Childminder in Suffolk

Inspection date

Previous inspection date 01/11/2012 25/05/2011

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early years provision

This inspection: 3 Previous inspection: 3 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

 The childminder is fully involved and engaged with children in the activities provided, which supports their learning and development.  The childminder has strong links with nursery staff where minded children attend and discusses/exchanges information on their learning; she continues activities at home to help consolidate children's learning and development.  The childminder provides a wide range of resources and activities that help to support children's individual interests and learning.  Children feel safe and secure with the childminder, who provides a caring and loving environment where children's home routines are followed and where they are encouraged to talk about their home and family.

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It is not yet good because

 Observations are not used effectively to help children make progress or identify the next steps in their learning and are not linked to the seven areas of learning.  The childminder's use of the guidance document, Development matters in the Early Years Foundation Stage, is not securely embedded into her practice to ensure that children's progress is fully monitored.

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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 downstairs rooms.

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Inspection activities

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

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Inspection activities

 The inspector looked at children's daily diaries, the childminder's self-evaluation form, written feedback from parents and a selection of policies and children's records.

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Information about the setting

The childminder was registered in 2003. She lives with her husband in Bury St Edmunds, Suffolk. A secure enclosed garden is used for outdoor play activities. There is a step up into the premises. The childminder is able to take and collect children from local schools and pre-schools. She is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. There are currently three children attending in the early years age group. Children attend on a full- and part-time basis. She also offers care to children over five to 14 years of age. She is a member of the National Childminding Association.

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must:

 develop knowledge and understanding of the Statutory Framework for the Early Years Foundation Stage, with particular regard to observation and assessment arrangements, by using, for example, the guidance document, Development matters in the Early Years Foundation Stage.

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

 develop a routine approach to using the observations undertaken to identify children's next steps in their learning and ensure that they are linked to the seven areas of learning

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who attend

The childminder ensures that children are given time to settle and are supported appropriately to get to know her when they start. She has some knowledge of the seven areas of learning and provides a range of activities and resources that generally engage and capture children's interests. The childminder refers to the guidance document, Development matters in the Early Years Foundation Stage, to help her provide appropriate activities to support children's learning. However, monitoring of the educational provision to support children's progress has not been fully implemented. Children's diaries, used to record the observations, do not include children's next steps and are not linked to the seven areas of learning, to reflect that they are receiving a broad and balanced curriculum to support their on-going progress in both the prime and specific areas of learning.

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who attend

Children's independence is promoted well as children make choices in what they play with. For example, there are small world and role play resources, which children use to develop their creativity and imagination. Children 'go shopping and talk about what food they will eat in the cafe'. Children choose books to look at and older children show their understanding of supporting and caring for younger children as they read stories to them. Resources to support early writing skills are set out within children's reach. They use pencils to write out the names of the children who attend the childminder's setting. The childminder guides them in forming the letters correctly and sounds out the letters in each name. As a result, young children's progress is appropriately supported. The childminder interacts well with and listens closely to children, fostering their language and communication development appropriately. Children access tills and play phones as part of

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who attend

their shop role play. This supports children's knowledge of technology.

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

Children are developing a clear understanding on how to promote their own health as they automatically go and wash their hands before eating. Children's individual health and dietary needs are recorded and the childminder ensures that these are respected. Children jump around as part of their play and are able to climb up onto the furniture to sit next to the childminder as they talk. Children can access the garden and the childminder's home is organised so that they have space to move around freely which also supports their physical development. The childminder gets down to children's level and joins in with their play to ensure that they can get the best from the activities provided. Children are asked what they want to do and are able to select resources and activities from the range in the conservatory. This helps to promote children's independence and allows them to make choices in what they play with. Children learn about the wider world and other cultures

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

and beliefs through a variety of resources. The childminder also includes different craft activities on cultural festivals throughout the year.

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

Children behave well, they interact and chat freely and care for each other as they share and take turns with resources. Their confidence and self-esteem is promoted when the childminder praises them for their achievements. Children are involved and fully engaged as they explore new resources; they take time to set them all out to find out what is in the box. The childminder asks, 'how many are there?' and children respond by saying 'four'. Having removed one item, the childminder then asks, 'how many are left?' children respond again by saying 'three'. This shows that children are beginning to develop their understanding of mathematical problems.

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provision

The childminder has a clear understanding of her role and responsibility with regard to the safeguarding and welfare requirements of the Early Years Foundation Stage. She has clear policies and procedures to follow should she have concerns for a child's welfare. The childminder has identified training around safeguarding children as part of her self- evaluation to ensure that her knowledge is secure and remains up to date. The childminder is beginning to use the revised documentation of the Statutory Framework for the Early Years Foundation Stage in helping her to support children's learning and development appropriately.

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provision

Parents have provided positive feedback on the care and learning provided for their children. This reflects their involvement with their child's early education. This knowledge can be used to make positive changes and to develop and improve her practice further. The childminder also provides parents with information about her practice through sharing her policies and procedures. In addition, the childminder writes a daily diary and discusses with parents what the children have been doing each day while in her care. She has developed positive relationships with other settings attended by children, in order to exchange information, so children's care and learning are fully supported.

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provision

The childminder has undertaken an evaluation of her practice and has clearly identified areas for development to improve her practice. This includes additional training to ensure that children's welfare and health continue to be fully supported. The childminder ensures that all areas of her home are safe for children to access; thorough and comprehensive risk assessments are in place for the home, garden and any outings undertaken. The childminder has in place clear procedures for the emergency evacuation of the premises and a range of safety equipment to help keep children safe.

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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 EY285366 Local authority Suffolk Inspection number 820017 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 4

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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: 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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