Childminder in Bournemouth, Christchurch and Poole

Inspection date

Previous inspection date 21/01/2013 22/02/2010

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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

 Children benefit from the childminder and her assistants' enthusiastic and skilful involvement in their play.  The childminder is pro-active in seeking advice and support to narrow any identified gaps in children's learning and monitors their progress and development well.  The childminder is vigilant about safety and ensures her assistants are familiar with her safeguarding policies and procedures to help promote children's ongoing welfare.  The childminder constantly reflects on all aspects of her practice to ensure continuous improvements are made to the service she provides.

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It is not yet outstanding because

 The childminder does not always take advantage of natural occurrences, such as snow and ice, to increase children's understanding of the world around them.  There are few photographs of children and their families within the environment to give children an increased sense of their own immediate family and relations.

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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 the childminder and her assistants involved in activities in both the indoor play area and the garden.  The inspector looked at a sample of children's assessment records and documents.

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Inspection activities

 The inspector took account the views of parents spoken to on the day and of the written statements from parents.

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Inspection activities

 The inspector held discussions with the childminder, her assistants and the children at appropriate times throughout the inspection.

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Information about the setting

The childminder registered in 2009. She lives in a house in Bournemouth with her husband, mother and her two school-aged children. All areas of the childminders home are registered for use, with care mainly provided on the ground floor of the premises, which includes a lounge/diner, kitchen and cloakroom. Areas for rest and sleep and additional bathroom facilities are available on the first floor. There is a rear garden for outside play. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She sometimes works together with one or two assistants. The childminder receives government funding for free nursery education for three and four-year-olds. The childminder is currently caring for 18 children on both a full and part-time basis. Eight children are in the early years age group. 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:

 make better use of the natural environment to increase children's understanding of the world around them, and share photographs of children, their families, pets and favourite people to enhance their sense of belonging.

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who attend

Children are interested and keen to learn. They benefit from the full attention and involvement of the childminder and her assistants as they play. They enjoy a broad range of activities and experiences, which helps them to make good progress in their learning. All areas of learning are covered well; however, less consideration is given to the programme for Understanding the World. For example, opportunities to learn about the properties of ice and snow are not fully exploited and there are few photographs of children or their families within the play area. The childminder gathers detailed information about children's starting points. This is through the 'all about me' forms completed with parents prior to children starting. This, along with the observations the childminder makes as children play, helps her to plan and provide activities that reflect children's interests and build on what they already know and can do. The childminder

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who attend

makes good use of guidance documents such as 'Development Matters in the Early Years Foundation Stage', to help her to monitor children's progress and identify any gaps in their learning. She is pro-active in working with parents and seeking advice from early years professionals to ensure that each individual child receives the support they need to help them take the next steps in their learning. Parents regularly share the written observations made by the childminder as the children play. They receive a six monthly assessment, and copies of the two-year-old progress check, which identifies the progress children have made and their next steps. Parent's comments about children's learning are always invited. This helps to ensure that parents are fully involved in their children's learning. Children are encouraged to become independent in managing their personal care needs, such as putting on their coats and finding their own slippers. This helps ensure they are

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who attend

ready for the next stage in their learning. Children are becoming confident communicators, sometimes in more than one language. Many of the children speak another language as well as English at home. The childminder has a good command of the English language, although this is her second language. She regularly uses the child's home language and then repeats the sentence in English, helping children to feel confident in what they say whilst also learning to speak English. Children join in with songs in English. They learn names for parts of their bodies as they do the actions to 'Heads, shoulders, knees and toes'. They giggle and laugh happily as the childminder and her assistants join in, getting faster and faster with the actions and singing. As they eat their lunch, the childminder asks them questions about what they would like to eat. She names the different fruits and vegetables in children's home language and then in English. This helps children to feel

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who attend

valued and respected, whilst also supporting them in developing their use of English. The childminder helps children to extend their knowledge through successful teaching strategies. For example, as they use play dough and the dinosaur cutters, she finds a book about dinosaurs to help them identify the specific names of each of them. They talk about the shapes on the dinosaur and compare these to the pictures. They laugh as they say out loud the long names of some of them. This shows that children are happy and feel secure in her care.

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who attend

Children benefit from being able to play outside daily, sometimes using the garden and sometimes visiting nearby parks and play areas. The childminder provides younger children with push along toys, recognising that this will support their balance and co- ordination to help them become steadier on their feet. Children are becoming aware of number order and value. They use the plastic ducks as they sing about 'Five little ducks', using the props to help them start to engage in simple calculation. They learn to enjoy books and stories and regularly visit the local library. Their creativity and imaginations are encouraged alongside their interest in books. For example, they make caterpillars out of recycled materials and act out a story of a bear hunt. Children show an interest in technology. They use electronic toys at home and benefit from using more complex technology and computers when they attend toddler groups at the children's centre.

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

Children settle well in the stimulating and welcoming family home environment. They form strong bonds with the childminder and her assistants understand their individual needs well. Children feel safe and relaxed in the familiar daily routines. They learn to share and take turns and become familiar with the consistent boundaries and expectations as they play. Children enjoy the praise and encouragement they receive. This successfully supports their positive self-esteem and boosts their confidence, helping them to develop positive relationships with others. Children are encouraged to be respectful and consider the needs and preferences of others. They access toys and resources that reflect different cultures and backgrounds as well as their own. They take part in celebrating festivals from other countries, helping them to develop an awareness of the wider world. For example, they make special cards to celebrate Grandparents day, a traditional celebration in Poland.

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

Children benefit from the wide range of easily accessible toys and resources. Open style shelving with many labelled boxes helps them to be able to make choices and select the toys they want to play with. A cosy book area with child-sized armchairs creates an inviting place for them to sit and look at books or play quietly by themselves.

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

The childminder places a high priority on keeping children safe and teaching children how to keep safe. She regularly reviews her risk assessment and takes steps to ensure the environment is suitable to meet the needs of the children attending. Children talk about road safety when they go on outings and older children learn about 'Stranger Danger'. Children frequently take part in practising the emergency evacuation procedures. The childminder always reviews the success of these, giving her opportunities to identify ways in which she can improve their effectiveness. Positive practices followed by the childminder and her assistants help to promote children's health. For example, they make sure children have opportunities to engage in outdoor play and physical activities daily. Children show their clear understanding of effective hand hygiene routines. When a younger child hears that lunch is on the way, they immediately head towards the

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

cloakroom to wash their hands in readiness. Children benefit from healthy snacks and meals in line with their individual dietary needs. Children are encouraged to learn about foods that are good for them, helping them to make positive choices with regards to their own health.

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provision

The childminder has a good awareness of the Early Years Foundation Stage requirements for both learning and development and welfare. She monitors the involvement of her assistants and ensures they have the skills and knowledge to support the children well. The childminder is extremely reflective in her practice. She regularly completes reviews and evaluates all aspects of her provision. She uses incidents and situations to help her make positive changes. The childminder is constantly increasing her skills and knowledge through attending training. She seeks regular feedback from other early years professionals helping her to make constant improvements to the service she provides to children and their parents. She seeks the thoughts of parents through questionnaires to help her reflect their opinions in the improvements she makes.

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provision

The childminder demonstrates a confident understanding of her role and responsibility with regards to child protection. She has updated her training recently and shares any new information with her assistants, to make sure they are all confident about safeguarding practices and procedures. The childminder follows her procedures in practice, such as recording existing injuries, to help safeguard children's ongoing welfare.

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provision

The childminder monitors and tracks children's progress well, helping her to plan for each child's next steps. She makes good use of spontaneous play opportunities to encourage children to develop and extend their skills. There is a good balance of adult-led and child initiated play during the day, which provides children with opportunities to learn new, and build on existing skills, to support their future learning.

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provision

The childminder works closely with parents to establish children's starting points and share information about their learning. Frequent discussions help to promote consistency in the care children receive. Parents state that they are very happy with the service the childminder provides and feel well informed. They appreciate her flexibility in meeting their childcare requirements. They state that their children make many friends and talk excitedly about their experiences at the childminders home. The childminder is pro-active in linking with other settings children also attend or other professionals involved in children's care. This helps to provide a consistent approach for each individual child.

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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 EY396954 Local authority Bournemouth Inspection number 816088 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 9 Number of children on roll 18

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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. 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

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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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