Childminder 109694

Inspection date

Previous inspection date 28/02/2013 04/03/2009

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early years provision

This inspection: 2 Previous inspection: 2 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, settled and feel secure in the childminders welcoming and accessible family home.  The childminder gains an excellent understanding of children's individual needs, personalities and preferences. She willingly develops her own skills to enable her to provide good support to each child, making them all feel valued, respected and fully included.  The childminder gets fully involved with children as they play, extending their learning and increasing the fun they have through her sensitive interaction.  Children behave well and learn to be caring and sensitive, helping them to form strong friendships and bonds with others.

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It is not yet outstanding because

 The outdoor environment is not used to its full potential to enhance children's all-round learning and development.

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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 areas of the childminders home.

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Inspection activities

 The inspector looked at children's assessment records and planning documents and a sample of welfare records.

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Inspection activities

 The inspector spoke to the childminder and children at appropriate times during the inspection.  The inspector took account of the written views of parents and carers.

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Information about the setting

The childminder registered in 1993. She lives with her husband and teenage son in a residential area of Poole in Dorset. The whole of the childminder's home is registered, with care mainly provided on the ground floor, which includes a lounge, kitchen/diner, bedroom and bathroom facilities. The home has been adapted for wheelchair access. The family has a pet dog. The childminder supports children who have special educational needs and/or disabilities. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She has 11 children on roll, five of whom are in the early years age group.

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

 make more use of the outdoor area to further enhance children's learning experiences and enable children to play and learn in different ways.

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who attend

Children thrive in the welcoming family home. The childminder offers children a rich and varied range of experiences that support them all individually in making good progress. The childminder has a thorough understanding of how to support children's learning and development. She sensitively and skilfully engages with children as they play, making the very best of every learning opportunity. She provides a stimulating and accessible environment from which children are keen to explore and investigate. She sensitively increases the challenge for children as they play, which enables them to build on what they already know and can do. This means that all children are prepared well for the next stage in their learning. Children benefit from the high quality and calm interaction they receive from the childminder. The childminder uses successful systems to monitor and assess children's development. This enables her to provide appropriate activities to

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who attend

support children's interests and individual needs and address any gaps in their learning.

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who attend

The childminder works extremely well with parents to gain a comprehensive understanding of each child's learning needs. Frequent information sharing promotes a real sense of partnership working which benefits children greatly. The childminder completes regular assessments of children's learning, and is aware of the need to complete a progress check for two-year-olds when this is required. Observations and assessments are collated in children's learning journeys, to provide a clear record of children's progress. The childminder shares these with parents and others involved in supporting children's learning and development. These successful strategies engage all those involved to promote consistency for each child. Ongoing discussions help the childminder to make children feel secure as she understands their individual daily needs extremely well. Children are happy, busy and have fun with the childminder. Children's language is

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who attend

supported very well. The childminder has attended 'Every Child a Talker' (ECAT) training, and uses knowledge gained during the course to encourage children's communication skills. For example, the childminder takes time to show children she is listening and interested to their babbles and non-verbal communications, encouraging them to express themselves even more. Children are confident with the childminder and regularly attend local toddler groups, where they learn how to play well with others. They enjoy books and often select a book to share with the childminder. As they browse through the pages they take note of the details in the pictures gaining important skills to help them with reading in the future. They often count as they play, supporting their understanding of number order and value. Children are curious about how things work. They ask to use the special apple slicer when they have their snack. They turn the handle and are all fascinated by the way

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who attend

the apple goes around and the peel comes off. Children are encouraged to be creative and regularly engage in role play. They pretend to make toast and tea for the childminder. She gets fully involved, challenging children's skills further by asking if the tea is hot and if they can spread some butter on the toast. All children join in with using the musical instruments. They play along to the nursery rhymes using bells, tambourines, shakers and xylophones. They sing out loud, confident that the childminder and their friends will appreciate their contribution.

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

Children settle well and feel secure with the childminder. This is because the childminder has a thorough understanding of their individual needs, preferences and interests. Children have a strong sense of belonging and high levels of confidence. Photographs of children and their families are displayed at a low level on the walls and examples of children's own creative work are hung proudly for all to see. Children move confidently between the play areas. Equipment is well organised to allow children to make lots of choices in what they want to play with. There is a garden available for outside play and children enjoy many outings to indoor and outdoor play areas. Best use is not always made of the garden area to extend and enhance children's learning in all areas and at all times.

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

Children are developing independence in managing their own personal care needs. They form a strong bond with the childminder as she understands and accommodates their individual needs well. Children feel comfortable in the familiar daily routines. They learn about acceptable behaviour as the childminder uses discussion and explanation to help them understand boundaries as they play. Children receive lots of praise and encouragement from the childminder, helping them to manage their own behaviour. As children get older, the childminder gives them small responsibilities, which make them feel proud and helpful. Children access a wide range of toys and resources that offer positive images of diversity. Activities are successfully adapted to ensure that all children are fully included and their individual needs are considered. Children are encouraged to value and respect the contributions of all those within the setting, helping them to form strong and

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

caring relationships with others. For example, children sensitively hand a musical instrument to a non-mobile child, ensuring they can all join in with the fun of music time.

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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. She regularly reviews safety in the home and for outings to make sure steps are taken to minimise risk and danger. Children are encouraged to consider their own safety and the safety of others as they play. For example, good supervision and clear instructions enables older children to use the apple slicer safely. The childminder supports children's health well. Detailed information about children's individual dietary and medical needs is gathered from parents. The childminder completes additional training to ensure she has the specialist skills to support each specific need. Children benefit from having healthy snacks and drinks in-line with their individual needs. They enjoy using the tunnel indoors engaging in energetic physical play. They also benefit from walks in the local area, such as to the beach, learning to recognise the positive impact of physical activity and fresh air on their

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

bodies. This helps them to start to understand the benefits of a healthy lifestyle.

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provision

The childminder aims to provide a highly supportive service to children and their families. She has a good understanding of the learning and development requirements of the Early Years Foundation Stage. She monitors the impact of activities on children's development, ensuring they are all supported in making good progress and reach their full potential.

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provision

The childminder has a secure understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage. She has attended many courses about safeguarding which means she has a comprehensive understanding of the procedures to follow should she have a concern about the welfare of a child in her care. She shares with parents her recently updated safeguarding policy, ensuring they have a secure understanding of her role and responsibility in this area. All required documentation is in place and used effectively to help to promote children's safety and welfare.

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provision

The childminder is committed to making continuous improvements to the service she offers to children and their families. She is part of the local quality improvement scheme. She values the feedback of other early years professionals in helping her to identify areas for improvement. She seeks feedback from parents and children about the service she provides, using this information to make positive changes as necessary. The childminder is keen to improve her skills and update knowledge by attending regular training opportunities and workshops. She uses this to help her identify and action areas for improvement in her own practice.

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provision

Parents receive detailed information about the service the childminder provides. They are encouraged to share information about children's care and learning needs and are kept fully involved in children's experiences whilst they are with the childminder. The childminder shares information with parents about training she has attended and new skills she has learnt. For example, she provides them all with leaflets about the ECAT training, which includes ideas for activities to support children's language development at home. This helps parents to work consistently with the childminder. The notice board in the playroom provides parents with more detailed information and keeps them up-to-date with any changes. Some children attend other settings or receive support from professionals in relation to their care and learning needs. The childminder has established good links with them to enable effective information sharing. This means that all those

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provision

involved are working together consistently to support children's individual needs.

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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 109694 Local authority Poole Inspection number 845964 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 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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