Childminder in CornwallOfsted inspection, 4 Dec 2012

Inspection date

Previous inspection date 04/12/2012 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

 As a result of the secure attachment they have established with the childminder, children are very happy, settled and keen to learn.  The childminder provides a broad and balanced range of enjoyable activities. She makes good use of the indoor, outdoor and local environment.  Children are appropriately challenged, as the childminder engages them in enjoyable activities which build upon their unique preferences, interests and abilities.  The childminder develops effective partnerships with parents, which ensure that children's individual needs are identified, respected and met.  Children are polite, helpful and very well-behaved. They display high levels of self- esteem because the childminder acknowledges and celebrates their achievements.

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It is not yet outstanding because

 The recently developed systems with which to assess children's progress do not yet identify specific next steps in children's learning. This means they are not always shared with parents to offer a more consistent approach between home and the setting.

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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 reviewed the childminding documentation and children's records.  The inspector observed interactions between the childminder and children.  The inspector took into account written feedback from parents.

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Inspection activities

 The inspector engaged in discussion with children and the childminder throughout the inspection.

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Information about the setting

The childminder registered in 2012. She lives with her partner and two children aged eight years and one year, in Lanivet, Bodmin, in Cornwall. Children use all areas of the childminders home. Although there are steps down to the front door, there is level access to the side of the property. A large secure garden area is used for outdoor play activities. The family has a dog.

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Information about the setting

There are currently children attending who are within the early years age range. The childminder also offers care to children aged over five years. The provision is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register.

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

 strengthen further the partnership with parents to offer continuity in children's learning between home and the setting by, for example, enhancing children's learning journeys to identify more clearly the next steps for children's learning to share with parents.

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who attend

The childminder has a secure knowledge and understanding of the learning and development requirements. She is skilful in her ability to support and encourage children in their play. Good use is made of the home, garden and local environment for learning. For example, children move confidently indoors, freely selecting favourite toys. They explore and investigate in the garden and enjoy regular outings to the nearby woodland and railway station. The childminder encourages children to make suggestions for future planning. As a result, they benefit from experiences which are based upon their individual interests. She provides a broad and balanced range of activities, which challenge children appropriately across all areas of learning.

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who attend

The childminder has been childminding for a relatively short period of time. However, she has already gathered a good range of evidence to show that children are making rapid levels of progress. Assessment records contain a good selection of photographs, written observations and examples of children's work. They are shared regularly with parents and children. For example, children are keen to look at their record and spend a considerable amount of time enthusiastically reviewing their experiences with the childminder. They chat happily about enjoyable experiences, reminisce about recent outings and relish the opportunity to celebrate their individual achievements, for which they have received a reward of a 'glittery sticker'. Although assessment records contain useful levels of information to share with parents, they do not yet fully reflect a progressive cycle of learning. This is because children's next steps for learning are not specifically identified

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who attend

and shared with parents to help fully promote a consistent approach to children's learning in the setting and at home. The childminder is successful in her ability to share information regularly with parents in a variety of effective ways. She obtains useful levels of information before children attend, in order to help them settle and to support their learning. The childminder engages parents in daily discussion and shares children's learning journeys regularly. This ensures that opportunities for shared learning are maintained. For example, parents inform the childminder about children's interests. She therefore knows that some children have a particular fascination with tractors and trains. As a result, she provides good opportunities for these interests to be included in the weekly planning and children enjoy regular visits to the local train station. They sit in the cosy caf and watch the different trains, including a

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who attend

steam train, come and go. This activity is followed up with discussion, drawings and stories about trains, which also continue at home.

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who attend

Children are inquisitive, curious and keen to learn. They maintain high levels of concentration and perseverance in order to achieve their goals. They enjoy the active participation of the childminder in their chosen play. In turn her skilful interaction greatly enhances opportunities for learning. Children are keen to take responsibility for tidying away. They are helpful, thoughtful and considerate to others. They benefit from good opportunities to engage in local group activities at the Children's Centre. As a result, they are developing good social skills, which will help them as they widen their social circles and move on pre-school and school in the future. Children explore the outdoor learning environment. They explain that playing in the woods is their favourite activity as they enjoy fresh air and space to run, climb and play. They have made a wonderful picture with recently collected autumn leaves. The childminder is very skilful in her ability to promote

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who attend

children's use of communication and language. She positions herself at child height when speaking, maintains good eye contact and is effective in her use and recognition of body language. She also engages children in ongoing, purposeful discussion throughout the day. She listens attentively, questions them appropriately and introduces new words. As a result, children are rapidly extending their vocabulary and are competent communicators.

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

Children have developed very positive and secure relationships with the childminder and her family. The childminder is very attentive, caring and supportive. As a result, children feel safe, have a strong sense of belonging and are developing high levels of independence. They are confident to make choices in their play, move freely between rooms and make suggestions for play. For example, children have requested that they visit Santa in his grotto, which they plan to do next week. They also enjoy reflecting on what they have already enjoyed and achieved. For example, they talk about making chocolate crispy cakes, playing in the woods and going to the train station. During these activities children learn to identify and manage risk as they talk about how to handle hot food, use small tools and learn about road safety. Children also participate in regular fire drills to develop their confidence and familiarity.

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

Children benefit from a welcoming, comfortable and enabling environment. The home is well organised to provide safe and suitable areas in which children can rest and play. Toys and resources are stored attractively at child height, which encourages them to self-select, initiate play and to help tidy away after use. The childminder is a positive role model who has clear and realistic expectations of children. She sets good examples, rewards good behaviour with plenty of praise and explains why some behaviour is not acceptable. As a result, children are well behaved, very polite and show kindness and empathy for others. Children are exploring their own and other cultures and beliefs through planned, adult-led activities. They are currently celebrating Christmas by making cards and attending a children's 'Christingle' service at the local church. Their siblings, who are at school, will also attend this service along with other villagers. Good practises such as these, help to

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

promote children's awareness of the range of people in the local community.

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

Children are learning to manage their personal care needs with support from the childminder. She regularly asks children if they need to use the toilet and encourages them to wash their hands at appropriate times. She talks about the importance of healthy eating and encourages children to make healthy choices. When children are tired the childminder responds by encouraging them to rest or engage in more relaxing activities. As a result of these good practises children are aware of the importance of self-care and are increasing their ability to become independent. The childminder has established positive working relationships with the local school and pre-school. She is aware of the value of partnership working and has considered how she will support children who may attend more than one early years provision. The childminder fully understands how this will benefit children in achieving a smooth transition from one setting to another.

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provision

The childminder has a good understanding the safeguarding and welfare requirements. She has only been childminding for a short time, but has already developed highly effective systems for information sharing, monitoring her practice and meeting the needs of the range of children attending. She gathers good levels of information about children's individual starting points, provides appropriate experiences for them and maintains high standards in the quality of her provision. The childminder demonstrates considerable skill in the planning and delivery of opportunities for play and learning. As a result, children are enthusiastic and motivated. They engage in a wide range of enjoyable and worthwhile activities which successfully supports their learning and development. Children are making good levels of progress towards the early learning goals. The childminder demonstrates a good awareness of how to fully include and support children with differing needs and

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provision

abilities. She understands the importance of partnership working with parents and other professionals to achieve this.

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provision

The childminder follows robust procedures to safeguard the children in her care. She has implemented a comprehensive written risk assessment. The premises are safe, child- centred and secure. Daily visual checks are completed which ensure that appropriate provision is made for the range of children attending. Children are developing a good awareness of how to safeguard themselves and others through daily routine activities, such as handling scissors carefully. All adults in unsupervised contact with children are checked for suitability. Visitors to the home are monitored appropriately. The childminder has a good understanding of the local safeguarding procedures. She is confident to follow these if required. The childminder has completed all required training and holds a current paediatric first aid certificate. She can therefore treat minor injuries if necessary.

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provision

Partnerships with parents are strong. Parents provide very positive feedback on the quality of the provision. They are confident in the ability of the childminder to meet their children's needs and value her friendly and approachable nature. The childminder has developed a wide range of written policies and procedures to share and agree with parents. This promotes shared learning and maintains continuity of care. The childminder uses good systems for self-evaluation, which includes the views of children and parents. As a result she has identified several appropriate areas for future development. For example, following suggestions by children the childminder plans to enhance the outdoor area further by providing a 'den'. This will enable children to enjoy small group play, role play and quiet activities outdoors. The childminder has also identified the need to extend the range of resources and visual aids with which promote a positive awareness of

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provision

people's differences. Finally, she intends to explore the possibility of providing funded education and will work with the local authority to achieve this.

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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 EY446686 Local authority Cornwall Inspection number 799582 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 4

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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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