Childminder in Devon

Inspection date

Previous inspection date 20/11/2012 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

 The childminder gives children's safety the highest priority.  Children are happy and settled because the childminder meets their individual care needs well.  The childminder provides an environment where children can choose their activities and resources to learn through playing and exploring.  Children become good communicators through the childminder's effective interaction.

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It is not yet outstanding because

 The childminder does not make full use of daily routines to support children's understanding of good hygiene practices.  Strategies for engaging with parents do not keep them fully informed of their child's next stages of development.

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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 the children indoors until they went to sleep.

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Inspection activities

 The inspector took account of the childminder's self-evaluation and parents' written comments.  The inspector met with a parent.

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Inspection activities

 The inspector checked safeguarding documentation and sampled the policies and procedures.  The inspector looked at the children's development records.

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Information about the setting

The childminder registered in 2012. She lives with her partner and two children aged under eight years. They live in a three-storey house in Exwick, near Exeter, close to shops, parks, schools and public transport links. The whole of the property is used for childminding and the children mainly use the open-plan lounge, kitchen and diner on the first floor. Local parks are used for outside play. The family has a rabbit. The childminder is currently minding six children under eight years, of whom three are inthe early years age group. All attend on a part-time basis. The provision is registered onthe Early Years Register and both the compulsory and voluntary parts of the Childcare Register. The childminder walks to take children to local schools.

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

 make better use of daily routines to encourage children to develop an awareness of good hygiene practices

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

 increase the information for parents on children's next stages of development in order to support children's learning further.

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who attend

The childminder ensures she supports children in their learning through a good balance of adult-led and child initiated activities. She provides a wide range of interesting experiences that promote all areas of their development. She seeks good information from parents on children's initial abilities and observes how the children settle over the first few weeks with her. She continues to make detailed observations, which enables her to plan effectively so that all children make good progress overall. The childminder uses a communication book so that she keeps parents well informed about what their child enjoys doing and parents share information on their child's learning at home. However, although the childminder has a good awareness of children's next stages of development she does not record this to enable her to share information with busy parents regularly, to enhance children's learning.

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who attend

Children develop good communication skills because the childminder helps them to build their vocabulary by responding to what they say in the correct way. For example, when a child says 'open door' the childminder says 'you want me to take the lid off'. She matches actions to the verbal instructions, giving a real context to language. Children independently access books, which they enjoy looking at or take to the childminder to read to them. The childminder effectively supports children's mathematical development. For example, she counts items as she places them in a box and children join in saying the next number. She skilfully uses the children's play to develop their understanding of shape and size. For example, she asks a child to find the big dog and then the little dog. Young children attempt putting shapes into the correct hole, persevering because the childminder supports them in trying different ways to enable them to succeed. The childminder plans a

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who attend

good range of physical and sensory activities to promote children's use of mark making, such as exploring shaving foam and paint.

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who attend

Children are inquisitive because the resources are relevant to their interests. The childminder encourages them to explore, so they want to learn and try new skills. This supports children in becoming active learners. The childminder joins in with their games and follows their ideas, such as pretending to drink the tea and eat the food they prepare for her. She supports children well in developing a range of skills and motivates them to develop a positive attitude, which prepares them for their next stage of learning.

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

Children are happy and settle well because the childminder builds strong relationships with them. She gains good information from parents to help them feel secure. They confidently part from their parents or carers and immediately explore the available resources. Children learn to share and cooperate because the childminder provides a good role model, demonstrating clear and consistent boundaries. They are beginning to recognise that their actions may upset others. The childminder praises children for positive behaviour and even the youngest children show they understand by smiling and clapping their hands. The childminder has a good awareness of children's routines and understands how to meet their care needs. For example, one child sleeps in the morning and another in the afternoon. The childminder recognises signs that indicate the children are ready to sleep or maybe hungry, which prevents frustration and upset.

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

The childminder makes good use of the local environment to support children's learning and welfare. For example, they use the library, Children's Centre and playgroup where they interact with other children and take part in a wide range of activities. Children have daily experiences outdoors, going for walks and using equipment at the local parks. The childminder effectively deploys a good range of resources in boxes, and on low-level shelves and drawers. This enables children to initiate their own learning through playing and exploring. The childminder provides good interaction, joining in with children's games and providing sufficient challenge to encourage their development. She effectively supports children in developing confidence, which prepares them for transitions to other settings and school.

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

The childminder provides a safe surrounding so that young children are free to move around and focus on their interests. Children learn about keeping safe as they are taught how to use steps safely. She protects children's health through keeping the premises and equipment clean, following good sick child procedures and wiping any runny noses. Children sleep on individual clean sheets and gain a good awareness of the importance of exercise. Every day they go for walks and engage in music and dance. The childminder washes her hands after changing nappies but does not encourage the children to do the same. She cleans the children's hands after eating so that they do not get the toys sticky. However, they do not wash their hands before eating snacks, to gain a good awareness of healthy hygiene routines.

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provision

The childminder has a good awareness of her responsibilities in meeting the learning and development, and safeguarding and welfare requirements of the Early Years Foundation Stage. She implements her written policies and procedures very effectively so that the arrangements for safeguarding children are very strong. She has all the required documentation in place and organises them well for the safe management of her provision. She carries out good risk assessments of her entire premises and installs the appropriate equipment so that children remain safe while supporting their development. For example, stairgates prevent children accessing the stairs unsupervised, although children learn to negotiate the steps safely under the childminder's supervision. She checks her fire safety equipment regularly and practices the emergency evacuation procedures with children every month. The childminder regularly checks sleeping children

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provision

The childminder builds good relationships with parents, which they confirm by their positive feedback. For example, they all comment on how kind, friendly and helpful she is and how confident and settled their children have become. The childminder keeps written records of children's development so that she can monitor their progress and identify any additional needs. She also seeks permission from parents to approach other providers in order to work in partnership to support children's learning needs and well-being. These partnerships ensure the childminder identifies children's individual needs and helps her meet them.

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provision

The childminder makes good use of self-evaluation to accurately identify her strengths, actions for continuous improvement and her personal development. For example, she now plans experiences in the outdoors more frequently and is seeking training to enhance her understanding of effective teaching and learning. She reviews any training she attends to identify the benefits to children. For example, safeguarding training has given her the confidence to recognise any signs or symptoms that may indicate a concern and the procedures to follow to protect children. She has good documentation for further guidance. The childminder seeks children's thoughts and ideas and records them in their 'special moments' book. She seeks parents' feedback through discussion and is preparing a parents' annual survey to review their opinion of her entire provision.

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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 EY446445 Local authority Devon Inspection number 800748 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 4 Number of children on roll 6

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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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