Childminder in Devon

Inspection date

Previous inspection date 25/10/2012 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

 Children have positive relationships with the childminder, settling quickly and happily on separation from their parents.  Children benefit from healthy, nutritious, home cooked meals and snacks; they learn about the importance of drinking water and eating fresh fruit as it is promoted effectively by the childminder.  Children develop good communication skills through the childminder's use of language, signing and symbol cards. She promotes books, rhymes and visits to the library, helping children with their early reading skills.  Children make good progress as they experience a range of exciting activities inside and outside, to meet their individual needs and interests. Parents are involved well in their child's learning and development because effective planning with identified next steps is shared regularly with them.

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It is not yet outstanding because

 The childminder's systems for obtaining information about children's food intake prior to attending an afternoon session, in order to adapt routines to meet individual needs, are not as strong as other information sharing between parents.  Children's starting points, observations and assessments are not currently linked to the age/stage bands suggesting typical ranges of development to enable the childminder to share more detailed progress with parents.

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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 talked with the childminder and looked at safeguarding and welfare requirements documentation.  The inspector undertook a tour of the house.  The inspector took account of the views of parents.  The inspector observed children and activities in the areas used for childminding.  The inspector looked at learning and development requirements documentation.

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Information about the setting

The childminder registered in 2011. She lives with her husband, teenage step-daughter and one child within the early years age range. They live in Tiverton, Devon. Childminding mainly takes place on the ground floor of the home, although all areas of the house are included in the registration. There is an enclosed rear garden for outside play. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She is registered to provide overnight care. She currently has four children on roll, all of whom are within the early years age range, attending on a part-time basis. The childminder has a early years qualification at level 3.

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

 develop assessments of children's learning and development further by accurately identifying where the child may be in their own developmental pathway on starting and use this to share subsequent progress with parents

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

 build on the positive partnerships with parents already achieved to ensure information sharing at all hand over times is valuable in meeting individual needs, specifically in relation to care routines such as eating.

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who attend

The childminder clearly understands children's individual needs and plans a range of exciting activities to meet their age and stage of development effectively. She uses a 'Train chart' for each child's monthly planning, with a different carriage for each of the seven areas of learning. Activities include inside, outside in the garden and outings. The childminder ensures she finds out from parents about children's interests, likes and dislikes when they start with her. She has a strong knowledge of child development but does not yet link children's starting points and progress such as those for example found inthe Development Matters the Early Years Foundation Stage. Therefore, she is unable to share with parents the extended detail of her observations to show their children's progress towards the early learning goals. She has plans to attend training on the two year old progress checks to improve her knowledge of assessment and to implement these.

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who attend

The childminder interacts with children well, using signing and the use of symbols on cards attached to her belt, for easy access, to confirm what she is communicating. She gives children choices and time to answer, which makes them feel valued. Children benefit from regular visits to the library, which promotes enjoyment of books and stories, but also introduces children to technology as she encourages children to scan their own books and print their receipts. The childminder promotes personal, social and emotional development effectively with activities to help children take turns and share. She encourages physical development on a daily basis, either in the garden or on outings. She is aware of the need to challenge children appropriately to their age and stage of development. For example, she only has a small, toddler slide, which some children are too big for, so she uses play centres and parks for them to use larger equipment. Children benefit from other learning

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who attend

outside. For example, they enjoy transferring dyed, dried rice with scoops from one container to another which helps them to begin to be aware of quantities and volume.

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who attend

The childminder has limited experience of minding children with special educational needs and/or disabilities or who speak English as an additional language, but she demonstrates good commitment to the importance of working in partnership with parents to meet children's individual needs. She gives high priority to communication and language development and is proactive at seeking current information about strategies and interventions to best support children. She is confident about where to seek advice and support to further develop her knowledge as required.

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

Children are very happy and settled with the childminder. They have formed positive relationships with her within a short period of time. Children separate from their parents with ease as the childminder is very aware of supporting children emotionally. Children benefit from much praise and encouragement. They grow in confidence and have their self-esteem built up through the childminder's positive comments, such as how lovely they are or how pretty they look. Children's behaviour is effectively supported to help them learn how to play harmoniously alongside their friends.

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

Children develop their independence skills through their daily routines, for example, using a step to reach the sink to wash their hands. They are able to climb into their own highchair and strap themselves in with direct supervision and discussion about how to keep themselves safe. Children are involved in regular fire evacuation drills and learn about boundaries with the effective use of safety gates, for example, they know they have to stay out of the kitchen while lunch is cooked.

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

Children learn about healthy lifestyles from the childminder's positive role modelling and discussions. For example, they see the childminder wear disposable gloves when changing nappies and washing her hands to prevent the risk of cross infection. Children learn about the importance of drinking water and help themselves to their individual beakers as they wish. These have individual covers over the mouth piece to prevent younger children helping themselves to the incorrect beaker and causing cross infection. Children benefit from healthy, nutritious home cooked meals, such as tuna and pasta bake.

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

Children choose from a wide range of toys and activities to support their learning in all areas of development. These include the use of everyday objects such as saucepans, wooden spoons and dried pasta to explore. Children benefit from outings to toddler groups and the library to supplement their own resources, which also promote their social skills and help to prepare them for transition into other settings and for the next stage in their development.

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provision

The childminder's safeguarding arrangements are clear and strong. She has recently updated her safeguarding training and reviewed her policies to reflect the changes in the Early Years Foundation Stage. The childminder has robust systems in place to ensure visitors are recorded and supervised at all times. Her systems for checking suitability are effective as she has recently informed Ofsted of the need for a Criminal Record Bureau check on a household member who has just turned 16 years of age. The childminder's risk assessments are effective at identifying and addressing all potential hazards. Priority is given to all aspects of health and safety.

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provision

The childminder has professional policies and documentation, which are effectively shared with parents. For example, accident and medication forms, parental consents and informative daily diaries for two-way sharing of information are all in place. The childminder sometimes overlooks opportunities to gather additional information, such as when children arrive at lunch time for the afternoon, as to whether or not they have already eaten recently. This impacts on the children's enjoyment of lunch and routines, which are generally very well organised.

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provision

The childminder makes contact with other early years settings that children attend to promote working in partnership. She is very aware of the importance of this in meeting children's individual needs as she has a clear understanding of her responsibilities in meeting the learning and development requirements. She has attended training on the revised Early Years Foundation Stage to ensure she is up to date and has booked further training. She has identified the need to further develop her observations and assessments to reflect children's progress effectively, but has not yet implemented this. However, she is reflective through her self-evaluation in identifying areas for future training and development. These include monthly review meetings with parents to ensure they are happy with the provision and to ensure they work together to keep up to date with meeting children's individual needs.

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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 EY440969 Local authority Devon Inspection number 802136 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

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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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