Childminder in Hampshire

Inspection date

Previous inspection date 14/01/2013 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

 The childminder has gained knowledge about each child's and uses this knowledge well to encourage children to settle and build relationships with her.  The childminder competently observes and assesses children's learning and development, including very young children that give a clear picture of children's achievements.  Children have access to a good range of suitable resources and activities to meet their age and stage of development.  The childminder has established strong links with parents and with other professional carers. She uses shared information successfully to promote children's progress.

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It is not yet outstanding because

 The childminder has not fully developed all ideas for evaluating and improving her provision.

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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 arrived and showed ID, she explained the process of the inspection.  The inspector viewed the home and observed the childminder and the children.  The inspector discussed the children's care and viewed a range of documentation.  The inspector provided feedback to the childminder and gave the judgements.

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Information about the setting

The childminder registered in 2012. She lives with her husband and four children in Petersfield, Hampshire. Children play on the ground floor only; they have access to the kitchen, dining room and sitting room. The home has a ground floor toilet with washing facilities. There is an enclosed rear garden for outdoor play. The family have a dog, four cats and two rabbits. The childminder is registered on the Early Years Register and on the compulsory and voluntary parts of the Childcare Register. She is currently caring for five children in the early years age group, two of these children attend full time school.

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

 strengthen the planned systems for evaluation to continue to improve the provision. For example, using the questionnaires from parents or strengthening the information about children's development before they attend.

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who attend

The childminder's home is very child-centred and she dedicates her attention to the children at all times. She has developed her knowledge of children's individual interests to provide a broad range of activities which increase children's learning. She has also focused on increasing her own knowledge and understanding through successfully updating her practise following the review of the Early Years Foundation Stage. The childminder clearly recognises that offering children stimulating activities promotes their development. She constantly talks to children about what they are doing to encourage their learning. She talks about how busy they are and suggests ideas for developing their play, for example, as they handle the role-play equipment. For example, finding cots for the dolls and dressing them. Talking about the weather and needing blankets for the cots. The childminder skilfully uses questioning to encourage children's thinking such as asking

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who attend

children if they can remember what they wear when they go to bed. Children show they are gaining confidence through their responses and through their freedom to move and select resources. They play with a selection of cars and trucks, learning about colours as they choose and recognise all the red fire vehicles. The childminder continually talks to the children about what they are doing together. She suggests further activities to the children. Children are eager to handle and manipulate the play dough. Children touch and feel the play dough, they squeeze the pieces together exploring the textures and the childminder explains the need to warm the dough. Children develop their physical skills as they capably use tools and cut the dough with scissors. They show contentment and happiness by singing softly to themselves. The childminder has recognised children's enthusiasm for singing action songs and as a result, they regularly visit a local music

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who attend

There are very clear systems in place to show that the childminder is assessing children's progress. She successfully observes and recognises children's individual achievements from the start and she is efficiently planning their next steps in development. The childminder uses seasonal topics and develops these to fit the age and stage of children attending. She has completed detailed and well-written progress checks for two-year-old children attending. These give a clear picture of children's achievements and their level of development. There are ample written comments from parents in children's records of learning. These show that parents are sharing information about children's achievements and they are fully involved in their children's ongoing development.

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

Children show increasing confidence, they are settling with the childminder and with each other. They are building relationships and show affection at times. They look directly at each other's expression during play to seek a response and this shows they are gaining an understanding of different emotions. Children are becoming independent in making choices because the childminder provides opportunities for them to make decisions. For example, at snack time she has pictures of different fruits and children can choose and learn to identify and name the fruit. The childminder encourages healthy eating and regular drinks to meet children's growing needs. She promotes positive behaviour with younger children through frequent praising and this raises children's positive self-esteem. For example, the childminder explains the need to change both children's nappies and she encourages the older child to be first. She does this by explaining how clean and

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

comfortable it will feel and she realises the older child understands this. Children follow very regular routines to maintain hygiene and the childminder talks about the importance of washing hands to get rid of germs.

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

Children have regular walks within the community; they use local parks and play ball games with the childminder to increase their physical development. They have walked in the snow recently and this has raised their awareness of the cold and how to keep warm by wearing more clothes. Children learn how to throw and aim using bean bags. They show they are capable of many different physical movements, for example hopping, jumping and doing a forward roll.

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

Children have varied and ample resources and these are easily available. The childminder encourages different activities throughout the day to meet their level of energy and their learning needs. For example, they choose stories and settle to look at books after lunch. Children show a keen interest in books and they recognise that the written text has meaning. They ask the childminder and she explains as they read the story. The childminder is successfully building children's all round development in preparation for their move to nursery or school.

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provision

The childminder has included well organised systems to show her clear understanding of the learning and development requirements. She has developed a comprehensive system of observing and assessing children's progress. She shows through her focused observations that she understands how children are developing and this enables her to provide written assessments for parents and plan for children's future learning.

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provision

The childminder has a thorough understanding of safeguarding children. She has included written procedures and she understands how to follow these if there are any concerns about the children in her care. She shares all the regulatory information with parents and this also promotes their understanding.

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provision

The childminder has started to evaluate her provision by using the Development Matters guidance when assessing children's levels of learning. She is also seeking information about furthering her level of qualification. She has provided questionnaires for parents but has not fully developed ideas for future improvements.

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provision

The childminder has established strong relationships with parents and she has included all the required information and permission to maintain children's welfare. She encourages parents to share information verbally and to use the children's learning records to record any progress at home. She has also established close links with nearby nurseries and this has enabled her to share information and competently understand individual children's progress.

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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 EY444966 Local authority Hampshire Inspection number 809004 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 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.

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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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