Childminder in Plymouth

Inspection date

Previous inspection date 25/02/2013 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

 Children are happy and settled due to the trusting relationships they have developed with the childminder. This successfully supports their emotional well-being.  Very effective systems are in place to monitor children's progress and help them move onto to the next steps in their learning. As a result, children are already making good progress.  The childminder uses consistent and clear boundaries for children to help them develop a good understanding of acceptable behaviour.  The childminder's home is well organised and safe, which helps to ensure that children enjoy a secure and welcoming environment.

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It is not yet outstanding because

 Babies do not always have access to a wide range of sensory materials to allow them to make choices and stimulate their curiosity.

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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's play and care routines in the home and in the garden.  The inspector spoke with the childminder and the children during the inspection.  The inspector took into account the written comments made by parents.

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Inspection activities

 The inspector examined documentation, policies, the childminder's self-evaluation form, and samples of children's information and learning records.

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Information about the setting

The childminder registered in 2012. She lives with her husband and three children in the St Jude's area of Plymouth. They live in a property which is accessed by a flight of steps. The whole of the premises is used for childminding, including an enclosed garden for outside play. Currently there are four children, all in the early years age range, attending the setting. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. At times, the childminder works with her husband who is her assistant. She operates from 8am to 6pm each weekday, and can provide overnight care. The childminder drives to take and collect children from the local primary school. She regularly attends the toddler groups and has links with the local children's centre.

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

 provide babies with a wider range of resources, natural materials and sensory experiences to enable them to make choices in exploring texture, colour and space.

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who attend

The childminder has a very secure understanding of her responsibilities in meeting the Early Years Foundation Stage requirements. She is confident in her knowledge and understanding of the learning and development requirements. She provides a good range of interesting and purposeful activities for children to make good levels of progress across all areas of learning. Children benefit from a balance of indoor and outdoor activities during the day. They dress appropriately for the weather, checking that everyone has a hat to keep them warm. Children enjoy playing ball games, taking turns and exploring the various activities set out for them. They dig and fill buckets with sand, developing their coordination and balance. The childminder supports children's understanding of mathematical language by describing their actions and the shapes they make. Children are tempted to play in the water and feel the slippery water beads. Babies sit on the safety

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who attend

mats, watch others at play, and are fascinated as the balls roll towards them. However, babies do not always have a good selection of toys within reach to stimulate their curiosity or allow them to make choices.

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who attend

The childminder completes very detailed observations and assessments of each child's progress on a regular basis, including the required progress checks for children aged two. She skilfully uses this information, to effectively plan and provide for the next steps in children's learning. When children first start with the childminder, she gathers detailed amounts of information from their parents. The childminder then continually shares her assessments with parents, giving them plenty of opportunities to contribute their own observations to this ongoing cycle. As a result, the childminder has a secure awareness of what children know, understand and can do. She uses this information effectively to plan appropriate opportunities to successfully promote a progressive cycle of learning. As a result, children are becoming skilful, motivated learners and develop important skills for their future learning.

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who attend

Children enjoy playing and exploring, and show growing independence as they explore their surroundings, happily selecting toys and play activities. The childminder is skilful in her ability to act spontaneously to extend learning. When playing with bricks children are challenged to build the tallest towers, counting as they balance the bricks carefully. The childminder supports children well by encouraging them to share, sort the bricks by colour and create patterns with them. Babies are included in this play as they are propped up with supportive cushions alongside the older children. The childminder provides them with their own selection of bricks, electronic musical toys and other materials to encourage them to explore. The childminder introduces new resources to support children's imaginations, for example, when they suggest making a castle. They quickly create a den using blankets and resources from around the room. The childminder fosters children's

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who attend

communication and language skills well as she continually talks with children about what they are doing. She repeats phrases back to children to clarify their words and build on their language skills.

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

The childminder is confident, friendly and offers an inviting welcome to all. Children settle quickly to activities and show a genuine fondness for the childminder. Children feel secure with the childminder who has a good understanding of their individual needs and meets these consistently. Babies are quickly reassured with a cuddle and are very content when the childminder is in view. The childminder links closely with parents about the children's development so she can follow their routines, such as changes in their sleep patterns. This enables her to provide continuity of children's care. As a result, children are happy, settled and content and become prepared for future transitions, for example, to school. The childminder values all children. She manages her time well to ensure that each child receives individual attention. The childminder gives children clear boundaries to help them learn right from wrong. For example, children are reminded not to throw the role play

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

resources as they may hurt others or break toys. The childminder provides plenty of praise and reassurance to children for their good behaviour, which positively reinforces their understanding of the expectations.

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

The childminder's home is welcoming, safe and effectively organised. A wide range of resources is set out ready and easily accessible to children. This supports children's independence as older children can easily reach and choose what to play with. Children easily select a favourite book from the low book rack or play with the dolls and pushchairs. However, non-mobile babies have fewer opportunities to freely choose sensory resources to encourage them to explore and develop their interests. Risk assessments and daily checks are rigorous and effective in maintaining a secure, hazard-free environment. The childminder has good emergency evacuation procedures in place and regularly practises and evaluates these to promote children's safety. The childminder supervises children well and provides gentle reminders during their play, such as to sit properly on the chair so they do not fall. This helps to clearly develop children's awareness of personal safety.

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

Children follow good health and hygiene procedures. For example, they wash their hands immediately after playing outside and brush their teeth after lunch. They enjoy healthy snacks and foods, which includes a selection of fruits and vegetables. The childminder knows their food preferences and dietary needs, but also provides new foods to extend their experiences of different tastes and textures.

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provision

The childminder has a very good understanding of the safeguarding and welfare requirements. She has developed extensive policies and procedures that are shared with parents so they are aware of her practices and responsibilities. All required records are in place to support children's welfare, and the childminder maintains these well. The childminder's knowledge of safeguarding is strong and she promotes children's safety well. She is clear about her role, responsibilities, and procedures to follow in the event of a concern about a child in her care to promote their welfare.

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provision

Although the childminder has only recently commenced caring for children, she has developed and implemented a clear system for monitoring children's progress. She demonstrates her strong understanding of how children learn best through play. She clearly appreciates her role in delivering a stimulating educational programme based on children's interests and stage of development. The childminder understands the need to complete a written summary of children's progress when they are two years old. She has drafted a report, which she will continue to update until it is required, providing a clear account of the child's learning.

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provision

The childminder works well with parents who are extremely happy with the level of care she offers. They comment that they have complete trust in her ability, describing her as 'professional, calm, caring, consistent and fun'. They receive daily information through a diary system and the childminder sends text messages giving them reassurance throughout the day. The childminder completes a monthly review of each child's learning achievements, 'wow' moments and a selection of photographs of children at play, which are emailed to parents. This keeps them very well involved in what children are doing and achieving while with the childminder.

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provision

The childminder has a positive, proactive attitude to the ongoing development of her provision. She links with her local authority advisor to obtain feedback and demonstrates a good level of commitment to her ongoing professional development. She has already completed short training courses to improve her knowledge and skills in some aspects of childcare and education. However, she is continuing this by enrolling to complete a level 3 qualification in early years. The clear self-evaluation form the childminder completes shows her detailed and reflective approach to monitoring her own progress and achievements. She evaluates all activities and areas of her provision and is skilled at identifying meaningful areas for development to benefit the children. For example, she wishes to improve the outside play area to make this more inviting and stimulating for children.

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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 EY450993 Local authority Plymouth Inspection number 881663 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 3 Number of children on roll 4

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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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