Childminder in Hampshire

Inspection date

Previous inspection date 08/05/2013 15/03/2010

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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

 The childminder organises her environment well to ensure children of all ages are able to access the activities and feel included.  The childminder makes attractive, home-made props for children to use as they re- enact their favourite stories.  Children make strong and secure relationships with the childminder. This helps them to confidently engage in learning through their play.  The childminder is committed to enhancing her expertise and knowledge, through training, in order to improve the overall outcomes for the children.

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It is not yet outstanding because

 The childminder does not have as many resources, such as treasure baskets or sets of interesting items, to help enhance and consolidate babies' and young children's communication and language skills.  Children are offered fewer opportunities to take responsibility for their own outside area; for example, by learning how to grow and nurture vegetables and fruit as part of a healthy lifestyle.

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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 activities in the childminding annexe and garden.

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Inspection activities

 The inspector looked at the children's developmental records and other documentation.  The inspector took account of the provider's self evaluation.

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Inspection activities

 The inspector took account of the information included within the parental questionnaires.

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Information about the setting

The childminder registered in 2006. She lives with her partner and two school aged children. They live in a house in Eastleigh, Hampshire. All areas of the property are registered for childminding. However, this takes place in the self-contained annexe and children access the main house to use the downstairs toilet. There is a secure, fully enclosed rear garden available for outside play. The childminder is registered on the Early Years Register and on both the compulsory and voluntary parts of the Childcare Register. The childminder currently has five children on roll, of which, three children are within the early years age range. The family has a pet cat and guinea pig.

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

 provide a collection of items and resources to excite and encourage babies' interests and to enable children to build and consolidate their increasing vocabulary

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

 increase opportunities for children's learning in the outdoor environment to further improve their understanding of the world and their personal development.

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who attend

The childminder has a good understanding of the learning and development requirements of the Early Years Foundation Stage. This ensures she is able to meet the individual needs of all the children. The childminder works well overall in identifying children's individual next stages in learning, particularly in developing and enhancing the children's communication and language skills. She reads stimulating stories to the children involving repetition of words to help children hear, and become familiar with, different vocabulary. The childminder has made lovely home-made props, which children adore using to support their understanding of the story. For example, children successfully count the pieces of fruit using the cut-out pictures. These props help children to remain interested and enthralled. However, the childminder does not have as many resources, such as treasure baskets and different materials, to help babies and young children to develop and

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who attend

consolidate new vocabulary. For example, by exploring sets of items and learning what they are called and how to pronounce them.

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who attend

The childminder effectively plans the layout of the environment to interest and stimulate young babies' senses. For those who are beginning to move, she places toys of particular interest slightly out of their reach. Young toddlers enjoy the independence they acquire as they move themselves around the environment in a walker. Their muscles are developed as they move the walker across the grass outside and become mesmerised as they reach out and touch the wet leaves on the trees. These opportunities to enhance their muscles and master new skills prepare babies and young children for their next stages in life.

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who attend

The childminder has a good understanding of the two year old progress check. She has completed these effectively alongside parents in making decisions about their child's future development. This good partnership working ensures parents are well informed and fully involved with their child's individual learning and progress. The childminder shares the children's learning journeys with parents on a regular basis and parents are able to look at these or take them home. This ensures parents are able to continue and consolidate children's learning at home.

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who attend

The childminder knows the different ages and developmental stages of the children well. She adapts activities effectively to meet the individual needs of the children. For example, young toddlers explore textured and sound puzzles with the close support of the childminder. Older children are provided with a wide range of more complex puzzles and successfully match the correct pieces of puzzle together. Learning is further extended by the childminder who asks the children open questions about how many pictures are on each piece of puzzle. Children are rewarded with lots of positive praise for their successful answers, which in turn boosts children's confidence in readiness for school and the future.

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

Children are content and safe within the childminder's care. Young children's care needs are well met as they are able to sleep or rest where they feel most comfortable. The childminder has good communications with parents and obtains important information about children's individual needs, home lives and routines. This good seeking of information ensures the childminder is able to provide children with a smooth transition from the home to her provision.

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

The childminder has organised the 'annex' attached to her home well to enable children to freely choose and select resources. Storage is labelled with pictures to support children in independently choosing what they would like to play with. The childminder encourages children to master new skills, such as wiping their faces after lunch and taking their shoes off. This good teaching ensures children are learning how to become independent in readiness for going to school and the future.

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

Children enjoy regular opportunities to play outside and enjoy a variety of outings to places of interest. During a walk up a local hill the childminder talked to the children about why they were out of breath and encouraged them to feel their heartbeats. Children inform the inspector that they got tired out because they were exercising their bodies. This shows that the good learning experiences the childminder offers help children to learn about the positive effects exercise has on their bodies. However, although children experience the outdoors on a regular basis, they do not have as many opportunities to take responsibility for their own outdoor environment; for example, by growing and nurturing their own fruit and vegetables to help them learn about where food comes from and the nutritional benefits of these foods.

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

Children behave well and the childminder uses distraction methods for any disputes which arise over toys. Children relish being awarded stickers for their good behaviour and achievements and love to show and share these with their parents. The childminder talks to children about the reason for safety rules, such as why it is important not to climb the wrong way up the slide. This good explanation from the childminder teaches children to understand safety and provides them with knowledge to manage their own safety in the future.

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

Children walk to and from the local school on a daily basis to collect the older children. The childminder talks to the children about the school environment and how they will go to this school when they get older. This provides children with lots of opportunities to become familiar with the school environment and different faces of the teachers. The childminder states she is keen to support children with their transition to school and is happy to attend settling in sessions with the children when they first start.

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provision

The childminder has a secure knowledge of the requirements of the Early Years Foundation Stage. She uses the guidance document 'Development Matters in the Early Years Foundation Stage' effectively to help her to observe, track and plan for children's development. The childminder is currently studying towards her National Vocational Qualification (NVQ) level 3, demonstrating her commitment to improve her knowledge in helping children to reach their full potential.

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provision

The childminder has a good understanding of the safeguarding and welfare requirements. She has completed online safeguarding training and modules within her NVQ Level 3 training to update and enhance her safeguarding knowledge. She has a secure understanding about safeguarding procedures to protect children in her care. Good risk assessments are in place ensuring risks are identified and minimised. The childminder shares policies and procedures with parents at the outset to ensure they are well informed about her provision and practice.

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provision

The childminder has a self evaluation system to help her identify strengths and areas for improvement. She has successfully addressed her past recommendations to ensure the outcomes for the children and their families are enhanced. Parents' views are sought through verbal communications and in written questionnaires. These questionnaires show that parents are happy with the provision and practice which is offered to their children. The childminder actively listens to the views of the children and incorporates resources into the environment which she knows they are interested in. The childminder communicates with parents daily about their child's routine and what they have been doing. She provides a daily diary system for parents with younger children to enable her to share information about nappy changes, food and sleep times. This enables parents to refer to this information in their own home environment. The childminder works

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provision

effectively with other early years providers to share information about children's care, learning and development needs. This good sharing of information ensures consistency is achieved for the children and their needs are well met.

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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 EY319007 Local authority Hampshire Inspection number 815057 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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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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