Childminder in Portsmouth

Inspection date

Previous inspection date 29/11/2012 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

 Children are very settled, feel safe and have developed trusting relationships with the childminder. They are forming positive relationships with their peers, which are extended to others within the community during groups sessions that they attend.  The childminder has a secure knowledge of developing children in all areas of learning. She uses her skills of assessment well, effectively records her observations to identify next steps in children's development and shares these with parents.  The childminder offers a broad range of activities. She adapts these well so that older children and babies can play together and both be effectively challenged.  Children are developing good communication skills because the childminder supports language development through play. Through games and activities, she gives children opportunities to listen as well as talk.

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It is not yet outstanding because

 The childminder does not consistently use routine times through the day to support children's understanding of implementing effective hygiene practices.  The childminder has made links with other provisions attended by the children. However, this relationship does not include discussions on children's next steps in learning to enable consistency and continuity between the settings.

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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 compulsory part 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 different areas of the home and the interaction between the childminder and children.

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Inspection activities

 The inspector spoke with the childminder and children at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at children's learning journeys, planning documentation and a selection of policies and children's records.  The inspector also took account of the views of parents from documentation.  The inspector gave feedback to the childminder at the end of the inspection.

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Information about the setting

The childminder registered in 2011. She lives with her husband and two children in the Copnor area of the city of Portsmouth, Hampshire. The childminder uses the whole of the ground floor and the upstairs bathroom for childminding. There is an enclosed garden for outside play. The property is within close proximity to schools shops and parks, which the childminder walks and drives to. The childminder is registered on the Early Years Register and the compulsory part of the Childcare Register and is registered to care for children overnight. The provision operates Monday to Friday for most of the year. There are currently five children on roll, all in the early years age group, although some attend school full-time. Children attend on part- and full-time basis. The childminder is a qualified teacher.

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

 support children's understanding of good hygienic practices through routine parts of the day

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

 strengthen communication with other Early Years provisions that children attend to promote continuity in their care and learning.

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who attend

The childminder shows she has a secure understanding of the learning and development requirements of the Early Years Foundation Stage. She plans and provides a broad and exciting range of age-appropriate activities that support children in making good progress towards the early learning goals. The childminder uses the observations she makes on children, together with her teaching experience, to plan purposeful activities for individual children, These enable children to make good progress in their learning and development. The childminder is secure and confident in her systems of assessment. She has implemented new systems to record the two-year progress check for children. She has successfully adapted this for all ages so she can report to all parents on a regular basis. The childminder joins in children's play choices and extends their experience by showing interest and using open-ended questions. With babies, she offers them the support and

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who attend

the reassurance of being close. She maintains good eye contact through play and discussion. The childminder works well with parents and shares information about each child's individual learning needs. Daily verbal discussions, as well as written information, keeps parents up to date with their child's development. Additionally, the childminder shares her observations and next steps with parents regularly, enabling parents to continue to support their child's learning at home.

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who attend

Young children are contented in their play and make good progress in their language development. Child initiated games, such as sound bingo, encourages children to listen to the different recorded sounds and identify these on their picture boards. Babies join in as they enjoy pressing the buttons and on occasions try to copy the different sounds they hear, which extends their communication skills. The childminder has increased her knowledge and skills of supporting children's speech by attending training in this area. She shares this information with parents enabling them to continue to support children's language development. Children share books with the childminder through story times during quieter parts of the day. They can independently access a large selection of books from the unit in the lounge. The books available include some that offer children an insight into the lives of others, for example, the Welsh and French picture dictionaries. Babies can

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who attend

also enjoy literature as they share books with the childminder that are interactive. Throughout the setting labelling with words and pictures adorn the walls developing children's awareness that print has meaning.

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who attend

The childminder promotes children's knowledge of mathematics through play and activities. Babies enjoy posting objects and tipping items out of containers before putting them back into different containers. Older children demonstrate skills and patience as they complete floor puzzles. They turn the pieces knowing there are different shapes to fit together. The childminder uses children's interests, such as the construction bricks, to support other areas of mathematical development. For example, they discuss the colours they are using and she introduces other concepts, such as height and size. Creative activities are also a regular feature through the day, which offer children and babies a tactile experience. Babies, although slightly hesitant at first, enjoy the squelching of paint on their hands as they create artwork to take home and share with their families. Children are actively involved within their local community to learn about the world around them.

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who attend

They meet regularly with another childminder and pay regular visits to group settings, where they develop their confidence and social skills as they mix in a larger group of children. In addition, the childminder plans trips to local shops, parks and the community allotment. At the allotment they become involved in planting, caring and tasting different crops which develops their awareness of how things grow. Children's physical development is part of the daily routine. They go on trips to the parks and physical group's that further develop the skills they have learnt whilst playing in the childminder's garden or dancing to music in the house.

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

Children and babies have good relationships with the childminder. They display strong bonds with her and clearly feel safe and comfortable in her care. The childminder reports on the increase of baby's confidence to move away from her, although they return for reassurance when they need it. This gives them the confidence to independently explore their environment and therefore extend their own learning. Robust and flexible settling-in procedures mean that children have their individual care needs known and met. The childminder works with parents well to ensure she follows any established home routines. Children have developed lovely relationships amongst themselves and demonstrate positive behaviour. Older children reassure babies when the childminder is not immediately close, letting them know they are not alone. They chuckle together through routines, such as nappy changing, and pat each other on the back when one starts to

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

cough. Older children also talk about children who are not present, showing an awareness of others.

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

Children learn about risks in the setting and when away from the childminder's home. They talk about the reasons why they wear the high visibility jackets when they go on outings, such as trips to the allotment. Inside they chat about appropriate sized resources for younger children. Some comment on how they know the tea is hot as they make pretend tea through role-play. They learn about some aspects of developing healthy lifestyles. They eat well with fresh foods available during the social snack and meal times. During this time they learn skills for the future, such as good manners and sitting at the table for their food. However, good hygiene routines are not consistently promoted throughout the day to fully support children's understanding of being healthy.

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

Children benefit from a wide variety of resources that support their learning. The environment is stimulating and offers age appropriate resources. These are stored at a suitable height so children and babies can be independent in making their own choices about their play. Older children know and understand why some resources are stored higher up and request these. The environment is child-centred with lots of pictorial displays and children's artwork adorning the walls, giving them some ownership within the setting. Through activities, routines and experiences, the childminder is supporting the children in preparation for the next stage in their development. As children prepare for pre-school she is helping them become confident and independent learners with the social skills required to mix within larger group situations.

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provision

Children are safe in the childminder's home. The childminder shows a secure understanding of child protection issues. She has attended safeguarding training to increase her ability to keep children safe and has identified this as an area for extended self-development. She works collaboratively with parents so they understand her responsibility to protect children, such as her strict arrangements about the collection of children from her setting. She keeps her home secure and ensures children learn safe practices in and out of the home, such as tidying up after play and crossing roads safely. Children continue to learn about their safety through the evacuation practices the childminder organises and the discussions they have about the emergency services. All the necessary written documents and records are in place to meet the welfare requirements and enable the childminder to support children's care and learning needs.

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provision

The childminder has a strong understanding of the learning and development requirements of the Early Years Foundation Stage. She has transferred her skills from teaching to have the confidence in her assessments and planning for individual children. She understands the different areas of learning and how to support these. She has developed systems to share these with parents so they are able to be fully involved in their child's learning. The childminder has started to extend these partnerships by making relationships with the school staff where some of the older early year's children attend. Although these relationships are in place, and the childminder is familiar with the school, the individual next steps in learning for children attending are not yet shared with teaching staff.

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provision

The childminder is keen to offer a good quality service to benefit children and their families. She is keen to attend training and workshops provided by the local authority to further develop her skills and knowledge. The childminder has reflected on many aspects of her service since commencing childminding. She has increased her knowledge through training, specifically to support children in her care, increased her resources for babies and developed her systems for observations and assessment. The childminder has identified areas for development within her setting and aims to become an accredited childminder. She has the skills to continually raise standards to benefit the children in her care.

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The Childcare Register

The requirements for the compulsory 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 EY431383 Local authority Portsmouth Inspection number 774425 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 4 Number of children on roll 5

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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. 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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