Childminder in Hampshire

Inspection date

Previous inspection date 16/01/2013 05/07/2012

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early years provision

This inspection: 2 Previous inspection: 2 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

 Children are very happy and settled, due to the childminders caring and positive approach and her ability to meet their individual needs and help them make progress.  Children show a 'can do' attitude, because the childminder encourages them to explore, does not worry about any mess during activities and shows her interest through talking aloud and asking open questions. Therefore, children show curiosity and motivation during their play.  Children show independence and determination as they persist with achieving their aims. This is because the childminder provides uninterrupted time for them to play and explore, as they choose what they want to do and how they will do it. As a result, children become deeply involved in the experiences provided.  The childminder works closely with parents to meet children's individual needs. She seeks their observations of their children's learning at home to inform assessments of

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This provision is good

children's progress. This promotes a unified approach to children's care and learning.

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It is not yet outstanding because

 The childminder has not yet provided children with a wide range of resources that reflect positive images of difference, which reduces their growing awareness of diversity.

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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 two main play areas.

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Inspection activities

 The inspector talked with children and the childminder at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at a sample of records, including assessments of children's progress and correspondence with parents.

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Inspection activities

 The inspector discussed self-evaluation with the childminder to identify improvements that she has made since the last inspection.

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Information about the setting

The childminder registered in 2012. The family home is situated in Emsworth in Hampshire, close to local schools and nurseries. She lives with her husband and two children; one child attends school. Children play on the ground floor and use the sitting/dining room and the conservatory. There is a small, secure garden with play apparatus for outdoor play. The toilet and bathroom are on the first floor of the childminder's home. The childminder is registered on the Early Years Register and on the compulsory and voluntary parts of the Childcare Register. There are four children on roll under eight years, three of whom are in the early years age range. The childminder is also registered to provide overnight care for one child under eight years.

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

 strengthen children's awareness of diversity, by providing a wider range of resources that reflect positive images of difference.

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who attend

Children make good progress in relation to their developmental starting points. The childminder completes a learning journey for each child and sends parents daily emails with photographs and information about activities and children's development and care. She also seeks information from parents about children's achievements at home, which she uses to inform assessment records. Consequently, there is a unified approach to children's learning. The childminder prepares children well for their future learning and starting school. This is because she is observant and responsive to the choices they make during their play and helps them develop a 'can do' attitude, through her positive involvement. She provides related resources and activities that stimulate their interest and enable them to become deeply involved. For example, children show great concentration and develop their problem-solving skills as they break dried spaghetti into smaller sections

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who attend

and persist as they post them through the holes in an upturned colander.

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who attend

Children develop their ability to listen and communicate, as the childminder talks aloud in a very positive tone of voice. Consequently, children increase their vocabulary and are keen to use words they have learnt, such as 'wet', after playing with the water. Children show good control of their movements. They climb and jump off logs in the woods, are beginning to negotiate a pirate ship at the local park and show other children how to crawl through a play tunnel. Some children show very good hand and eye coordination, as they run and dribble a ball, use a tennis racket and confidently use scissors for cutting. Children are beginning to develop self-care skills as they feed themselves and cut up fresh fruit, such as bananas, with safe knives at snack time. Children enjoy looking at books, sometimes on their own, and are beginning to listen to short stories to develop their early reading skills. They make marks using paint, chalk and cornflour mixed with water to

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who attend

make gloop, which helps develop their pre-writing skills.

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who attend

Children show great interest in how things work, as they use favourite resources, such as an electronic toy guitar. They successfully work out the mechanics of resources, as they attach cogs to operate simple mechanisms on toy cars. The childminder responds to the choices that children make during their play, for example, as she helps them find paper to use with paint pens. Children have access to a good range of media that enables them to explore colour, texture and space. The childminder makes sand, gloop and water available on a mat on the floor of the conservatory. Consequently, children show enthusiasm as they sit in the sand, fill and empty containers and find and match objects the childminder has hidden. Children enter into role play, as they use a toy vacuum cleaner and dressing- up clothes. They create their own designs, for example, using glue and leaves they have collected on outings. These activities help children to develop good creative skills.

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

The childminder has a caring approach and forms strong bonds with the children. She embraces children's sense of humour and often laughs with them during their play. Children show independence and determination as they persist with achieving their aims. This is because the childminder provides uninterrupted time for them to play and explore, as they choose what they want to do and how they will do it. For example, as they decide to put items and their own feet into a baby bath while washing the dolls. Children are well behaved and co-operative. They play alongside others and develop their ability to interact through regular visits to toddler groups. The childminder promotes children's good health through providing them with lots of fresh fruit at snack time. She talks to parents and sends them daily emails, which inform them about food that children have eaten.

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

Children show curiosity and motivation during their play, due to the childminders positive interaction and the good range of age appropriate resources that are easily accessible in the playroom. The childminder leaves resources that children enjoy using available, such as safe scissors. Consequently, they show enthusiasm as they run and return to use them the next day. The childminder is observant and responsive to the choices that children make during their play and provides related activities that stimulate their interest and enable them to become deeply involved. She makes frequent use of the toy library and regularly borrows resources that promote children's development. For example, these include story sacks with puppets and books that promote children's imagination and enjoyment of stories. Children learn about their own safety, as they overcome their fear of hearing the smoke alarm, through regular evacuation practices. The childminder promotes

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

inclusion well overall and has a very good knowledge of children's individual needs. She helps them learn about diversity, for example, through displaying items, such as tribal masks and providing children with musical instruments from other countries. However, the resources that reflect positive images of diversity are fewer than other resources. Therefore the childminder misses opportunities to further strengthen children's awareness of difference.

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provision

The childminder has a good knowledge of child protection procedures approved by the Local Safeguarding Children Board. She fully understands her responsibility to help protect the welfare of the child through the procedures in place. She maintains children's safety as she supervises them well at all times during their play, for example, when they play with water. The childminder has recently changed her procedures when collecting older children from school, so that she never leaves younger children unsupervised during these times. A concern had been reported to Ofsted about the childminder leaving young children in her car when she collected children from school. The childminder had taken clear steps before the inspection to review her practice in partnership with parents. This is to ensure she is fully complying with the requirements of the Statutory Framework for the Early Years Foundation Stage. As a result, she has improved her practice and her vigilance

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provision

by ensuring that she supervises children at all times to fully promote their welfare.

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provision

The childminder has a good understanding of the learning and development requirements. She monitors and adapts activities to ensure they challenge and reflect the needs, abilities, and interests of the children. Consequently, children make good progress in relation to their developmental starting points. The childminder is currently completing a level 3 National Vocational Qualification (NVQ) in early years to help develop her knowledge and improve the quality of her practice for children. The childminder makes good use of information from parents, her observations and learning and development guidance. She uses this information to identify that children are reaching expected, or above expected, levels of development. The childminder talks to parents to make sure they are happy with the provision. She has an open approach and asks them to share any ideas to make improvements. The childminder has recently enrolled in a training course,

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provision

to enhance her knowledge of how to evaluate her own provision and get things right. She goes to childminding support groups and seeks suggestions from other childminders and as a result, has introduced story sacks to the children.

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provision

The childminder's partnership working with parents is good. The childminder meets with parents at their home, before children start at the provision to identify how they can work together and help children settle. The childminders confident approach with reassuring parents and children and supporting them through this process means that children overcome previous difficulties and are very happy and settled.

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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 EY440448 Local authority Hampshire Inspection number 899094 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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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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