Janet Peacock

Inspection date

Previous inspection date 17/01/2013 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 provides a welcoming, secure environment so that children feel safe and happy in her care.  The childminder has positive relationships with parents and good communication systems in place, which promotes consistent care for children.  The childminder has a good understanding of children's learning and development and plans effectively for their ongoing progress.

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It is not yet outstanding because

 although the childminder provides a good range of toys and activities to promote all areas of learning, she does not currently extend the variety of materials for babies to explore.

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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 children at snack time, tea time and in their play activities.

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Inspection activities

 The inspector had discussions with the childminder and looked at a sample of records and documentation.  The inspector read feedback questionnaires from parents.

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Information about the setting

The childminder registered in 2012. She lives with her husband and child in Plymouth. The ground floor living room and kitchen are used for childminding purposes and, on the first floor, two designated bedrooms and the family bathroom. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. There are currently six children on roll, four of whom are in the early years age range. The childminder offers overnight care. She attends local carer and toddler groups.

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

 develop the range of everyday items and variety of materials, for example, by the provision of treasure baskets to extend babies curiosity and interest in their surroundings.

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who attend

In the few months since registration, the childminder has made good progress in her implementation of the Early Years Foundation Stage framework. She is developing effective procedures to assess and plan for children's individual progress. For example, the childminder ensures that she has relevant information from parents to enable her to meet children's individual needs. The childminder observes children in their activities and notes their current stage of development. She identifies their next steps and provides activities to enable children to achieve them. As an example, babies babble and begin to say single words. The childminder promotes their communication and language development with songs and sound repetition. She has regular discussions with parents to share information about children's well-being and progress. There is an information folder available to parents, which includes comprehensive policies and procedures in respect of children's

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who attend

health safety and welfare. Parents receive clear information about their children's activities, which helps them to be involved in their learning.

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who attend

The childminder has a good awareness of children's individual needs and preferences. She takes account of their ideas and provides resources to reflect their interests. For example, children choose to play with the 'sticker books', carefully peeling and creating a picture. The childminder extends children's interest by adding additional resources. For instance, she provides recycled materials so that children can make bracelets, necklaces or a creation of their own. Consequently, children focus and engage well, which develops good concentration skills, necessary for school.

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who attend

The childminder enables children to make independent choices from the accessible toys and equipment. She is attentive and supportive towards children in their activities. As an example, the childminder helps children to practise their writing skills. Children develop mathematical understanding and have fun as they learn. For instance, they show keen interest in the wall chart, being eager to measure and compare their heights. The childminder provides activities to develop children's awareness of diversity, to suit differing ages. These include planning for events, such as Australia Day, Chinese New Year and Pancake Day. Activities for older children are planned to include word search puzzles, drawing pictures and learning about flags. Younger children's play is planned with related toys, for example, a Koala bear and role-play resources, such as kitchen equipment and replica food. Therefore, children benefit from age-appropriate challenges to their learning.

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

Children settle quickly and are happy in the childminder's home. They move around with confidence and competence, showing a good sense of belonging. On arrival from school, they hang their coats on individually named pegs, chatting about their day. Children are familiar with the routines and busily prepare for snack or tea. They learn about being healthy, for example, as they talk about and eat 'good foods'. Children become aware of dental hygiene and learn how long they should spend brushing their teeth. They benefit from physical play opportunities, such as trips to the park. Children play action games in the house, for example, musical statues and bumps. These activities contribute to children developing their physical skills and coordination. Children play well together and understand about taking turns and sharing. The childminder effectively promotes good behaviour and manners. Consequently, children have positive attitudes and are very

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

Children learn safe boundaries and understand the expectations of behaviour. As an example, they know where they must stop and wait on the way to and from school. Children understand that they must not leave the school premises without the childminder, which keeps them safe. Positive relationships are evident, as children negotiate and cooperate in play. They are sociable and enjoy being there. The childminder and children have animated conversations about things as they arise. For example, they have a spontaneous discussion on different words that people use, but have the same meaning. Children consider examples such as, sofa, couch and settee, pudding, dessert, 'duff' and afters. This contributes towards children's understanding of similarities and difference in people.

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

The childminder nurtures and reassures babies, so that they form close attachments. She has good awareness of their individual routines and effectively meets their needs. This means that babies are comfortable and content in her care. Babies show interest in their surroundings, for example, as they crawl or toddle around the room. They discover age- appropriate toys, although these are currently of similar variety and materials. Babies respond happily as the childminder picks them up to look out of the window. This shows their developing curiosity in the world around them.

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provision

The childminder is conscientious about safety for children and closely supervises them. She undertakes risk assessments to identify and minimise potential hazards to children. Consequently, children are safe on the premises and on outings. The childminder practises the fire drill with children, which they recall. They competently explain what action the must take in the event of an evacuation. This demonstrates their learning and good understanding of safety issues. The childminder has clear knowledge and awareness of the Local Safeguarding Children Board procedures. She has relevant information from the training session. Contact numbers for agencies who deal with child protection are in place. The childminder clearly describes suitable action to take to protect children's welfare.

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provision

The childminder works closely with parents in order to meet the individual needs of children. They have frequent discussions and use a daily diary to maintain effective communication. The childminder uses parent questionnaires to consult with them, as part of her self-evaluation. Parents provide positive feedback and are very happy with the care given. They comment on the wide range of activities, the welcoming and cosy environment and their children's happiness. Parents commend the care of the childminder.

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provision

Communication with other providers where children attend more than one setting is also good. For example, the childminder introduces herself to teaching staff so that they know who she is. They have relevant discussions about children's well-being, which promotes consistent care. In discussion, the childminder demonstrates awareness of additional support available to children, to promote individual development and inclusion. Since registration, the childminder has attended a briefing session on the revised framework. She has also completed a Food Safety course and updated her policies and procedures. Therefore, the childminder demonstrates a clear capacity for ongoing development and improvements. The childminder securely meets the welfare, learning and development requirements. This means that children are well cared for and that they make good 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 EY448467 Local authority Plymouth Inspection number 808712 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 6

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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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