Childminder in North Somerset

Inspection date

Previous inspection date 19/10/2012 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

 The childminder provides a well-balanced range of activities to meet the individual needs of children.  The childminder works closely with parents to help children settle in her care and enjoy care routines consistent with home.  Children enjoy easy access to a wide range of toys and resources that support their learning.  The childminder has made careful risk assessments of all aspects of her provision so children are safe and free to play.

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It is not yet outstanding because

 The childminder has started to record children's achievements in learning diaries but these are not yet used effectively to share information with parents to enable them to contribute to their child's learning.  Although the childminder has an emergency evacuation plan in place, the childminder has not yet practised it with minded children so they learn how to keep themselves safe.

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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 spoke with a parent to ascertain his views about the quality of care offered his child.

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Inspection activities

 The inspector examined a sample of different records and documentation including learning diaries, children's registration forms and policies and procedures.

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Inspection activities

 The inspector spoke with both the childminder and the minded child during the inspection.

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Inspection activities

 The inspector observed interactions between the childminder and children during their play in the sitting room and kitchen.

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Information about the setting

The childminder registered in 2011. She lives with her husband and two young children in Portishead, North Somerset. The whole of the childminder's home is used for minding. At present, the front and rear gardens are not included in the registration due to building work. The family has a pet dog. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. The childminder is able to take and collect children from local pre-schools, nurseries and schools. The childminder is currently caring for one child in the early years age group and two older children.

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

 strengthen the systems for sharing information with parents to enable them to contribute to their child's learning by, for example including more detail in the learning diaries to clearly identify and plan next steps

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

 help children understand about keeping themselves safe and follow simple instructions, for example by practising the fire drill regularly.

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who attend

The childminder provides a warm and well-organised environment where children settle quickly. Children move around freely and confidently to chose toys and resources to develop their play. The childminder is careful to use her knowledge of children's likes and dislikes when providing toys and activities to reflect their individual interests. The childminder carefully plans a well-balanced range of activities to meet the individual needs of children. For example, one child loves pretend play especially with small toy vehicles. The childminder uses this interest to develop speech and language skills. They name the different vehicles and discuss how they are used. The child is beginning to link three or four words to ask questions, for example, 'how do close door?' The childminder reframes the question to model sentences and shows the child how to close the door on the camper van toy. The childminder has a good working knowledge of how to promote learning in all

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who attend

areas using the Development Matters guidance. She describes how children use their imagination in their play and she extends this by discussing how women fire fighters work on fire engines too. Children learn about their environment and the local community through daily excursions. They talk eagerly about feeding the ducks and imitate duck noises.

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who attend

The childminder regularly discusses children's progress with parents; this helps her reinforce learning from home. For example, one child's parent is concentrating on number, shapes and colours. The childminder encourages the child to count the cars and name the colours through naturally occurring play. The childminder has a very good intuitive understanding of how to help children make good progress through observing their learning and responding to their play. She has started using learning diaries to record children's progress. She explains that she concentrates on their social and physical development and communication while children settle. They do not yet include sufficient detail to support effective exchange of information with parents, to enable working together to promote children's overall development.

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who attend

Children make good progress in all areas of learning. They practise self-care and independence skills, such as taking themselves to the toilet, appropriately supported by the childminder. The childminder encourages children to be confident to express themselves and ask for help or resources, as they need them. These skills help children when they move on to other settings. They learn about using technology when using different programmes and educational games on a laptop. The childminder gently reminds a child about how to start up a programme and they experiment with pressing buttons to make different functions work. The childminder skilfully adapts activities to meet the differing learning needs of children. She has thought carefully about how she could support children's home languages if they speak English as a second language. Children learn to value others through sensitive discussions about people they observe in the

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

The childminder successfully promotes children's welfare in her well managed and happy home. Children separate easily and confidently from their parents when in the childminder's care. She offers a thoughtful settling-in process for children, so that when they start to attend they settle quickly. One parent commented how quickly their child had settled and how pleased they were to see their child so happy and confident after a short time. Children make good progress in the childminder's care. Children benefit from a wide range of activities designed to meet their individual needs. They extend their social skills when sharing games with others and playing in the park. The childminder helps them learn to keep themselves safe by learning to choose safe places to cross roads. For example, she takes children onto a bridge to feed the ducks, explaining that the banks of the stream are steep and slippery and they might fall in if they go on the embankment.

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

The childminder conducts robust risk assessments of her home, activities and outings to provide a safe learning environment. However, although there is a detailed evacuation plan in place, the childminder has not yet practised this with children, so that they learn how to keep themselves safe.

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

The childminder works closely with parents to help children settle. She carefully notes their dietary, health and social needs so that she provides care consistent with home routines. Children learn about the importance of good hygiene routines through daily practise and clear explanations from the childminder. Children benefit from daily exercise and talk enthusiastically about splashing in puddles in their wellington boots The childminder provides healthy and nutritious snacks and meals that meet the individual dietary requirements of children. She discusses any allergies with parents and makes sure that she has a good knowledge of what children may eat safely. The childminder protects children from the spread of infection through sensible routines, such as cleaning toys, checking the health of the family dog and excluding children when they have infectious illnesses. Through thoughtful preparation and good partnerships with parents, the

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

childminder provides children with happy and stimulating experiences to help them develop skills that prepare them for future learning.

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provision

The childminder has a good understanding of child protection and safeguarding issues. She has attended training and has a confident knowledge of the Local Safeguarding Children Board procedures. She shares her well-written policy and procedure with parents so that they understand her responsibilities towards helping to protect their children. She obtains all necessary information from parents about who may collect children from her care and any legal contact issues that may affect them negatively. The childminder gives parents copies of all policies and procedures. She informs parents of any changes as she reviews them in line with changing requirements or local practice. The childminder records all significant events, such as accidents or administration of medicines and obtains parental consents and signatures to verify details.

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provision

The childminder is keen to continue professional development and is determined to provide a high quality service for children and their families. She has completed an initial self-evaluation and identified areas for development and actions she has already taken. The childminder has sought support from local authority advisors and identified future training courses. She has a firm understanding of the learning, development, welfare, and safeguarding requirements of the Early Years Foundation Stage. Parents have provided written and verbal feedback expressing their great satisfaction and confidence with the care their children receive. The childminder has built links with reception class teachers at a local school and shares information with them about how she can progress learning activities with older children. The childminder has made a positive beginning to her childminding career to the benefit of children and their families.

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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 EY436167 Local authority North Somerset Inspection number 791067 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 4 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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