Childminder in Suffolk

Inspection date

Previous inspection date 04/02/2013 27/05/2009

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision is satisfactory

 The childminder is fully involved and engaged with children in the activities available, which supports their learning and development.  Children have developed warm relationships with the childminder, which helps them to feel safe and secure while in her care. She provides a caring and child-friendly environment where children's home routines are followed.  The childminder works closely with parents to find out all information on children's backgrounds, routines and language spoken at home.  The childminder has evaluated her practice, she has identified areas for improvements and has obtained positive feedback from parents, which is used to inform further changes/improvements.

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It is not yet good because

 The childminder is not yet fully secure in her knowledge of the learning and development requirements under the revised Early Years Foundation Stage Framework. Therefore, children's progress in all areas of learning is not maximised.

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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 main play room.

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Inspection activities

 The inspector interacted and asked the childminder questions at appropriate times during the inspection.

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Inspection activities

 The inspector looked at children's learning journey records, a range of documentation, policies, questionnaires from parents and the childminder's self- evaluation form.

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Information about the setting

The childminder was registered in 2006 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two grown- up children in a house in Stowmarket, Suffolk and uses the whole of the ground floor and the rear garden for childminding. The premises is accessed via a low step. The family has a cat, hamster, two rabbits and a fish in a tank as pets. The childminder attends local groups with the children and the local children's centre. She visits the local shops and park on a regular basis. The childminder takes and collects children from the local schools and pre-schools. There are currently 11 children on roll, two are in the early years age group who attend for a variety of sessions and nine are school-age children who attend before and after school. The childminder is open all year round from 7am to 6pm, Monday to Friday, except for family holidays. She holds a relevant early years qualification at level 3.

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must:

 promote the learning and development of all children by improving the knowledge and understanding on the learning and development requirements of the revised framework, giving priority to educational programmes for the prime and specific areas of learning to maximise children's progress in all areas.

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who attend

The childminder has a sound knowledge of how to promote children's learning and development. She provides a range of play opportunities planned around their interests and which broadly support their next steps in learning. As a result, children make steady progress towards the early learning goals. She has individual learning journey records for children, which reflect an accurate account of the range of activities they undertake when in her care. However, the observations recorded do not reflect the changes to the revised Statutory Framework for the Early Years Foundation Stage to enable children's ongoing learning and development to be fully supported across the prime and specific areas of learning. The childminder does link the observations undertaken to developmental milestones to help track their progress towards the early learning goals. However, these do not reflect the changes to the revised Statutory Framework for the Early Years

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who attend

Foundation Stage and the seven areas of learning. Therefore, she does not plan sharply focused activities to maximise children's progress in all areas.

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who attend

Children use glue to stick coloured paper to create a colourful snake. This helps them to develop their understanding about diversity through celebrating Chinese New Year. The childminder plays card games with children. They match and pair up the cards, which develops their understanding on mathematics. The cards used have the words for each picture written in their home language. This reflects that children's background and heritage are respected and included in the daily activities. Children build the train track and the childminder asks them questions about what shape they have created and what the colours are of each engine and the carriages. This also helps children to develop their thinking skills and understanding of shapes and size. These activities support children to be ready for the next stage in their learning.

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who attend

Parents receive daily feedback on the range of activities children have participated in through verbal discussion with the childminder. The childminder works closely with parents to ensure that all relevant information is obtained when their children first start. She uses this information along with her observations to find out children's interests and capabilities.

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

The childminder encourages parents to bring their children for a trial visit before they start to help them to get to know her. Children interact and chat freely with her, as they are settled and have formed close bonds with the childminder. This helps with their speech and language development. The childminder encourages children to be independent, for example, they can confidently manage their own toileting needs and they wash their hands afterwards and before eating. The childminder has resources to reflect the children's own language and finds out all information and key words from parents before they start. She supports children with learning English as she chats freely with them and they confidently respond and answer any questions she asks them. The childminder also undertakes a range of activities with children to help develop their awareness of difference and celebrates a range of other cultural festivals. For example, they have completed

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

activities on Halloween, Remembrance day and Christmas.

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

Children are taken on regular outings each week to develop their understanding on the wider world; they visit groups to play and interact with other children. This helps to support children's speech, language, personal and social development. The childminder provides children with a range of healthy foods for snacks and ensures that these meet their individual dietary needs. For example, they have fresh fruit for snack. Parents provide children with meals and the childminder ensures that these are stored correctly to promote their health. The childminder gives children clear explanations on expected codes of behaviour, which helps them to learn to share and take turns with resources.

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

The childminder exchanges information on their learning needs with other practitioners to ensure that their ongoing progress can be supported appropriately. The childminder takes children to school for a visit before they start, they looks at books together and she reads them stories about school, to help prepare them for when they start full time education.

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provision

The childminder understands how children learn and develop. She provides a range of activities, experiences and opportunities to help children make sound progress in their learning and development. However, she has yet to fully embed her knowledge of the revised framework into her practice, so that the educational programme of activities reflects the changes to the Statutory Framework for the Early Years Foundation Stage and the seven areas of learning. The childminder has reflected on her practice and has identified areas for further development to benefit children. For example, she has identified training on the revised Statutory Framework for the Early Years Foundation Stage, which will help her to fully implement the changes and support children's ongoing learning and development. However, she is not fully meeting the learning and development requirements as the assessments on children do not include, or are linked to

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provision

the seven areas of learning. Therefore, younger children's progress in the setting may not be fully supported or enable any areas where they need additional help to be identified.

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provision

The childminder has a clear understanding on local safeguarding children procedures, and she has developed her knowledge through attending training. She has a written policy and local contact and referral details are displayed, which reflects that she would know who to contact if she had concerns for the welfare of a child in her care. The childminder completes a daily checklist on all areas of her home to ensure that there are no hazards accessible to minded children. She has a range of safety equipment in place, which helps to keep children safe and secure when in her home.

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provision

The childminder has a range of written policies, which she shares with parents to provide them with information about her practice. Parents have given the childminder positive feedback on the care and learning she provides for their children. They have completed questionnaires which include a range of positive comments. The childminder can then use this information when undertaking a further review of her practice so that any suggestions for improvements can be implemented so the needs of parents and children continue to be met. The childminder has developed strong relationships with staff at other early years settings children attend. Children are supported when they transfer to the setting and she ensures that all relevant information is passed on. The childminder discusses children's needs with staff when they are taken and collected. This supports children's continuity of 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 EY318728 Local authority Suffolk Inspection number 820496 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 11

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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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