Childminder in Southampton

Inspection date

Previous inspection date 09/10/2012 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 are happy and content in the childminder's home and have formed sound relationships with her.  The childminder knows the children and their individual routines well which helps ensure the daily pattern is familiar to them.  The childminder has assessed the risks in her home and has minimised these well to enable children to play in a safe environment.  Appropriate age and developmental stage resources are accessible to children both in the inside and outside environment and children have choices about what they would like to play with.

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It is not yet good because

 The childminder makes observations of children's progress but does not use these fully effectively to plan consistently for the next stages in children's learning.  The childminder does not fully support children in developing mathematical skills by taking opportunities to encourage them to count and compare in various activities.  The childminder does not fully extend children's communication and language skills during planned activities.

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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 inspectors observed activities in the lounge area and in the kitchen area.  The inspectors looked at documentation and learning and development journals.

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Inspection activities

 The inspectors took account of the views of the parents from written documentation.

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Inspection activities

 The inspectors checked evidence of suitability and qualifications of practitioners working with children.

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Information about the setting

The childminder registered in 2010. She lives with her family including two pre-school aged children. They live in a residential area of Southampton, Hampshire. Children have use of rooms on the ground floor with toilet and rest facilities on the first floor. There is an enclosed garden for outdoor play. The property is within close proximity to schools, shops and parks. The childminder is registered on the Early Years Register and on the compulsory and voluntary parts of the Childcare Register. She offers care throughout each weekday. There are four children on roll; of these, two are in the early years age range. The family has a dog, two cats, a rabbit and a tortoise.

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must:

 develop the educational programme for Communication and language by a) building vocabulary by giving choices b) modelling building sentences by repeating what the children say c) talking through and commenting on some activities to highlight specific vocabulary and d) reading aloud stories with repetitive phrases and structures to support language structures  develop the educational programme for Mathematics by a) providing a small group of the same objects in treasure baskets to encourage counting and sorting b) singing a variety of number rhymes during everyday routines and c) giving children a reason to count, such as selecting enough wrist bands for three friends

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

 develop further the use of assessments to inform planning for children's next stages of learning.

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who attend

The childminder has a basic knowledge of the seven areas of learning and is able to plan and organise activities that interest the children. Children are making appropriate progress and are meeting some of the developmental bands relative to their ages and stages of development. This helps to prepare them for school or the next stage in their education. The childminder completes observations of children's progress across all areas of learning although these are not always precise. As a result she does not identify next steps fully effectively and consistently plan suitably challenging activities for each child. The childminder demonstrates a sound knowledge of the early learning goals and has a copy of the Development Matters guidance document. However, she is not yet fully using this documentation in order to link children's learning to the early learning goals and to plan consistently for their future learning. The childminder has yet to implement the progress

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who attend

check at age two but demonstrates a good understanding of the requirement to do so. Through parents' written comments it is apparent that they are fully involved in the activities their children have been doing. The childminder interacts with the children at their level but often opportunities are missed to extend learning. For example, she does not encourage children to count and compare how many pieces of fruit they each have in their bowls. The childminder fosters children's spoken language incidentally throughout the day. However, she misses other planned opportunities to further develop children's language skills. For example, by modelling joining words, building sentences and by providing stories with repetitive phrases and words. Children enjoy sitting close to the childminder as she reads them a story. They laugh as the childminder makes noises appropriate to the characters in the book. This helps children to develop a love of books. Children are becoming active

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who attend

learners. For example, they enjoy pressing the buttons on the helicopter and seeing what they do. This also helps to develop a basic understanding of simple technology.

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

Children are happy and settled. The childminder has formed strong bonds with the children and knows the children's individual routines well. For example, she recognises when they are hungry or when they are tired and need a sleep. Children play with a satisfactory range of toys and resources appropriate to their ages and stages of development. Children play alongside each other and often want the same toy or a particular coloured bowl for snack. When a dispute arises the childminder uses intervention, positive reinforcement and distraction methods to manage the situation successfully. The childminder uses clear ground rules with the children, encouraging them to sit on the seats of the picnic table whilst at the same time explaining why it is important to do so. This enables children to develop a basic understanding of how to manage their own safety.

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

The childminder takes the children out on walks through the woods and to local parks. She talks to them about the healthy benefits of exercise and how it makes their bodies feel more active. The childminder wipes young toddlers' noses and tells them they are wiping away the germs. This helps children begin to form a basic understanding about keeping themselves healthy.

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

Regular outings to the local children's centre help children to develop confidence and independence in situations away from the childminder's home. They enjoy joining in with activities organised by the centre such as 'bubble walks' and love to see and chase the different shaped bubbles floating in the air.

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provision

The childminder demonstrates a sound knowledge of the procedures to follow if she has concerns regarding any of the children. She has a clear understanding of the types of signs and symptoms that a child may be at risk of harm. She has a sound knowledge of the revised Statutory Framework for the Early Years Foundation Stage. She is pro-active about her professional development and makes sure she attends training to update her knowledge and skills and improve outcomes for children. The childminder has appropriate systems in place to monitor the effectiveness of the educational programme and has a satisfactory understanding of the children's individual development. However, her provision for some aspects of children's learning remains an area for further development.

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provision

The childminder communicates with parents daily and provides appropriate opportunities for them to look at their children's individual learning journals. This helps ensure the parents are able to review their children's learning. The childminder demonstrates a sound knowledge of the need to work in partnership with other providers to help ensure a shared approach to meeting the individual needs of the children.

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provision

The childminder informally reflects on her practice and has some understanding of the areas for future improvement. She has already put into place some identified actions. For example, she has created and implemented new policies which are required under the current statutory framework. She plans to meet with a childminder friend to extend her systems for self-evaluation and to share good practice.

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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 EY414317 Local authority Southampton Inspection number 766920 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 4

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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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