Childminder in Devon

Inspection date

Previous inspection date 13/11/2012 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

 Children are happy and settle well in the familiar and welcoming environment the childminder creates in her home.  Children have good opportunities to enjoy a wide range of activities both indoors and outdoors.  The childminder interacts sensitively with children to enhance their play and support them in making progress in their learning and development.  Children are encouraged to develop confidence, self-esteem and become independent.

p.1

It is not yet outstanding because

 Opportunities to exchange information with other providers have not been fully explored in order to maximise continuity in children's learning when they attend more than one early years setting.

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 lounge, kitchen and garden.  The inspector looked at children's assessment records.  The inspector held discussions with the childminder.

p.2

Inspection activities

 The inspector took account of the views of parents and carers using information included in the childminder's parent survey.

p.2

Information about the setting

The childminder registered in 2012. She lives with her husband and two children in Tiverton, Devon. All areas of the family home and garden are used for childminding. There are currently two children on roll in the early years age range. The childminder is also registered on the compulsory and voluntary parts of the Childcare Register and offers overnight care.

p.2

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

 develop further the communication with other early years settings to strengthen continuity in children's learning.

p.3

who attend

The childminder knows the children well and has a good understanding of how children learn and develop. She takes time to observe and listen to the children to find out their interests so that she can plan activities that capture their imagination and sustain their concentration. For example, she provides opportunities for children to make masks and develop their knowledge and understanding of large animals and dinosaurs as these are particular areas of interest. When children first join the childminder she gathers a wealth of information from parents and carers to help her evaluate each child's stage of development. This enables her to plan activities that challenge the children and support their progress. However, she does not yet maximise opportunities to exchange information with other providers in order to fully promote continuity in children's learning. Nevertheless, her regular exchange of information with parents and carers, and her close

p.3

who attend

observation of the children at play, enables her to assess their progress and support their development. For example, she notices when young children are developing a desire to become more independent and encourages them to put their shoes or boots on by themselves. When older children develop good pencil control and an interest in the marks they make, she encourages them to begin forming recognisable letters that are familiar to them, such as the initial letter of their name.

p.3

who attend

Daily and weekly routines provide many opportunities for children to extend their learning through enjoyable play activities. They regularly attend group play sessions where they can socialise with other children and they are confident at initiating their own play or asking for additional resources. For example, they choose between playing indoors or in the garden, help themselves to toys in the large storage area adjacent to the garden and ask to go upstairs to choose favourite books when they want to listen to a story. Older children use numbers confidently in their play, such as counting the skittles that they knock over in the garden. Overall, children are making good progress in their learning and development and are supported effectively in building the foundations for future learning when it is time to move on to school.

p.3

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

Children are happy and settle well in the welcoming environment of the childminder's home. She presents a range of familiar resources to encourage them to stay and play when they first arrive, and gives them plenty of opportunity to choose and select from a much wider range of equipment. Children are confident and able to make independent decisions. They ask for particular toys, help themselves to drinks when they are thirsty and invite each other and the childminder to join in with their play.

p.4

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

Children are learning to play harmoniously together and are encouraged to share their toys. They are often able to negotiate and manage minor conflicts themselves, developing an understanding of taking turns and being aware of each others' feelings. Consequently their behaviour is good. Younger children are beginning to show an interest in playing together and older children are tolerant of their interest and seek to engage them in their games. For example, when playing in an imaginary kitchen children explain to each other that they are cooking in the oven and they discuss whether the food is ready or not.

p.4

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

Children are familiar with the routines of the day which helps them learn the importance of rituals such as hand washing after playing in the garden and before they eat their snack. They enjoy a healthy diet and drink regularly throughout the day, not just at mealtimes. Children are keen to play outdoors in the fresh air where they develop their balancing skills as they ride around on wheeled toys. They also enjoy going out for walks and visiting the local play area where they can access more physically challenging equipment.

p.4

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

The childminder has a good awareness of the need to provide appropriate challenge to the children of different ages and stages of development in her care. She manages this effectively to ensure that each child is making progress, based on what they already know and can do. She seeks meaningful ways of developing their awareness of other cultures and traditions by introducing simple activities linked to current festivals around the world.

p.4

provision

The childminder has a clear understanding of her statutory requirements, particularly in keeping children safe. She has a comprehensive range of policies that underpin her good practice and these are shared with parents so that they are clear about the service she offers. Her policies include information about how to share information appropriately in the event of any concerns. The childminder attends a range of training to keep her information up to date. For example, she has attended safeguarding and food handling training, as well as briefings about regulatory changes. She enhances her knowledge by accessing additional information from the internet and other sources. For example, she seeks inspiration for activities and accesses booklets regarding health issues.

p.4

provision

The childminder has a good understanding of the importance of supporting children's learning and development through interesting and enjoyable play activities. She uses Development Matters in the Early Years Foundation Stage to help her track children's progress and decide how to support their next steps for learning. She regularly exchanges information with parents and carers to keep them informed about their children's learning and how she assesses their progress. For example, she asks parents to complete 'All about me' information sheets when their children first start and explains assessment procedures such as the progress check at two. Parents are happy with the service provided and particularly value the range of activities their children enjoy. They comment on their children's favourite activities, such as nature walks and exploring muddy puddles, when their views are canvassed as part of the childminder's self-evaluation.

p.4

provision

Although the childminder has not been minding for long, she regularly reviews and evaluates her practice and identifies key areas for development that will have a positive impact on the children's learning experiences. For example, she is currently planning to enhance children's outdoor play experiences by providing a canopy for protection from the weather and introducing a wider range of resources. The childminder is committed to ongoing improvement and her own professional development. She is planning to work towards a recognised early years qualification to further enhance her provision.

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.5

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.5

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 EY440785 Local authority Devon Inspection number 810869 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 4 Number of children on roll 2

p.6

Name of provider

Date of previous inspection Not applicable

p.6

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.6

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.8

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.8