Morgan, Sophie

Inspection date

Previous inspection date 26/11/2012 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, settle easily and enjoy their time with the childminder because she warmly supports them. She provides a suitable range of activities that satisfactorily promote children's all-round learning.  The childminder places importance on children following good hygiene routines so that they develop competence in personal care skills.  The childminder shows clear commitment to developing her practice and is driving improvement to improve children's overall outcomes

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It is not yet good because

 Some weaknesses in the assessment and planning process mean activities do not always provide sufficient challenge for children to make good progress.  The childminder does not gather detailed information from parents about children's abilities at the point of entry. This does not fully support the initial assessment process for children to quickly build on their prior skills.  The childminder is less secure in her knowledge of the educational programme for physical development. As a result, she does not consistently track each child's progress in their large movements for them to make good progress.

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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 undertook the inspection and observed children's activities and talked with the childminder.

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Inspection activities

 The inspector looked at children's learning profiles, assessment records and planning documentation.

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Inspection activities

 The inspector took account of the views of parents, other professionals and the childminder's written documentation.

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Information about the setting

The childminder registered in 2011. She lives with her partner and three children in Bath, Bath and North East Somerset. The whole of the childminder's home is used for childminding. There is a fully enclosed garden for outside play. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder has five children on roll of whom, one child is in the early years age range. She also offers care to children aged eight years to 11 years.

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must:

 improve knowledge and use of assessment to plan a more challenging experience for each child and promote their good progress by a) gathering information from parents about children's starting points; b) making precise assessments; c) planning activities that closely match children's abilities; d) tracking children's physical development in large movements.

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who attend

Children are happy and secure and make sound progress in their personal, social and emotional development because the childminder provides warm interactions and positive attention. She is enthusiastic and this motivates children to become active in their play, exploration and learning.

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who attend

The childminder has a secure understanding of how to promote the learning and development of children across most areas of learning and children make satisfactory progress. She undertakes regular observations of children and records these in a learning diary that she shares with parents. Although assessment processes are in place, the analysis is not always clear to enable her to effectively plan activities that are consistently challenging to children. Consequently the educational programmes do not always effectively meet children's individual learning and development needs. The childminder plans activities which offer a range of learning opportunities. For example, children engage their creative imaginations well and choose to role-play 'shopping'. They have real coins to buy items, count and learn the value of money. A child says 'that's fifteen pounds please'. The childminder supports their play well finding additional resources that extend their

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who attend

interest. She suggests they swap roles, so that everyone has a fair turn and a shared experience. She provides opportunities for children to listen and respond, focussing their attention on a poster of different sorts of shops. Children tell her what they know and she extends their learning further through skilful use of open-ended questions. This promotes children's language and communication skills. They creatively make marks in a sand tray, sort, count and make line patterns using bottle tops and independently handle books and picture cards to practise their letters and sounds. As a result children are suitably acquiring the necessary skills attitudes and dispositions in readiness for school. The childminder provides suitable opportunities for children to be active within her home and to develop their small motor skills. For example they negotiate space and each other safely when using the play house in pretend play and handle pens and brushes in creative

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who attend

play. Children make regular use of the garden to be active. However the childminder does not closely track the development of children's large movement skills, such as when balancing, throwing and climbing. Although she has a general awareness of their physical abilities she is less certain of their progress in this area.

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who attend

The childminder gathers sound information to meet the care needs of children before the start of the placement through 'all about me' documentation. However, this does not extend to information about children's abilities. Consequently children do not quickly build on their prior skills when they first attend. The childminder keeps parents suitably well informed about children's care and progress through discussion each day and a summary of their progress. This suitably promotes children's continuity of care and learning.

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

Children develop a strong sense of belonging. The childminder grows to know children well. She identifies their individual care needs through daily discussions with their parents, meeting these well, right from the start. The childminder is welcoming and caring and sensitively supports children. As a result, they feel secure, have their individual needs met, form secure attachments and grow in confidence.

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

Children make strong progress with their personal hygiene skills because the childminder makes certain they follow good hand washing routines. She agrees strategies with parents to support children to develop their independence skills. This provides sound support and consistency for children. They benefit from the opportunities to take responsibility for small tasks such as by tidying away toys. The childminder provides skilful praise and encouragement when children help younger ones to learn. Consequently, this helps them to be social, feel good about themselves, take responsibility; and fosters cooperation in play, as well as a positive approach to learning.

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

Children learn about the importance of healthy eating. The childminder encourages them to develop their tastes and to eat well. They have healthy options of fresh fruit and vegetables at snack time. The childminder makes use of natural opportunities to discuss healthy foods in everyday play, such as when talking about a vegetable shop and during cooking activities. The childminder provides suitable opportunities for children to be active. Children have a safe and child-friendly environment to play in, free from risks. They learn to sit safely at the table. They show they are mindful of each others' safety, such as when playing inside the playhouse they are careful not to trample on each other. A suitable range of resources are at low-level and children access these freely. The childminder makes flexible use of different areas of the lounge to provide child-friendly spaces for children and regularly changes posters to maintain children's interests.

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

The childminder establishes sound partnerships with other settings who share the care of children. This promotes the continuity of care and learning for children across settings because she suitably shares information about children's progress on a regular basis.

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provision

The childminder has a secure understanding of the welfare and safeguarding requirements. She has a clear awareness of how to safeguard children if she had a concern. The childminder is well-organised and has the necessary policy, procedure and other information in place to suitably support the smooth running of the setting. All household members suitability is vetted. The childminder undertakes visual checks of the premises each day to make certain the environment is safe for children. She assesses and minimises risks to children before they go on outings. She undertakes regular fire drills to prepare children should there be a real emergency.

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provision

The childminder shows clear commitment to her professional development and to improving her practice. She is working towards accreditation and has a clear improvement plan that she is in the process of implementing. The childminder has successfully implemented changes to the way she makes resources available to children. She has attended training on the revised Early Years Foundation Stage and implemented the use of 'Development matters' to track children's development. She has yet to fully consolidate her knowledge and use of this process to provide precise assessments that lead to good challenges for children. However, she is making steady and continuous progress.

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provision

The childminder shows a strong commitment to working in partnership with parents and others who also provide care and learning to children. Parents report very positively about the provider and the service she provides. They comment they feel well-supported and that the childminder informs them about the day to day care arrangements and the progress that children make.

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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 EY418902 Local authority Bath & NE Somerset Inspection number 737473 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 4 Number of children on roll 2

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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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