Childminder in Portsmouth

Inspection date

Previous inspection date 08/05/2013 Not Applicable

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision is satisfactory

 The childminder has a strong knowledge and understanding of children's individual levels of learning. She shows a clear focus on planning for children's play and has effectively developed her own systems to show children's ongoing progress.  The childminder has created a very child-centred environment and this enables children to make choices and select suitable play resources to meet their preferences and their development needs.  The childminder fully involves parents in all aspects of her planning for children's learning and in monitoring their progress. She effectively uses information from parents to evaluate her childcare provision.

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It is not yet good because

 The childminder has not obtained written permission from parents for children to take part in outings, to promote their safety and welfare.  Although children make good progress overall, occasionally activities focus more on the abilities of younger children and do not fully extend all aspects of older children's learning.

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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 viewed all areas of the home and the garden.

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Inspection activities

 The inspector gained evidence through observing the childminder with the children and through discussion.  The inspector viewed a selection of documentation.

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Inspection activities

 The inspector shared the inspection judgements at the end of the inspection and provided feedback to the childminder.

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Information about the setting

The childminder registered in 2012. She lives in a residential area of Portsmouth in Hampshire with her husband and one pre-school age child. Children play on the ground floor only, in the open plan kitchen/dining area; they also use the separate sitting room. There is a ground floor toilet. Children use a first floor bedroom for sleeping during the day. The childminder is registered on the Early Years Register and on the compulsory and voluntary parts of the Childcare Register. She is currently caring for four children in the early years age group on a part-time basis. The family has a cat.

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must:

 obtain written parental permission for children to take part in outings.

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

 enhance the monitoring of planned play opportunities, to consistently extend the individual learning of older children.

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who attend

The childminder has a strong knowledge and understanding of child development. She has many years of experience in childcare and early years learning. She knows the importance of understanding children's individual capabilities, to enable her to assess their ongoing progress. The childminder includes a broad variety of activities in her planning and she clearly enables the development of younger children's early learning skills. Younger children move freely in the child-centred environment. This increases their confidence and their physical abilities. The childminder communicates continually with children; she explains what she is doing and what will happen next. She invites older children to remember previous events and she encourages them to respond to her questions. They talk about the cranes, trucks and diggers they see when they walk locally. The childminder reminds children of previous events when they watched a man working in

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who attend

a hole in the ground. She knows that this specifically interested the children at the time and through discussion she widens their understanding of the world around them. The childminder has developed systems of organising themed activities, for example tactile play. She increases children's experiences by introducing jelly and using utensils to fill containers of different sizes. She encourages children to shovel the corn flour and water mixture, feeling the sticky consistency and watching how this dissolves through a sieve. Children build with coloured cups and show a growing understanding of recognising and naming colours. They wear dressing-up clothes and pretend to be a fireman or Superman. The childminder encourages their imaginary play by talking about using the fire hose to put out the fire and save people. She introduces sounds and encourages children to pretend they have water hoses.

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who attend

The childminder understands how to include any area of learning during an activity to encourage children's progress. Overall she captures and holds the children's interest, although occasionally there is less challenge to stimulate and fully extend older children's learning. Nevertheless, all children make good progress in their learning. The childminder has effectively developed her own systems to show children's ongoing progress in development. She has noted observations during a variety of activities and regular routines. For example, she recognises the sense of achievement that children show when they complete a puzzle on the floor. She knows that older children can count because they count the birds they can see from the window and together she helps them to develop their counting skills.

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who attend

The childminder records children's progress for parents and she is meeting the requirement to complete a written check on the progress of two-year-old children attending her provision. The childminder provides all parents with a termly written report and she regularly shares information verbally. Parents have completed written questionnaires and these show very clearly how satisfied they are with the learning environment.

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

The childminder has formed close attachments with children and fully established their sense of belonging. She has settled children in her home according to their individual needs and in close liaison with parents. Children are continuing to develop their level of confidence through the regular routines and through many opportunities to increase their independence. For example, children help to lay the table at times for meals; they also increase their learning through counting utensils. They show high levels of interest in managing to wash their hands, using the newly installed facilities in the ground floor toilet. Children delight in demonstrating how the new tap works. They are learning the importance of hygiene and eagerly want to manage themselves.

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

Children learn to take turns with the resources and understand each other's needs. The childminder praises children clearly when they show care and concern, and offer each other an item first. She fully promotes positive behaviour through focused attention and clear responses. The childminder has created a very child-centred environment and this enables children to make choices and select suitable play resources to meet their preferences and their development needs. Toddlers can easily reach and safely handle the containers on the low shelves and the childminder assists them where needed. She suggests play at times and encourages children to manage and learn about their own safety by tidying away the toys to prevent tripping. The wide range of resources available and the records of children's play experiences show that the childminder continually plans in advance and follows children's individual interests and preferences.

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

Children eagerly eat healthy food because the childminder provides meals made from fresh ingredients. She gives children choices of different fruit at snack time and they are encouraged to try mango. The childminder talks about where fruit comes from and what it tastes like; this widens children's understanding and awareness. Children are lively and active; they frequently visit local parks and farms to enable them to have fresh air and exercise. The childminder encourages children to learn safe routines and become independent; however she has not obtained written parental permission for outings, which is a requirement to promote children's safety.

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

The childminder is fully aware of her responsibility to work with parents and families, to support children when they are moving on to school.

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provision

The childminder clearly understands her responsibility to organise and plan activities to encourage children's progress and learning. She uses the Early Years Foundation Stage Development Matters guidance and includes her own ideas for activity themes. The childminder has detailed records to show that she has noted each child's interests and she plans to cover relevant areas of learning accordingly. For example, she links toddlers' preference for music and socialising by attending a regular music activity group. In this way she promotes aspects of expressive art with children's personal, social and emotional development. The childminder is building her activity plans to broaden children's progress and close any gaps in their achievement.

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provision

The childminder has a strong knowledge of safeguarding children. She has attended ample training during her childcare career and she continues to update her knowledge of child protection. She has included a written policy and she knows how to follow the procedures and refer any concerns. The childminder keeps a record of all visitors to the home. There are clear and fully documented procedures in place to meet most regulations; however the childminder has not included all written permission from parents, to fully promote children's safety during outings.

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provision

The childminder has effectively gained information from parents to evaluate her childcare provision. She has developed focused questionnaires for parents and following their feedback, she has now introduced a termly newsletter. This gives parents more information at the start of her planned activities and helps parents to learn more about the areas of learning. Parents often use this to encourage children to make progress at home. The childminder has also included her self-evaluation prompt book. She uses this regularly as a reminder to add specific play activities or crafts for different events. She also regularly adds spontaneous evaluations to children's observation records, demonstrating her understanding of making links with children's next steps in development. This clearly shows the childminder's focus on the quality of her provision and her continual drive for improvement. The childminder keenly involves parents and other carers in children's

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provision

progress. She works with the local pre-school to support any areas of learning for individual 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 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 EY451661 Local authority Portsmouth Inspection number 891704 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 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 ‘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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