written safeguarding policy in place, which she shares with parents, who sign to say they have read and are aware of the policies. Safeguarding procedures are effective because the childminder has a clear understanding of child protection procedures and knows how to implement them to protect the children in her care. The childminder completes full written risk assessments to ensure children benefit from a safe and secure play and learning environment. The childminder is vigilant and takes steps to minimise any potential risks to children. For example, the back garden is under renovation and the outdoor walls are not safe. As a result, the children use the local parks to experience outdoor play and learning.

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provision

The childminder has started to self-evaluate and is already identifying ways to improve her provision. For example, she has identified the need to ensure she has child-sized furniture in the playroom to increase children's independence. The childminder is also starting to evaluate the effectiveness of the activities provided for children. This demonstrates the childminder's capacity to improve.

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provision

Partnerships with parents are developing well because there is a two-way flow of information. Parents are able to talk to the childminder at any time and have access to their children's progress records. They are able to make written contributions about their children's learning and development with the childminder and at home, to involve them in their children's learning. The childminder records all personal information and details about the children on the computer. The childminder is not aware of the requirements or her responsibilities with regard to the Data Protection Act (DPA) 1998 when storing personal information. The childminder is aware of the importance of partnership working with other providers of the Early Years Foundation Stage framework to ensure consistency of care, play and learning when children begin to attend other 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 EY405354 Local authority Portsmouth Inspection number 732240 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 3 Number of children on roll 1

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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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