Childminder in Devon

Inspection date

Previous inspection date 12/11/2012 08/10/2008

p.1

early years provision

This inspection: 2 Previous inspection: 2 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

 Children are happy, secure, and eager to learn because they have good, secure relationships with the childminder.  Children are challenged and explore areas with interest and fascination through stimulating activities which engage and build upon their interests.  The childminder has a good understanding of how to promote the health and safety of children. She has assessed risks and acts as a positive role model promoting their early awareness of good hygiene practises.  Children are well behaved, they have good self-esteem because the childminder consistently acknowledges their achievements

p.1

It is not yet outstanding because

 The childminder does not consistently use open-ended questions during activities to further extend children's communication and language.  Opportunities to extend young children's mathematical awareness by introducing numbers in a meaningful way are not fully extended.

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 inspector observed activities in the playroom and spoke with the childminder at appropriate times throughout.  The inspector looked at children's assessment and planning records.  The inspector took account of written feed back provided by two parents.

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 took account of the childminders self- evaluation form.

p.2

Information about the setting

The childminder registered in 2008. She lives with her partner in Westleigh, Tiverton, Devon. The whole of the property is used for minding. There is an enclosed garden for outside play. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. The childminder is currently caring for 12 children, of whom four are in the early years age group. The childminder is currently completing a level three qualification in Childcare.

p.2

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

 increase the use of open questions with many possible answers to further support children's learning

p.3

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

 extend children's mathematical awareness by using numbers in meaningful contexts.

p.3

who attend

Children make good progress in their learning and development. The childminder closely tracks and monitors children's progress towards the early learning goals. This enables her to understand children's individual needs well and plan for any further support or challenge. The childminder carries out ongoing observations, uses photographs and demonstrates secure planning processes. She is aware of the need to implement checks for children who are two years of age, accessing good information to help her to complete these when necessary. Through the good records of progress she maintains, the childminder demonstrates she identifies children's next steps of learning accurately to support their ongoing achievements. This ensures children acquire the skills in preparation for school. She involves parents well in children's learning by sharing information regularly. For example, they take children's assessment folder home to understand their children's'

p.3

who attend

progress and borrow resources to enable them to share their interests and skills.

p.3

who attend

The childminder plans a broad variety of interesting outings, activities and play experiences for children. She considers the children's learning and developmental needs effectively. This means children are eager to learn, are well engaged and develop increasing levels of concentration. All children communicate well, for instance they share their recent experiences and talk about what they are about to make. The childminder encourages children to describe what the play dough feels like. She uses descriptive words skilfully as they prod and manipulate this to extend their vocabulary. Children are challenged well, as they are introduced to letter sounds within the daily routine. However, the childminder does not consistently use open-ended questions to fully support children to always think things through and use language to share their possible answers. Children are enthusiastic learners. They happily engage and enjoy challenging activities,

p.3

who attend

for instance they develop the skill of cutting while using the play dough, as they are encouraged and supported well. Children confidently make marks and recognise colours. For example, they show good control with a paintbrush and make prints with their hands. Children are relaxed and build positive caring relationships with each other. They are secure and relate well to the childminder as she effectively engages with them. The welcoming environment reflects and values their contributions and experiences. For example, their artwork is displayed on a board with items they have made for Halloween. Children eagerly explore additional tools which are skilfully introduced to them by the childminder. This encourages them to explore further. They copy the childminder and manipulate the equipment well to make worm shapes from the play dough. The childminder spontaneously introduces numbers to children during their play, for instance

p.4

who attend

counting from one to four. However, these are not always used in a meaningful way to reinforce the children's mathematical understanding. For example, she does not always build upon counting by linking the numbers to objects or putting them into context.

p.4

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

Children settle well in the childminder's care. She provides effective settling-in arrangements that enable her to understand children's needs and parents' wishes. This promotes smooth transitions for children into her care. The childminder's warm, calm and caring approach enables children to feel safe and secure while in her care. The childminder develops children's understanding of the behaviour expectations through calm interventions. Children behave well and are cooperative in the routine, such as helping to tidy away. The childminder strongly recognises children's sense of achievement and consistently praises them by using positive words. For instance, children receive lot of praise as they successfully use the potty. This promotes children's confidence and self- esteem effectively. The childminder is a positive example for children to follow as she models good manners and respect for others. This enables children to develop positive

p.4

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

relationships with each other and supports them to develop effective social skills.

p.4

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

Children benefit from a child-friendly and homely environment. This helps them to feel relaxed and at ease. The play area is set up thoughtfully for children to engage in quiet and active play. For example, there is a table for art activities and ride on toys for physical play indoors and a role-play area for children to explore and use their imaginations. Children develop good independent skills. The childminder encourages children to do things for themselves, such as learn to put on their own coat and shoes. Children make their own choices from the resources on offer, which are easily accessible at a low level. This allows children to initiate their own play and ideas. The broad range of activities and well-resourced environment provide good challenges, are interesting and match children's abilities. Therefore, all children are prepared and ready for the next stage in their learning and for various transitions, such as when they move to pre-school or school.

p.4

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

Children develop good safety awareness, as the childminder is an effective role model. For example, they independently sit and secure themselves in the booster seat and use tools such as scissors confidently and safely and with increasing control. Children acknowledge and share that these can cause harm, stating 'mind your fingers'. They develop a good understanding of healthy food options through discussion while playing in the home corner, and by eating a good variety of nutritious snacks. This encourages children to widen their tastes, as they are able to touch and try different foods. The childminder provides a secure routine so that children develop good independence in their personal care. Children independently wash and dry their hands, and are supported to wipe their nose. Children benefit from plenty of fresh air and physical activity. This includes daily access to the garden, equipment and regular trips, which challenge their physical skills. As

p.4

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

a result, children make good progress in their physical development.

p.5

provision

The childminder demonstrates a strong understanding of her responsibilities to meet the requirements of the Early Years Foundation Stage. She has kept up to date with changes and implemented procedures to ensure her service is in line with the requirements. For example, she has updated safeguarding procedures with regards to the use of mobile phones, and reviewed her policy to include the action to be taken in the event of an allegation being made against her.

p.5

provision

The childminder has a competent understanding of her responsibilities to safeguard children's welfare. She demonstrates an effective understanding of safeguarding issues, including how to manage any concerns that may arise. This promotes children's welfare and wellbeing. The childminder carries out thorough risk assessments for her home and outings. This enables her to identify hazards and risks accurately and to take effective action to minimise potential dangers to children. As a result, the childminder promotes children's safety very well.

p.5

provision

The childminder establishes good relationships with parents. They receive effective information about the childminder's service and the time their children spend with her. The childminder provides verbal feedback on a daily basis and she regularly reviews information with parents. This keeps parents well informed. The childminder forms good partnerships with other settings. She discusses children's day and how they are progressing, effectively supporting children's learning and providing continuity of care for all children. The childminder actively encourages parent's feedback to support her self- evaluation processes. She takes good account of children's interests and ideas and knows the children well as individuals. This enables her to plan effectively for their learning and development outcomes. The childminder demonstrates she is committed to developing her service and practice through attending further training. She is clearly able to identify the

p.5

provision

strengths of her service and practice and areas to develop and improve. This benefits the children and families, as the childminder is proactive in making ongoing continuous improvements.

p.5

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.6

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.6

Setting details

Unique reference number EY375369 Local authority Devon Inspection number 822926 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 12

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:

p.7

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.

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.7

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.7

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.7

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