Childminder in Torbay

Inspection date

Previous inspection date 23/10/2012 Not Applicable

p.1

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

p.1

This provision is good

 The childminder knows children well. They are happy, secure and show high levels of independence and have good relationships with the childminder and each other.  The childminder forms strong relationships with the parents, therefore they engage effectively in children's learning and receive good ideas to involve them further.  The childminders strong emphasis on developing her practise means key strengths and areas for improvement receive high priority and result in improved outcomes for children.  The learning environment provides a broad range of interesting and stimulating activities that engage children and build upon their interests.

p.1

It is not yet outstanding because

 Adult-led activities do not enable children to have sufficient time to fully play and explore the equipment, for example, creative activities.

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 inspectors observed activities in the play areas and spoke with the childminder at appropriate times throughout.  The inspectors looked at children's assessment and planning, and discussed this.  The inspectors took account of the view of parents within the compliments book.

p.2

Inspection activities

 The inspector looked at the written self-evaluation document and a selection of policies, procedures and children's records.  The inspector sampled written feedback from parents over the last few months.

p.2

Information about the setting

The childminder registered in 2012. She lives with her partner and two young children in Torquay, Devon. Most areas of the property are used for childminding. There is an enclosed garden for outside play. The childminder is registered on the Early Years Register and on the compulsory and voluntary parts of the Childcare Register. The childminder is currently caring for three children, who are in the early years age group. The family has two cats and six guinea pigs.

p.2

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

 review the planning of adult led activities in order to provide sufficient time for all children to explore these, for example, keeping significant activities available for a longer period of time, such as using creative materials.

p.3

who attend

Children make good progress across the seven areas of learning and progress well within their developmental milestones. This is because the activities focus on helping them to learn by taking account of their individual needs and support them well with stimulating resources and displays. Therefore, children are active and enthusiastic learners, who develop increasing levels of independence, concentration and thoroughly enjoy exploring. For example, they engage enthusiastically in art activities and use resources they have collected for their autumn display. The childminder has a good understanding of how children learn, and the observation, assessment, and overall planning processes are secure. The childminder refers to the publication 'Development Matters in the Early Years Foundation Stage' as a tool to track children's progress. Therefore, activities are planned which closely support them in their next steps of learning and ensure children acquire

p.3

who attend

skills in preparation for school. The childminder plans from children's interests and purchases resources, to build upon their recent experiences, such as introducing animals to engage them in messy play. As a result, these activities provide good challenges, are interesting and match their abilities.

p.3

who attend

Children engage enthusiastically, they make marks as they use their fingers running these through the jelly, and make patterns with the toy animals. They experiment tasting this. The childminder encourages them to use language to describe what this feels like and uses descriptive words skilfully to extend their vocabulary. All children communicate well, as the childminder encourages them to think, by asking questions and imitating sounds they make, such as the noise of the trains. Younger children confidently make animal sounds and children share their knowledge well by counting and sharing the number of wheels on their train. Children are challenged well as they are introduced to letter sounds from an early age. For example, the childminder reinforces letter sounds by saying their name and showing this in writing on their pegs and their place mats. Younger children develop an awareness of text, which is reinforced with picture symbols that they

p.3

who attend

recognise. Numbers are introduced spontaneously into the daily routine, such as when children engage with the childminder to count the pieces of fruit at snack time. The childminder introduces stories well to build upon the children's number awareness. For instance, children eagerly point and count the pictures in the book, with the childminder's good support and encouragement. Group activities encourage their interactions well. However, the childminder does not always judge the length of the activity effectively to enable all children to fully benefit from the experiences. For example, the childminder initially tidied away the jelly activity to meet another child's needs and did not take account of the other children still playing with this.

p.4

who attend

Children are relaxed and build positive relationships with each other; they laugh and have fun as they make choices. They confidently explore the environment and play with balls in the hallway. Children are active and develop control of the ball by throwing this under arm, and use their coordination well to practice the skill of kicking. Children have warm caring relationships with the childminder and are responsive to her enthusiastic interactions. They engage with interest in the activities. Children are secure within a relaxed, safe, and welcoming environment, which values their contributions and experiences. For example, their work is displayed and photographic pictures share their good learning experiences. They are encouraged to be independent as they identify and take their place mat to the table. They problem solve as they decide which pieces they will use to extend the train track and put these together.

p.4

who attend

The childminder is knowledgeable about the implementation of the two-year check, attending a course and accessing good information about this, however, she has yet to put this into practice. The assessment processes are securely in place to support children's good progress, alongside the childminders frequent discussions with parents about their learning. The childminder clearly identifies what children are able to do and plans effectively for their next step in learning. This is reflected well in the learning journeys, which contain a good range of their work, meaningful observations and photographic evidence. This demonstrates that the educational programmes has depth and breathe across the prime and specific areas of children's learning.

p.4

who attend

The childminder involves parents very well in their children's learning. She has made simple games for them to take home and share and keeps parents well informed about the things their child has done each day.

p.4

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

Children's behaviour is good. They listen and use manners well, cooperating with the daily routine by helping to tidy away the equipment. Children are helped to understand they must be kind to others and that sharing is important. They have high levels of self-esteem as they receive plenty of praise. Children are encouraged to develop healthy lifestyles with a good focus on outdoor activities and play. This includes daily access to the garden and regular trips to the large play equipment at the children's centre and parks. Therefore, children make good progress in their physical development. They enjoy making choices about the nutritious fruit they eat and meal times are sociable occasions. Secure routines mean children develop good self-care, they are supported washing their hands and independently dry these. They are encouraged to wipe their own nose, as the childminder is a good role model and reinforces these messages. Children engage in activities well to

p.4

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

enable them to learn about safety procedures, such as fire evacuation practices and how to cross the road safely.

p.5

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

Children are very secure as the childminder focuses on obtaining good information from parents in order to support their emotional wellbeing. Children are settled, as the childminder's knowledge of their needs is very clear. Children form good relationships with the childminder and other children. This is demonstrated by their warm interactions. The childminder shares her time and gives much attention to each child by talking to them individually, valuing what they are doing and by sharing what she is doing. All children enjoy the close contact and cuddles when they wake up, and at story time.

p.5

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

Children prepare for the next stage in their learning as they develop confidence and independence in the childminder's home and whilst out with the childminder. They go on regular visits to places of interest and enjoy meeting other children at the local children's centre. A pictorial display of their outings enables children to share and recall these valuable learning experiences. The well-resourced environment means children are have good challenges and receive interesting activities, which match their age and abilities. The childminder understands the need to prepare children for the various transitions they will make during their time with her, going to pre-school or moving on to school.

p.5

provision

The childminder has a good, secure understanding of the learning and development requirements and areas of learning. Consequently, she effectively plans, monitors and delivers the educational programmes. This ensures a broad range of stimulating experiences help children to progress towards the early learning goals. Assessments consistently track children's good progress and effectively identify any support required for individual children. This results in appropriate interventions and targeting of activities, enabling learning gaps to be successfully closed..

p.5

provision

The childminder has a good commitment to improving her service. She regularly attends training and uses the ideas she obtains from the training to enable her to improve her provision. One of these has enabled her to introduce creative activities safely to children of all ages. Her overview of her self-assessment, on going improvement plan and vision means she is constantly thinking of new and resourceful ways to support children's learning. The childminder's strong emphasis on involving parents has included providing story folders, sharing children's interests in books from the library, and making resources to support children's mathematical awareness. She has adapted and devised some of her own documentation, by making information clear and concise to her setting, and demonstrates a good knowledge of the safeguarding and welfare requirements. The partnership with parents is very strong. The childminder engages well with the

p.5

provision

parents as there is a good exchange of information with them. This enables her to meet the individual needs of all children. Detailed written feedback from parents contain many positive comments. For example, about the great range of toys available, the childminders fun loving nature and enthusiasm, and how their children are happy and settled. Effective communication and involvement through displays, daily reports, observations and photographs enables good information sharing about children's progress. The childminder has clear safeguarding procedures and a secure awareness of how to protect children if he has a concern. Policies, procedures, and other documentation successfully promote children's welfare. Robust risk assessments successfully minimise potential risks to children so that they are cared for in a safe and secure environment. None of the children attending are currently cared for by any other provider, however, the childminder has a

p.6

provision

good understanding of the need to work with other agencies to provide consistency of care and learning for the children.

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.6

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 EY440834 Local authority Torbay Inspection number 882991 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 4 Number of children on roll 3

p.7

Name of provider

Date of previous inspection Not applicable

p.7

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.7

Type of provision

For the purposes of this inspection the following definitions apply: 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.7

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