Home Childcarer in Hampshire

Inspection date

Previous inspection date 03/04/2013 14/10/2009

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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 build an extremely strong bond to the childminder who relates to children very well. They have fun together playing, learning and being active.  The childminder offers a stimulating, nurturing environment to children with plenty of space and age appropriate resources to play with.  The childminder observes, assesses and plans well for children's future development. Children are making good developmental progress in all areas.  Highly successful relationships are built with parents, which promotes engagement in children's learning in the setting and at home.

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It is not yet outstanding because

 The childminder is not yet expert in her knowledge of the areas of learning. As a consequence there is less emphasis on the area of literacy for more able children.  Children's personal independence at snack and mealtimes is not always encouraged.

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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

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged 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 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  scheduled 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 play and learning activities indoors and out and tracked a sample of children.

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Inspection activities

 The inspector viewed the childminder's self-evaluation from and other documentation.

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Inspection activities

 The inspector looked at a sample of children's progress records and had discussions with the childminder relating to children's learning, safeguarding and welfare.  The inspector looked at letters from parents to gain their views of the setting.

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Information about the setting

The childminder has been registered to care for children for many years. The childminder lives with her husband and one adult child in a house in the Otterbourne area of Hampshire, which is close to local schools and shops. The whole of the house is used for childminding, and there is a fully enclosed garden available for outside play. The childminder is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. There are currently eight children on roll on a part-time basis.

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

 encourage children, when they are developmentally ready, to recall words they see frequently, such as their own name and friends' names, and model oral blending of sounds in fun play activities

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

 encourage children to be involved and personally independent during the preparation of snack and mealtimes.

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who attend

Young children are enthusiastic in their play and demonstrate their good motivation and positive attitude. They are eager to take part in their self-chosen activities and thrive on the good support they receive from the childminder. Children happily engage in role play in the spacious lounge which is set up with quality resources to promote children's active play and learning. They very busily pretend to clean and cook at the kitchen unit with their apron on. The childminder joins in sensitively with children's play, talking purposefully with them to extend their communication skills. For example, when they go to the dressing-up box, they engage in talk together about the clothes and accessories. The two-year-olds say 'I'm looking for my coat' which meets with the childminder's response of 'What sort of coat? I don't think there is a coat in there? A fireman's coat or doctor's coat maybe?' The childminder talks about children's actions, giving children time to speak and respond. She

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who attend

listens perceptively to what children say and builds on their language effectively as a result. Children then talk about going to the zoo, when dressed up with a hat and handbag. This prompts the childminder to ask and talk about what they need to take to the zoo which is a favourite outing for the children and childminder. They proceed to act out their happy experiences, gathering picnic blankets, cups, plates, and food. One youngster is keen to get on the wooden wheeled toy to travel across the room. Children excitedly set up the 'picnic' in the hall, talking and playing together happily. They are developing valuable future skills.

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who attend

Older, more able children talk to the visitor about the runner bean plants they are growing. They explain they are going to plant them in a friend's vegetable patch and talk about the tallest one growing. Older children are showing an interest in words, sounds and letters. However, there is less emphasis on these activities during adult-led activities or in the learning environment. For example, to recall words they see frequently, such as their own names, and to learn to blend sounds together.

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who attend

The childminder is careful to introduce mathematical language because she has a good understanding of how to promote different areas of learning. For example, during the picnic she asks 'Have we all got a cup now?' This prompts an older child to problem solve and say to their friend 'we need one more cup for you'. The friend excitedly goes and retrieves the extra cup needed from the kitchen area. Children spontaneously go on to count four on their fingers and that they need four plates. The childminder helps them to play cooperatively, to take turns and share. She has a secure knowledge of how to observe children and assess their development, such as for the two year progress check when the time is appropriate. Using her knowledge of children's learning and development, she plans challenging activities, referring regularly to her Early Years Foundation Stage development documents. The childminder uses an on-line system to

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who attend

record children's learning and development, which parents can view by accessing it from their own computer at home. Every day the parents delight in seeing what their child has achieved at the home of the childminder, through photographs and comments about play and learning.

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

Children flourish in this childminder's home because of the attention and supportive care they receive. They demonstrate confidence and emotional security in their surroundings because the childminder builds a strong, positive relationship with them. Children often go to the childminder for cuddles and show their strong attachment to her. Young children are learning the boundaries of behaviour from a very young age because the childminder is clear and consistent in her practice. For example, they learn not to pull one another's hair by good explanations from her. This prompts children to say sorry and to cuddle their 'hurt' friend. Later, they show concern for others by getting a tissue for a friend to dry their tears. When minor squabbles occur over wanting the same toy, the childminder is careful to explain they have lots of others to choose. She ensures there is more than one of their favourite toys to reduce conflict. Young children are stimulated and well motivated

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

in their play. They receive positive praise and encouragement, and endless patience from the childminder.

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

The childminder promotes personal independence well when children visit the bathroom but not as effectively during snack and mealtimes. Children sometimes become noisy and their behaviour deteriorates. This is because they do not have the childminder's attention and are not involved in the preparation of meals, using different tools. Children develop a healthy lifestyle through daily physical exercise and the promotion of healthy eating by the childminder. They talk about their favourite fruit at snack time and eat nutritious lunch time meals. The childminder makes use of her garden in all weathers. Children are supported to put on their socks, wellies and coats and have fun on wheeled toys. They develop early writing skills as they explore water outdoors with brushes. Children develop their physical and movement skills as they climb the steps to the small toddler apparatus and slide down to the grass. The childminder teaches children about safety by ensuring

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

children do not wear their socks, because of slipping on the wooden floors. She encourages them not to run indoors. When children take part in the fire drill, the childminder incorporates a favourite television character to make it fun and memorable. Overall, the environment is stimulating and welcoming to promote children's development. Toy resources are chosen by the childminder after consulting the children and taking account of their interests and stage of development each day. For example, a colourful tent is available in the hall, with soft cushions and books to promote looking at books and listening to stories. Numbers and letters posters are on display at child height which they look at and talk about. Consequently, children are well-prepared for their next stage in life.

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provision

The childminder fully understands her responsibilities regarding meeting the safeguarding and welfare requirements, such as keeping accident records. She completes these on her on-line system and therefore parents can instantly access them. The childminder has a secure knowledge of the child protection procedure to take in the event of any child welfare concerns. She has updated her knowledge by attending recent training. The childminder is aware of the quality of her practice. She has put in a huge amount of effort and work to increase her knowledge and the quality of her provision since her last inspection. For example, she has attended Early Years Foundation Stage training and the two year old progress check training. The childminder has completed an Ofsted self- evaluation form, which describes her practice and gives some points for improvement. For example, she plans to hire resources and work with other childminders and parents to

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provision

The childminder builds an excellent relationship with parents because of her comprehensive and clear lines of communication. This includes texting photographs and significant information to parents of children enjoying and achieving. Feedback from parents is extremely positive. They write knowingly and glowingly of the childminder and all she has to offer their child. For example, children have 'lots of fun, gains lots of new skills, words and habits and are very affectionate towards the childminder'. Parents willingly go to the childminder for advice and guidance on matters such as how to encourage children to clean their teeth and which school to choose. The childminder gives up her free time to ensure she can offer parents the help they need. This ensures that together children's individual care and learning needs are met effectively. The childminder works highly collaboratively with other settings the children attend. She invites the

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provision

children's key person to her home to discuss children's individual needs. In addition she shares children's learning records and observations of development with them.

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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 action. 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 505795 Local authority Hampshire Inspection number 843286 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 8

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Telephone number

set out in the guidance ‘Complaints procedure: 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, which are usually the childminder’s 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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