Childminder in Gloucestershire

Inspection date

Previous inspection date 14/11/2012 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

 The childminder uses well executed settling-in procedures to foster good relationships with young children, who form strong attachments to her. This results in children who are happy and willing to explore because they feel safe and secure.  The childminder has a good understanding of how young children learn and provides a wide range of activities and experiences to promote their learning through play, conversation and outings into the local community.  The childminder carries out thorough risk assessments that include daily checks of the well-organised premises so that hazards are minimised effectively for children.  The childminder is well organised and committed to considerable further professional development to improve her provision for children and their families.

p.1

It is not yet outstanding because

 The childminder does not make full use of parents' knowledge about children's activities and progress at home to promote their learning at the 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 childminder's home and garden.

p.2

Inspection activities

 The inspector discussed aspects of childminding with the childminder as appropriate and as these arose.

p.2

Inspection activities

 The inspector examined documentation which included the childminder's planning, assessment and monitoring records, training records and some daily records.

p.2

Inspection activities

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

p.2

Information about the setting

The childminder registered in 2012. She lives with her partner and their one year old daughter, in the village of Bishops Cleeve, near Cheltenham in Gloucestershire. The house is close to a library, shops, parks, pre-schools, schools and public transport links. The whole of the house is available for childminding, except the upstairs bathroom and main bedroom. There is an enclosed, rear garden for outside play with patio and grass. The childminder is on the Early Years Register and on the compulsory and voluntary parts of the Childcare Register. She currently cares for three children in the early years age group on a part-time basis. The childminder offers care before, during and after school and in school holidays. She also offers overnight care. Her partner and his mother are checked to act as her assistants, should this be required. The childminder attends children's groups on a regular basis. She is working towards the Bristol Standards Quality Assurance Award.

p.2

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

 improve continuity of learning at home and in the childminding setting by improving/providing opportunities for parents to share what they know about their children's learning from home, for example by contributing to their children's learning and development records.

p.3

who attend

Children make good progress in their learning and development. This is because they enjoy a stimulating and varied range of activities that support them to develop across all areas of learning. The childminder effectively encourages children's interests through activities that they choose, and enthusiastically responds to their ideas. For example, when young children want to look at books, the childminder skilfully joins in and encourages them to talk about the pictures. She extends their understanding and use of new words well. As a result, children communicate confidently with the childminder through gestures and language appropriate to their ages. Young children are well supported to develop their own ideas and to explore different materials. For example, they are eager to play with pasta and to dig in the garden. Younger children investigate toys operated by buttons, persevering until they can operate these for themselves. The

p.3

who attend

childminder confidently uses these activities and daily routines to support children in developing their understanding of mathematical words. For example, she asks a young child if he wants a 'bigger' bucket and comments that he is 'first' in line to wash.

p.3

who attend

Children effectively develop their physical skills, for example by vigorous play on rockers, learning to throw different-sized balls and negotiating prams in and out of doors. The childminder places strong emphasis on outdoor play, encouraging young children to play out of doors or in the adjacent playroom as they wish. She plans interesting outings on a daily basis, such as enabling children to feed birds and to choose books at the library. The childminder uses photographs well for children to select different toys and to recognise themselves and gain self-esteem. For example, drinking beakers are stored on colour- coded, named, laminated photographs of children and they see themselves and their friends on the electronic photo frame. The childminder makes good use of local projects to encourage children's interests and understanding of the world around them. For example, they went out especially to watch the cement mixer and the dumper truck at a building

p.3

who attend

The childminder uses established methods to assess children's progress and plan for their next steps in each area of learning. She gains a detailed view of their starting points by gaining recorded information about new children from their parents. She observes young children closely to keep a photographic record with detailed, explanatory notes. Children's individual folders provide a useful record of their progress and contain examples of the wide range of activities that they have enjoyed. It is evident though discussions with the childminder that she knows children well and uses this knowledge effectively to further support them in their development. As a result, young children gain good social and learning skills to stand them in good stead as they move on to the next stage in their pre- school education. The childminder has a secure understanding about the requirements to carry out a progress check on children between the ages of two and three years. She has

p.4

who attend

already spoken to parents and given them information about this assessment.

p.4

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

The childminder's caring, considerate practice enables children to form strong bonds and good emotional attachments to her. They feel secure, taking toys to her and looking to her for cuddles when they are tired or if they have a bump. They look forward to their time with the childminder, arriving happy and eager to enjoy their day with her. They eagerly anticipate the trips out, for example to a small number of children's groups where they learn to be sociable with others. Children follow the good examples set by the childminder to behave well and to be polite. They are amenable when following instructions, and the childminder praises them for being helpful, for example, as they spontaneously tidy toys away. Young children learn to concentrate on their chosen activities, initiating play with favourite resources, including dressing-up clothes. They share the pieces of toast at breakfast time and take turns to operate a wand to make huge

p.4

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

bubbles. The childminder's effective care practices enable children to be happy and enjoy what they are doing.

p.4

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

Young children gain a good understanding of how to keep themselves safe. They learn why there are house rules, such as not standing on the settee, and take small risks, including negotiating steps to the garden. From an early age, children learn about road safety, looking for and waving at the green man as they cross roads. Young children show that they are gaining good independence. For example, they collect their coats, learn to undo zips and fetch the changing mat when they require a clean nappy. As they grow older, they become adept at managing their personal hygiene. The childminder supports children well to gain a good understanding of the importance of physical exercise and a healthy diet. Children are active as they move freely in and out of doors. They choose to play in the childminder's garden, confidently climbing to whizz down the slide. They eagerly spend long periods in the fresh air, exploring the local environment, including the

p.4

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

park, where they fly a kite. Children decide for themselves when they are thirsty. They choose from healthy foods such as different fruits, and as they grow older, are well involved in preparing food.

p.5

provision

The childminder's understanding of how to keep children safe and of the signs that a child may be at risk of harm is strong. She has recently attended a child protection course to refresh her knowledge. She is familiar with the current referral procedures of her Local Safeguarding Children Board if she has a concern about a child. The childminder has a good understanding of the learning and development requirements, particularly in planning for individual children's progress towards their next steps in each area of learning. The childminder sets consistently good standards for her quality of care, making good use of the publication 'Development Matters in the Early Years Foundation Stage' to monitor children's stages and progress. She regularly reviews the requirements of the Early Years Foundation Stage Statutory Framework, making sure that all required paperwork and procedures are in place.

p.5

provision

The childminder engages in thorough self-evaluation to identify her strengths and areas for development. She values feedback gained from parental surveys and young children's preferences. The childminder makes clear, practical plans to develop her practice to improve outcomes for children. For example, she is working towards a quality assurance award and intends to become an accredited childminder to offer free early education for children. She has booked a significant amount of training to further her professional development to enhance her provision for children and their families.

p.5

provision

Currently no children in the early years age group attend other settings or need support from other agencies. The childminder has a positive attitude to working alongside other agencies as and when the need arises, to meet the needs of individual children. The childminder uses a helpful variety of communication techniques to establish good day-to- day working relationships with parents. Clear procedures are in place to find out about children's needs before they start. The childminder keeps parents well informed about their children's time with her and their progress; for example, through detailed diary notes. Systems to enable parents to contribute to the assessment of their children's progress are not well established and affect the childminder's ability to improve their learning. Parents are appreciative of the care that the childminder offers. They write that she provides 'stimulation and fun in a safe, caring environment' so that 'every aspect of

p.5

provision

the service meets and often exceeds our expectations'.

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 EY442866 Local authority Gloucestershire Inspection number 796451 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 3

p.7

Name of provider

Date of previous inspection Not applicable

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