Childminder in Devon

Inspection date

Previous inspection date 29/04/2013 Not Applicable

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early years provision

This inspection: 1 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 1 The effectiveness of the leadership and management of the early years provision 1

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This provision is outstanding

 The childminder is rigorous in her assessment and planning procedures, with clear targets in place for children's ongoing progress.  The childminder is enthusiastic and caring and she demonstrates a commitment to consistent, effective care for children.  The childminder provides an extensive range of play activities, to promote all areas of children's development effectively.  The childminder has excellent knowledge of the Early Years Foundation Stage framework and robustly meets all the requirements, which has a positive impact for children in her care.

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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 children in their play activities and at mealtimes.

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Inspection activities

 The inspector had discussions with the childminder and read a sample of children's records and documentation.

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Inspection activities

 The inspector read the self-evaluation form and took account of feedback from parents.

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Information about the setting

The childminder registered in 2012. She lives with her husband and three teenage children, in Torrington, North Devon. The house is within walking distance of shops, schools and parks. Rooms used for childminding include the lounge, dining kitchen and first floor bathroom. There is an enclosed garden for outdoor play. The family has a cat and two rabbits.

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Information about the setting

The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. There are currently 16 children on roll, 11 of whom are in the early years age range. At times, the childminder works with a registered co-childminder. The childminder has an Early Years Foundation Degree qualification.

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

 extend the opportunities to promote shared learning, for example, enable children to take books home and/or borrow a special toy, to enhance children's sense of responsibility and security.

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who attend

Although this is her first inspection, the childminder has extensive previous relevant childcare experience and qualifications, which are reflected in her practice. For example, she is highly effective in her observation and assessment procedures. The childminder works very well with parents to identify children's developmental starting points and to plan for their next steps in learning. She provides an extensive range of activities for indoor and outdoor play, which promote all areas of children's learning. The childminder takes account of children's interests and adapts activities to suit their ages and abilities. As an example, when children indicate that they would like to play with toys instead of having a story the childminder promptly responds saying 'we can have a story later' and engages with children's ideas. Children enjoy 'pretend' play and say 'do you want to come to my party?', then busily prepare the tea set. The childminder skilfully extends and challenges

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who attend

children's learning, for instance, she asks questions and provides additional resources. She creates a stimulating environment, with a good variety of accessible toys and equipment. Children happily explore and investigate, so they make their own discoveries. They enjoy creative play in the kitchen and then go into the lounge to play with toys. Mathematical activities include sorting items by shape, colour and size. Scales enable children to weigh and balance items, which extends learning. Younger children enjoy shape sorters, puzzles and constructions toys. The childminder sits on the floor with children to encourage them as they play. They listen carefully and focus well, which is a firm foundation for developing future skills. Therefore, the childminder prepares children well for school.

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who attend

Children have fun with the childminder in the garden as they use paint to make their handprints. They blow and chase bubbles with excitement and learn how windmills work. The childminder provides interesting experiences so that children develop a fascination for the natural world. For example, they observe at close range the emergence of caterpillars. Children use magnifying glasses as they hunt for insects or go on a 'snail trail'. They show delight when a visitor brings lambs to the garden for them to pet and feed. Consequently, children develop a robust understanding of the world around them. The childminder effectively promotes children's communication and language skills. She knows the children well and makes a clear assessment of their progress. During activities, she skilfully models language and encourages children to develop vocabulary. Frequent and spontaneous singing also promotes language development and reinforces learning. For instance,

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who attend

children sing 'this is the way we wash our hands' as they prepare for snack time. The childminder provides good information for parents and suggests some ideas for activities at home. As an example, she offers dough recipes and 'writing cards'. Children enjoy regular outings to toddler groups, parks and the library. They choose and borrow books to take to the childminder's, although they do not take them home in order to continue and support their learning there. The childminder promotes highly effective partnerships with others, in the interest of children's welfare, learning and development. For example, she develops good links with other providers when children attend more than one setting.

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

Children are very happy in the care of the childminder and form close relationships. They develop confidence and good levels of positive self-esteem. For example, they take great pleasure in showing people their chalk pictures. The childminder effectively helps children to learn about and understand 'feelings'. For instance, they look at picture cards to talk about facial expressions and if people look happy or sad. The childminder nurtures children, which helps them to settle and feel secure. She is very aware of, and sensitive to, their needs, such as having a special comforter. There is an effective, gradual settling- in procedure. Young children bring a favourite soft toy from home, for reassurance. Children behave well and clearly understand the expectations of behaviour, which contributes to their safety. They recall an outing and say to the childminder that they 'like going for a walk and holding your hand'.

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

Children benefit from consistent routines and close attention from the childminder. She makes excellent use of each activity to promote learning, for example, children find their coats and boots before they play out. Toddlers show competence as they spoon feed themselves and have a drink from their cups. Therefore, children develop independent skills in their self-care. Suitable arrangements are in place to meet children's individual dietary requirements. The childminder promotes children's understanding of being healthy by example. For instance, she demonstrates movements for children to copy and encourages their actions with words such as 'wriggle, wriggle'. Children love to play with musical instruments and dance with enthusiasm, which shows their creativity.

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provision

The childminder is extremely effective in meeting the requirements to promote children's education and welfare. She is very robust in her safeguarding procedures, for example, to ensure suitable persons care for children. The childminder has secure knowledge of the Local Safeguarding Children Board procedures. She is aware of appropriate action to take to protect children. There is a comprehensive range of policies and procedures in respect of childcare practice. Parents receive clear information through regular discussions, notice boards and daily records. For instance, the childminder displays certificates, and planning details. The childminder provides a secure, safe environment for children and is conscientious about their safety. As an example, safety gates are in place to restrict access and minimise hazards. The childminder supervises children well. She is proactive in seeking the services of another childminder when there are four young children present in

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provision

order to maintain consistently high quality care. The childminder has an excellent awareness of each child's needs and meet these well.

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provision

The childminder effectively reflects on her practice and demonstrates a very good capacity for ongoing improvement. She evaluates children's progress and the effectiveness of play activities. The childminder monitors children's progress records with parents and provides summary assessments. These include the required progress check for children aged between two and three years. Therefore, the childminder is extremely effective in meeting the learning and development requirements. The childminder fully considers the views of parents and children in her self-evaluation procedure. Parents provide positive feedback and are very happy with the care given. They describe their children's good progress and supportive care of the childminder. Parents comment on the 'calm, friendly environment' and good communication.

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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 EY453400 Local authority Devon Inspection number 886004 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 16

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Name of provider

Date of previous inspection not applicable

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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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