Childminder in Bournemouth, Christchurch and Poole

Inspection date

Previous inspection date 03/12/2012 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, settled and enjoy their time with the friendly childminder.  Children benefit from fresh air and exercise on outings.  The childminder is qualified and continues to attend and update training.  Children benefit from socialising with their peers at local groups.

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It is not yet good because

 Observation and assessment systems are not yet sufficiently established.  The childminder does not always share information with parents to promote continuity.  Methods for evaluating the practice are not fully embedded.  There are not enough stories with repetitive phrases to help children's communication skills.

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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 accompanied the childminder and children on a visit to a local park.

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Inspection activities

 The inspector observed children in their play and how they interacted with the childminder and other children.

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Inspection activities

 The inspector looked through a child's learning journey and talked to the childminder about how she support's children's learning and development.

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Inspection activities

 The inspector took account of a parent's feedback to a questionnaire sent out by the childminder.

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Information about the setting

The childminder registered in 2012. She lives with her husband and their two children in a first floor flat, accessed via an internal staircase, and situated in Bournemouth. Children have use of a living room, kitchen/diner, landing area, bedroom and bathroom facilities. There is an enclosed garden available for outdoor play activities and the childminder takes children to local parks. The childminder is registered on the Early Years Register and both parts of the Childcare Register. There is currently one child on roll who is in the early year's age group. The childminder has completed a level 3 child care qualification.

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must:

 plan purposeful and appropriately challenging activities that are informed by regular observation and that effectively promote all areas of children's learning and development

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

 develop the systems of evaluation further to support continual improvements in practice and promote effective monitoring of children's progress to help identify any gaps in their learning

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

 promote continuity in children's learning by keeping parents well informed of children's progress and by developing further the opportunities for parents to share their child's achievements from home

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

 develop further children's enjoyment of stories that will encourage their recognition and anticipation of what happens next, by providing books with repetitive phrases and sentence structures

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who attend

Children are content and happy with the childminder and enjoy a suitable variety of play experiences overall. For example, toddlers develop their sensory awareness as they explore the dough. They begin to hold the shape cutters and toy scissors provided to make patterns in the dough. This supports their hand eye coordination and early mark making abilities. Children start to learn new words as the childminder talks to them about their activity. For instance, as she asks if they can 'squeeze' the dough. She uses some simple signs to reinforce children's understanding and they begin to naturally sign back to her. For example, they make the sign for 'more' when asking for another rice cake at snack time. She gently reinforces their words and sounds and praises them for their efforts in responding. This effectively encourages children's early communication skills. Children are happy to listen to a favourite book about a hamster. The childminder actively

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who attend

encourages their involvement as she asks them to find the hamster's cheeks or nose. As a result, they begin to show an enjoyment of books. Children enjoy their singing and action songs with the childminder. For example, she asks them if they want to sing 'Row, row, row your boat' and they immediately sit down to 'row their boat' with her. They begin to anticipate the actions involved. For instance, they throw their arms up in excitement as they hear the childminder sing 'and don't forget to scream'. This effectively encourages their development of listening skills and their enjoyment of songs. However, the childminder has not yet considered using books with repetitive phrases to encourage children's listening and recognition of familiar words further.

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who attend

The childminder has started to develop an understanding of the learning and development requirements of the Early Years Foundation Stage. She links her observations of children's play to their stages of learning and identifies possible next steps of development. Overall, this helps her to promote children's personal, social and emotional development, their communication and language skills, and physical abilities. However, the childminder is not yet effectively identifying children's next steps of development in other areas of their learning. This impacts on the planning of purposeful and challenging experiences that support children's interests and existing abilities in all areas of learning. The childminder is aware of the requirement to complete a progress check for two-year-old children. However, she has not had to do this yet.

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who attend

Children enjoy their walks and like to splash in the puddles. Toddlers notice their reflection in the water and then look with fascination at a tree's branches above them. They often go to local toddler or childminder groups. This helps them to gain confidence in playing with their friends and encourages their early socialisation skills. Parents provide the childminder with information on their children's routines, interests and developmental starting points on registration. This helps the childminder to settle children in more easily. However, parents are not yet involved in regularly contributing to their children's learning journey. For example, by sharing their observations of their children's achievements at home. In addition, the childminder has not yet shared with parents her use of signing with the children to reinforce their communication. This impacts on the continuity provided in children's learning. The childminder talks quietly to children and gets down to their level to

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who attend

do so. She shows interest in their play and encourages their interaction with other children. This helps children gain confidence and they begin to naturally respond and make attempts to communicate with others. Consequently, children are beginning to gain the necessary confidence, which will help them develop their future learning skills.

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

Children respond happily to the gentle, reassuring approach given by the childminder. She praises them often for their efforts, which helps them feel valued and welcomed in her home. The childminder uses positive reinforcement and distraction to help children learn how to behave well. For example, she says 'Well done and thank you' to a child who sits and waits for her before going up the stairs. Children naturally show affection to their younger peers and spontaneously give them a hug. The childminder keeps consistent boundaries and routines. This supports children in feeling secure in her care, as they know what will happen next. The childminder promotes children's awareness of healthy practices well. For instance, they are encouraged to wash their hands frequently and have their own towels to dry their hands. This supports them in developing an understanding of suitable hygiene routines. In addition, it helps them start to gain the required

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

independence skills for their transition to school. The childminder promotes children's awareness of healthy eating through the foods she provides for their snacks. For example, they like rice cakes and fruit. Toddlers can easily reach their drinks beakers, which enables them to drink when they are thirsty.

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

Children are able to move freely around the home. The childminder observes children's play and provides related toys. Children explore the toys with interest. For example, toddlers cuddle a doll and push it around in a toy buggy. However, they cannot always easily access further home play type toys to extend this play. Children enjoy their daily outings and like to run freely at the park. They like being out in the fresh air and smile as the childminder pushes them back and forth in a swing. This provides them with opportunities to exercise and use up their energy while having fun. Toddlers attempt to climb up a slide and the childminder gently guides them to the climbing ramp to help them get to the top safely. She talks to children about keeping safe around the house. For instance, so they are careful not to trap their fingers in doors. They learn appropriate routines for going up and down the stairs and have practiced a fire drill. Consequently, the

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

childminder satisfactorily promotes their understanding of ways to keep themselves safe.

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provision

The childminder has a sound awareness of safeguarding issues and has completed relevant training. She is aware of appropriate procedures to follow should a concern arise and keeps necessary contact numbers on file. This helps her to promote children's welfare. The childminder continues to attend training courses to develop her understanding of child care issues. For example, she has recently completed training on the reformed Early Years Foundation Stage framework. As a result, she is becoming familiar with the safeguarding and welfare requirements. The childminder has formed the required operational policies for her practice and shares these with parents. She gains parents written permissions for taking their children on outings or taking their photos. Consequently, she promotes children's continuity in care well. Parent's feel their child is happy with the childminder. They say 'they are all smiles' on arrival at the childminders

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provision

and at collection times. This gives them reassurance that their child is well looked after. The childminder is not currently minding any children who attend other settings or need support from other agencies. However, she understands the need to work in partnership with other settings should this happen.

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provision

The childminder has made some improvements to her practice since she registered. For example, she has completed a risk assessment to cover both the inside and outside of the premises. This enables her to identify possible safety issues and helps her to minimise accidents. For instance, she locks all her cleaning materials in the bathroom and kitchen sink cupboards. She has fitted smoke alarms and checks them regularly. This promotes children's safety well. The childminder is beginning to use some systems of evaluation to help her identify areas to improve further. She has addressed some identified issues and now displays a welcome poster and has obtained some books reflecting diversity. This helps children to learn about some other ways of living. However, she has not yet sufficiently established the evaluation systems to support her aims for ongoing improvements or to reflect on all aspects of practice. For example, to effectively monitor

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provision

children's progress across all areas of learning.

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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 EY444784 Local authority Bournemouth Inspection number 803904 Type of provision Childminder Registration category Childminder Age range of children 1 - 8 Total number of places 4 Number of children on roll 1

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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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