Childminder in Bournemouth, Christchurch and Poole

Inspection date

Previous inspection date 14/02/2013 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 has a good understanding of children's individual needs and successfully promotes their emotional and physical well-being.  Strong partnerships are established with parents, which help provide continuity for children's care, learning and development.  The childminder has effective systems in place to monitor, assess and plan for children's individual learning.  Children's language and communication skills are fostered well. The childminder's skilful interaction continually encourages young children's language development.  Good use is made of the garden to promote outdoor learning and extend children's enjoyment and all-round development.  Children's safety is given high priority. The childminder organises the play environment to minimise any hazards so children can explore and investigate safely in their play.

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It is not yet outstanding because

 Books are not generally organised so they are easily accessible for young children to select and enhance their learning and development.  Opportunities are not always provided for young children to explore creative activities freely.

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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 indoor and outdoors, and interaction between the childminder and the children during play.

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Inspection activities

 The inspector spoke with the childminder at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at documents relating to Early Years Foundation Stage provided by the childminder, including children's assessments.

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Information about the setting

The childminder registered in 2012. She lives with her husband and young child in Bournemouth, Dorset. The whole of the house is registered for childminding. This includes use of a sitting room/dining room, kitchen and hall on the ground floor. The first floor will be used to access the bathroom and for sleep times. Children have access to the garden for outdoor play. The childminder is registered on the Early Years Register and on both the compulsory and voluntary parts of the Childcare Register. She is currently caring for three children, all of whom are in the early years age group. The childminder has a level 3 qualification in children's care, learning and development.

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

 review the organisation of books to make them more accessible for young children so they can make greater use of books

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

 provide greater opportunities for young children to investigate sensory experiences spontaneously, for example, by allowing them to freely explore the feel of the paint.

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who attend

The childminder's understanding of the Early Years Foundation Stage Framework learning and development requirements is good. She has a level 3 childcare qualification and uses her knowledge to offer children purposeful play activities and experiences. As a result, young children enjoy playing and exploring in a rich learning environment that stimulates their interests. On entry, the childminder gains information from parents about each child's individual needs and completes a baseline assessment in a document called 'My first week at the childminder's'. She uses the information effectively to help her settle children and plan for their future learning. Ongoing observational assessments are used by the childminder to successfully monitor children's progress. This enables her to tailor future activities and experiences and help children move onto the next stage in their development. The childminder completes a progress check on children at two-years. She

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who attend

makes good use of documents, such as Development Matters guidance to help her identify where children are progressing well and any areas where additional support may be needed. Subsequently, children are making good progress in their learning relative to their starting points.

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who attend

Children are motivated to learn, and are developing good skills for the future. They show confidence as they explore their surroundings and make choices about their play. The childminder interacts positively, continually talking with young children as they babble happily through their play. As they try to say a word the childminder repeats it back, such as 'yes, that's a banana', skilfully introducing new words to build on children's vocabulary. Children join in rhymes and songs frequently and the childminder uses a 'singing bag' with various props to engage children and enhance their experience. Children are developing an understanding of mathematics through their play as the childminder spontaneously counts with them, such as how many buttons on their coat. She encourages children to work things out for themselves and experiment, such as which items successfully fit in the different coloured boxes. The broad range of creative play activities allow children to use

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who attend

their senses to investigate different mediums, such as paint, jelly play, shaving foam and dough. However, at times, activities can be quite adult-led, for example making Valentine cards, and this limits the opportunities for young children to explore and be freely creative. Children enjoy regular activities outside the childminder's home, which helps to widen their play and learning experiences. This includes trips to local parks, visits to the train station and outings to the weekly 'Wriggle and Rhyme' sessions.

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who attend

The childminder works closely in partnership with parents. She organises tailored settling- in sessions and offers home visits, to help support children's transition from their home to her setting. This contributes towards children feeling settled and secure. Parents receive regular information about their children's well-being during the day, through the informal discussion at handover and successful use of a daily diary. This shares details about children's routines during the day and keeps parents successfully informed of their children's care and well-being. Children's individual 'Development Story' folders provide parents with information about their children's progress and achievements. The childminder discusses her observations with parents and encourages them to continue with children's learning at home. Parents comment positively about the specific support they have received from the childminder to help their children's development.

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

The nurturing environment and strong bond children develop with the childminder, helps children feel secure and content. They see their photographs on the 'Who is here today?' board, which helps to foster a strong sense of belonging. The childminder is well organised and manages her time extremely well to ensure that all children receive individual attention. She offers cuddles when needed, and recognises when children are getting tired providing their comforters to help them settle for their sleep.

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

The childminder completes risk assessments and daily checks for all areas of the home used by children. She is vigilant about safety and supervises children closely to keep them safe and secure in their play. Any potential hazards are quickly identified and the required action taken, such as preventing access to the decking area in the garden as is too slippery. Floor space is continually monitored by the childminder so that toys and play equipment do not hinder opportunities for children to move around freely. The childminder acts as a positive role model for children's behaviour. She tailors her behaviour management strategies to take account of children's ages and stages of development. For example, she helps young children to understand the importance to share and take turns to play in the car outside. Her sensitive support and effective use of distraction with additional resources keeps children interested and occupied. Children receive regular

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

praise and encouragement, which boosts their self-confidence. The childminder promotes children's good health. She has attended a food hygiene course and healthy eating workshop to help her understand the practices she needs to follow to promote children's health. Children benefit from being provided with healthy and nutritious snacks. The childminder liaises closely with parents to support children's health and dietary needs, which benefits children.

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

The childminder organises her home well so that children see it as a place to feel 'at home' and a place to learn. Clean, good quality resources are generally organised so children are able to make choices about their play. However, books are less accessible as they are stacked tightly in a rack and not easy for young children to lift out, limiting opportunities for children to independently access books. The childminder makes excellent use of her garden to extend children's play and learning experiences. Young children giggle and squeal with excitement as they step outside. They have fun as they run around and explore freely, confident in knowing that the childminder is close-by for reassurance. Children show good control as they climb into the car, throw the ball and carefully carry their toys across the grass. This provides children with lots of fresh air and exercise and successfully promotes their physical development.

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provision

The childminder has a good understanding of her role and responsibilities in meeting the safeguarding and welfare requirements of the Early years Foundation Stage. She provides a safe and secure environment for children. Her policies and procedures are fully discussed with parents and copies emailed, so parents are clear of her practices. All required records and documentation are well-maintained, accessible and kept confidential. This helps to support children's safety and well-being. The childminder has attended safeguarding training to keep her knowledge up-to-date and she demonstrates a secure knowledge of child protection issues and procedures.

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provision

The childminder's knowledge of the Early Years Foundation Stage learning and development requirements is good. She has implemented effective systems to help her monitor and plan for children's progress. Activities are evaluated on a daily basis to enable her to reflect on what went well and what could be improved. The Ofsted self-evaluation form is used to help identify her strengths and weaknesses, and help develop her childminding service further. Following a recent training course, she reviewed her play space and felt that her playroom was too cluttered, so changed the areas to benefit children. This helped to enrich children's all-round development. The childminder continues to attend relevant training courses. She is proactive in researching specific training events to help her support children's individual needs. The childminder links closely with her Childminding Development Worker for advice and ways to develop her

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provision

provision further. She also asks parents for their feedback on a regular basis to help her improve her provision.

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provision

The childminder has positive relationships with parents and others. She is proactive in linking with external agencies to assist her in supporting children with specific needs. This provides continuity for children's care, well-being and development. Parents receive comprehensive information about the childminder's provision and her responsibilities. This is through the completion of contracts, a detailed prospectus and information for parents about the Early Years Foundation Stage Framework.

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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 EY449378 Local authority Bournemouth Inspection number 881849 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 3

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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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