Childminder in Dorset

Inspection date

Previous inspection date 23/10/2012 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

 Daily routines ensure that children have regular opportunities to play outdoors and benefit from the fresh air and local natural environment.  Children have the time and opportunity to independently explore and follow their own ideas and interests under the supportive and positive interaction from the childminder.  The positive support and interaction from the childminder successfully promotes the children's sense of belonging and self-esteem.  The childminder's genuine interest in the children's welfare and learning experiences supports her well in providing them with a wide range of stimulating activities through the familiar, but flexible routines.

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It is not yet outstanding because

 Resources to reflect diversity are limited to help children understand and accept the differences they see in themselves and others.

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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 area of the home and on an outing.  The inspector spoke with the childminder at appropriate times throughout the visit.  The inspector spoke with the childminder at appropriate times throughout the visit.  The inspector observed activities in the main area of the home and on an outing.

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Inspection activities

 The inspector looked at the childminder's self-evaluation document, written policies and procedures and the children's records.

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Information about the setting

The childminder registered in 2012. She lives with her partner and three children aged 18, 16 and 3 years in a first floor flat in Linford, on the outskirts of Ringwood, Hampshire. The home is accessed by stairs. Most areas of the home are used for childminding purposes, with a living/dining room, child's bedroom, kitchen and bathroom used as the main accommodation. Rest facilities are also available. There is an enclosed area in the communal garden available for outside play. The family has three cats. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. There are currently five children on roll, two of whom are in the early years age range, and all children attend on a part-time basis.

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

 provide books and resources that represent children's diverse backgrounds to help them become more curious about themselves and other people.

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who attend

The childminder provides a wide range of stimulating experiences for the children to develop and build their interests. This helps them to make good progress through the seven areas of learning in the Early Years Foundation Stage. The childminder knows the individual learning needs of each child well, and uses this information to challenge and extend them in their play. She gathers useful information from parents to establish the children's starting points, and find out what the children enjoy and what the parents want for their children. Ongoing discussion ensures that both parties are kept up-to-date and informed of the children's learning needs and achievements. This supports the childminder well when planning daily routines and activities, based around the children's interests to support them in taking the next steps. The childminder is experimenting with several different ways to assess the children's progress to help reduce the amount of repetition,

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who attend

so that she can provide an accurate record of each child's learning journey that can be shared with parents.

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who attend

The childminder supports children well. She has high expectations that encourage them in being independent, curious and motivated in all that they undertake. She provides children with the space and time to engage in self-chosen activities, allowing them to explore and work things out for themselves. For example, a toddler holds a toy wooden hammer and taps at the shapes lightly to make them go through the holes. The childminder observes this, and using actions to support her message, tells them to 'bash, bash, bash', and 'do it harder'. The child mimics her actions, and explores the effects of using the hammer harder and the impact this has on the disappearing shapes. The child is given the space and time to explore their achievements, and repeat the actions again. This also helps the child to develop good control, hand-eye coordination and muscle strength. When exploring a shape sorter, a young child is supported well in posting the shapes through the correct

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who attend

holes. They explore and problem solve independently, where they work out that by taking off the lid, the shapes go in a lot quicker! The childminder gives young children clear instructions and information on how to use pull along toys. A toddler walks around the room, studying the effects on the moving animals as they go. They experiment by putting a snapping, jiggling crocodile on a low table and watching what happens to the crocodile's body as it falls.

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who attend

Children receive good support to develop their communication, language and literacy skills as they explore the indoor and outdoor environment. Young children enjoy looking at books and snuggle up with the childminder to listen to a familiar story. Children study the pictures, repeat familiar and new words, and make speech sounds, babbling happily. They learn about simple number concepts through their play and daily routines, as the childminder counts how many animals are on the pages and how many sandwiches they have at lunchtime. When outdoors exploring the forest environment, the childminder talks to the young children about the animals they see, the different leaves and fruits, and the changing environment due to the weather and seasons. Young children are starting to use interactive toys independently, with increasing confidence as they study the effects of pushing buttons. Children recognise the need to repeat this action to hear the different

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who attend

tunes being played. All these experiences help children develop the confidence to explore new experiences and help prepare them for the next stage in their learning.

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

Children are very happy, settled and confident in the welcoming, family orientated home. Regular, but flexible routines help children to feel comfortable as they pursue their interests. This provides them with a strong sense of belonging and security. Children's personal, social and emotional development is fostered well. Young children have developed a strong bond with childminder. They receive constant support and positive interaction from her with lots of hugs and reassurances during the day. Children are able to independently access the wide range of resources on offer, confidently moving from one room to another. Clear house rules and consistent boundaries, help them to learn to share, take turns and consider the needs and feelings of others. Children have access to a suitable range of resources that raises their awareness of the world in which they live. However, those that offer children positive images of people that look like themselves are

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

limited, to further support their curiosity about other people and themselves.

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

Children receive positive support in their daily routines to promote their good health and safety. Children enjoy a range of healthy meals provided by the childminder. They enjoy the many opportunities to be physically active, both indoors and outdoors. Indoors, children confidently manoeuvre around the furniture using their feet to propel themselves on a small tricycle. They learn about potential hazards around them in the home and garden. For example, they practice fire drills on a monthly basis with the childminder to help them understand what is expected of them in an emergency. They learn about hot things around the home, such as the oven and radiators, and how to use the stairs safely. This helps them to start managing their own behaviour to keep themselves and others safe.

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provision

The childminder has a good knowledge of the requirements of the Early Years Foundation Stage. All the required documentation is in place, and used well to help her promote children's safety and welfare. The childminder provides children with a safe environment in which to play and explore. She has a secure knowledge of child protection issues and the correct procedures to follow should she have a concern about a child in her care. The childminder is aware of her responsibility to deliver the learning and development requirements. She knows the children well and plans a good range of activities that meet their individual learning and development needs. Consequently, children make good progress.

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provision

The childminder establishes positive relationships with parents and this enables both parties to share relevant information on a daily basis. The childminder tailors the service she offers to parents to meet the specific needs of each family. Parents are well-informed about policies, practices, routines and activities followed by the childminder when supporting their children. This means parents have a good understanding of the service offered, which helps the childminder work consistently with them to meet the individual needs of each child. The childminder is aware of the need to work with other early years settings and professionals that children may attend to promote continuity of care.

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provision

The childminder demonstrates a keen commitment to improving her practice. She receives support and advice from her local authority and other early years professionals to help her provide a good quality service. The childminder has many ideas for improvements, such as the children's access to creative resources, improving the children's assessment systems, and developing further the garden space. The childminder has made improvements to her practice which has had a positive impact on children's learning. For example, the garden is now safe for the children to use and they spend time exploring outside which engages and interests them.

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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 EY443914 Local authority Hampshire Inspection number 797844 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 5

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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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