Childminder in North Somerset

Inspection date

Previous inspection date 16/01/2013 17/10/2011

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early years provision

This inspection: 2 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 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 a very patient, and calm approach to her work. She is a good role model and consistently praises positive interaction between children.  The childminder keeps parents fully informed of their children's progress and provides ways to support children's learning at home. Parents are able to contribute to their child's learning  The childminder joins in play sensitively, fitting in with children's ideas, encouraging them to explore. She develops children's communication skills, fostering their enjoyment of talking.  There is a very good selection of toys and other resources which aid children's development

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It is not yet outstanding because

 Opportunities for children to show interest in different occupations and ways of life through a variety of ways is not consistent.

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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 taking place throughout the ground floor of the house.

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Inspection activities

 The inspector looked at the children's observation records, a selection of policies and children's records.

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Inspection activities

 The inspector spoke with the childminder during the inspection and carried out observations.  Parent's views were considered by the inspector through testimonials.  The inspector walked with the childminder to collect children from nursery school.

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Information about the setting

The childminder registered in 2007. She lives with her husband and one child in Portishead, North Somerset. The childminder uses the whole of the ground floor of her house, and the bathroom and two bedrooms on the first floor. There is an enclosed garden for outside play. The childminder is registered on the Early Years Register and the compulsory and voluntary part of the Childcare Register. She is currently minding five children in the early years age range. The childminder offers care each working day between the hours of 8am to 6pm.

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Information about the setting

The childminder takes children to and collects them from local schools. She attends the local children's groups and takes children to the park and library. She is a member of the National Childminding Association.

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

 Strengthen children's positive relationships of community members by extending the available resources such as posters and photographs

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who attend

Children make good progress in their learning and development. They have many opportunities to develop their communication and language skills. For instance, they enjoy looking at pictures and chatting excitedly about the things they see. The childminder is very good at adding words to what they say, effectively introducing new words into their vocabulary. She attentively helps them distinguish difference in sounds. There is a good selection of resources and displays, which aid the areas of learning. For instance, a number poster on the wall allows children to enthusiastically point to ladybirds, prominently positioned in different sized groups and patterns. They enjoy reciting number names in sequence and the childminder continues this skilfully into other activities during their play. The childminder enthusiastically supports children acquire the skills to develop effectively, and be ready for the next stages in learning. She has a secure knowledge and

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who attend

understanding of how to promote the learning and development of young children. Her practice is consistently good, and on occasions outstanding.

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who attend

Children develop their creative skills, well supported by the childminder. Toddlers eagerly ask to paint. It is a stimulating experience, where children effectively us brushes to make marks, together with their fingertips. They chatter excitedly about the marks they make, words like zigzag and squiggly, skilfully introduced by the childminder. The experience productively extends, as together children and the childminder print with plastic building blocks. Children value the praise thoughtfully given by the childminder. She has a good selection of interesting materials and resources to inspire exploration and creativity. Children count the multi-coloured pieces of train track as they put them together, recalling colour names as it grows. The childminder effectively uses the opportunity to demonstrate language for shape and position. Children enjoy the toy fire station; fascinated by the light and sound generated, by pressing parts and lifting flaps. They energetically push around

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who attend

wheeled vehicles, fascinated in the lives of fire fighters and police officers in the community. The childminder knows each child's ability, identifies where help is needed, and uses this information effectively to plan activities.

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who attend

Children maintain their focus on activities for a good period-of-time. The childminder successfully helps children of all ages learn together and from each other. Children happily play with technological toys, listening carefully to instructions to find characters in an electronic book. The childminder has high expectations of them all, and she attentively talks through the sequence of instruction with them. The childminder has a good understanding of children's learning and development. Parents are encouraged to support and share information about their children's learning and development at home. The childminder shares a learning log, which contains samples of children's work, photographs, shared diaries, notes of what children do. All children are working comfortably within the typical range of development expected for their age. The childminder works closely with outside agencies when children require extra help.. Children prepare well for transitions

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

Children excitedly engage with interesting resources relevant to their stage of development. There is a good selection of toys, effectively promoting children's awareness of other cultures and diversity within communities. However, there are fewer opportunities for children to learn about different ways of life, in display, posters and signs. Children have plenty of opportunity to play collaboratively. They enjoy building constructions together in the lounge and playroom. The childminder consistently supports children's own efforts and independence. Children hang their own coat on their named peg by the back door. They prepare well for their next developmental stage. Children collected from nursery competently point out to the childminder where they have put their hat, gloves and coat. The childminder responsibly offers help, but not before, they have tried to organise themselves.

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

Behaviour is good because the childminder provides familiar, predictable routines. She successfully maintains reasonable and consistent limits so that children feel safe in their play. The childminder thoughtfully talks about family members, and important people in children's lives. Children enjoy bringing familiar everyday objects with them. There is good opportunity for children to take risk and explore. Toddlers enjoy playing on wheeled toys in the nursery playground, closely supervised by the childminder. She supports children's confidence well with words and body language, celebrating toddler's success at negotiating the pretend road layout. Relationships are strong at all levels, as children show pleasure in seeing the childminder and each other. Pre-school children show good understanding of the need for safety when walking home from nursery. They hold the pushchair and each other, choosing themselves to stand on the inside of the pavement.

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

The childminder promotes the importance of physical exercise, and takes children on regular, enjoyable outings to a local adventure park. All children consistently show they feel safe by how they behave, speaking confidently about their needs, interests and opinions during lunch. Parents work closely with the childminder to follow her healthy eating policy. Children chat enthusiastically about the content of their lunch-boxes, as the childminder promotes healthy eating messages. Children successfully manage their own hygiene and personal needs, relative to their ages. The childminder responsibly chats about why they must wash germs from their hands after using the toilet, and before eating.

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provision

The childminder has a good understanding of her responsibility in meeting the safeguarding and welfare requirements. Children enjoy learning and grow in confidence in her care. She competently maintains all required records, policies and procedures, and parents know about these. The childminder is attentive to any issues for concern in the child's life at home or elsewhere. Children regularly take part in a well-developed emergency evacuation procedure, practiced each month. She successfully identifies any training needs, and secures opportunities for her continued professional development. She holds a current paediatric first aid certificate, and conscientiously plans to keep this training in date. She successfully promotes the good health of children attending the setting. There is a good procedure, discussed with parents, for responding to children who are ill or infectious. The childminder attentively ensures spaces, furniture, equipment and

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provision

toys, are safe for children to use, and her premises secure. Risk assessment effectively identifies aspects of the environment that need checking, and parents help review risks involved on outings.

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provision

The childminder thoughtfully promotes equality of opportunity for children in her care, with exciting resources for children of all ages. Parents are efficiently informed about activities and experiences provided for children, through a daily communication book. This successfully supports parents to share learning at home. She competently evaluates her practise, through talking to parents, children, other childminders and through discussion with outside agencies. She thoughtfully evaluates her strengths and areas for development, in terms of the effect on children. This self-evaluation successfully helps children make connections between experiences. The childminder has a good understanding of her responsibility in meeting the learning and development requirements. Every child makes good progress, because the childminder plans learning and development opportunities around all their needs and interests. She has a well-

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provision

developed understanding of each child's ability and of how to help them. She securely understands how children develop and learn in different ways and at different rates. She consistently knows where each child is in their learning and if it is above or below their developmental milestone. She works well with other professional where necessary to ensure good experiences for the children in her care

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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 EY360504 Local authority North Somerset Inspection number 815441 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 10

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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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