Childminder in Southampton

Inspection date

Previous inspection date 20/11/2012 Not Applicable

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision is satisfactory

 Children are happy in the childminder's home. They have formed sound relationships with both the assistant and the childminder.  The childminder and her assistant know the children and their routines well. This helps to ensure the daily pattern is familiar to the children.  The childminder uses some visual props alongside singing songs. This helps make the activity fun and hands-on for the children.  Appropriate age and developmental stage resources are accessible to children. They receive choice about what they would like to play with.

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It is not yet good because

 Observations and assessments are not effectively used to plan consistently for the next stages in children's learning.  The childminder does not fully extend children's communication and language skills during planned activities.  The childminder does not fully promote children's growing independence skills to enable them to do things for themselves.  Resources to reflect diversity are limited to help children understand and accept the differences they see in themselves and others.

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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 activities in the lounge, dining area, kitchen.  The inspector looked at documentation and planning records.

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Inspection activities

 The inspector discussed the provider's self-evaluation and improvement plan with the childminder and her assistant.

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Information about the setting

The childminder registered in 2011. She lives with her husband and son in a house in Southampton, Hampshire. All areas of the property are used for childminding except the loft room. Toilet facilities are on both floors. Sleep facilities are downstairs. There is a fully enclosed garden for outdoor play. The childminder is open Monday to Friday from 8am to 6pm all year round. The childminder works with her husband who is an assistant. The childminder is registered on the Early Years Register and both the voluntary and compulsory parts of the Childcare Register. The childminder currently has 11 children on roll, five of whom are in the early years age range.

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must:

 develop the educational programme for communication and language by a) modelling building sentences by repeating what children say; b) talking through and commenting on some activities to highlight specific vocabulary; c) reading aloud stories with repetitive phrases and structures to support language.  develop the use of observations, assessments and planning to ensure the stages of development for each child are fully identified and use this information fully to plan challenging experiences across all areas of learning.

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

 provide further opportunities for moving children towards independence by enabling them to pour their own drinks or serve and cut up their own food.

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

 develop further the use of resources and positive images to help children to learn about positive attitudes and to recognise their own differences and similarities in relation to friends or family.

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who attend

The childminder and her assistant have a satisfactory understanding about the learning and development requirements. They help children to progress through some open questioning and through supporting and interacting alongside children's play. For example, the childminder encourages early counting skills as she counts alongside the children piecing the train track together. The childminder and her assistant provide children with age and stage appropriate toys and resources to explore and play with across all areas of learning.

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who attend

Children are making appropriate progress and are generally meeting the developmental bands relative to their ages and stages of development. This helps to prepare them for school or the next stage in their education. The childminder demonstrates some understanding about children's current stages of development. However, she is not consistently conducting observations and planning next steps across all areas of learning. This results in some next steps and learning opportunities for children being missed. The childminder plans general activities each week for all the children showing the areas of learning these link to. However, these plans do not clearly show how she is planning to meet children's individual next steps across all areas of learning. This does not ensure children progress to their maximum potential across all areas of learning.

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who attend

The childminder demonstrates a sound knowledge about the two year old check recognising the areas of learning covered within this. She is keen to attend training to further her knowledge about how to complete these. Through verbal discussions with the childminder it is apparent that information is shared with parents regarding their children's learning and development.

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who attend

Children have opportunities to develop their problem solving skills as they investigate putting shapes inside other shapes. The childminder sits close and offers words of encouragement, such as 'turn the piece around'. Children are pleased when they fit the shape inside the other shape themselves and their self esteem is boosted from the praise the childminder rewards them with. Young children play with saucepans and spoons and bang the spoons around the pan to make a noise. The childminder sings songs with the children alongside their music making. Children move their bodies to the songs and join in with some of the actions. The childminder uses some props during song time, such as animals, when singing familiar nursery rhymes. This helps to make the learning visual and hands-on for the children.

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who attend

The childminder interacts with children at their level, although she does not take every opportunity to extend and challenge their learning. She encourages children's spoken language throughout the day. However, she misses other planned opportunities to further develop children's language skills. For example, by modelling joining words, building sentences and by providing stories with repetitive phrases and words.

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who attend

Children start to become active learners. For example, they enjoy pressing the buttons on telephones and remote controls and seeing what happens. This also helps to develop a basic knowledge about simple technology. Children have some opportunities to explore different cultures and gender roles through books and puzzles. However, the childminder recognises this as an area for improvement to enable children further opportunities to learn about themselves and others.

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

The childminder and her assistant both know the children and their individual routines well. This ensures children are happy and settled within the environment. Secure attachments have been formed. When children are distressed they snuggle into the childminder for a cuddle.

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

The childminder uses sound methods to manage children's behaviour. She reminds children of the ground rules. When a dispute arises she talks to the children at their level and uses distraction methods to calm the situation. Children are rewarded for their achievements and behaviour, which in turn boosts their self esteem and confidence. The childminder talks to the children about safety rules. For example, why they need to walk inside rather than run. This helps children to manage their own safety in the future.

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

Children plant vegetables in the garden area. They are involved with digging up the vegetables to cook for their dinner. The childminder talks to the children about the benefits of healthy food. This helps children to develop an understanding about how healthy foods lead to a healthy lifestyle.

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

The environment is welcoming and the resources are age and stage appropriate for the minded children. Children are able to select resources from labelled storage units and can move freely between the downstairs rooms. However, at times during the day children's independence is not fully promoted. For example, children do not have the opportunity to be fully involved at snack times by cutting their own fruit or putting out the plates.

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

The childminder talks with the children about different aspects of their lives, such as what they do when they attend pre-school. This enables her to continue things within the childminding environment to ensure consistency is achieved for the children. She reads books with younger children about events which may occur. For example, going to pre- school. This helps children to become prepared for new experiences.

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provision

The childminder has a sound working relationship with her assistant. She has ensured the assistant has a satisfactory understanding of the policies and procedures. They communicate together regularly about the children and about how their provision is run. They both have been involved in evaluating the setting and have identified many areas for improvement, which she is in the process of addressing. These include establishing a monitoring and assessment system for children's learning and development. The childminder works in partnership with parents taking on board and any suggestions they have for improving her service.

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provision

The childminder has a sound understanding about safeguarding procedures. She knows the signs and symptoms to be aware of and the procedures to follow if she is concerned. This ensures children's welfare is safeguarded.

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provision

The childminder demonstrates a satisfactory knowledge about working in partnerships with other providers. She knows her responsibility to obtain parental permission prior to seeking outside intervention. The childminder works with parents communicating with them verbally each day. Systems are currently being established to provide parents with information about the setting and about their children through an online, password protected website. This will enable parents to log into the site at anytime to look at their child's individual learning record and other information.

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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 EY434381 Local authority Southampton Inspection number 781664 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 11

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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. 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

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Type of provision

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, safeguarding and child protection.

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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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