Childminder in Hampshire

Inspection date

Previous inspection date 19/06/2013 28/01/2009

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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 make strong and secure relationships with the childminder. This helps them to confidently engage in learning through their play.  The childminder organises her environment well to ensure children of all ages are able to access the activities and feel included.  The childminder recognises children's interests well and uses this information to plan activities linked to these interests. This ensures children are engaged and stimulated.  Children are cared for in a safe environment where they can explore freely and develop independence.

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It is not yet outstanding because

 There are fewer resources, such as treasure baskets or sets of interesting items, to enhance and consolidate babies' and young children's communication and language and mathematical skills.  The childminder misses opportunities to help children learn about the effects of exercise on their bodies.

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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 main play area and garden.  The inspector took account of the provider's self evaluation.

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Inspection activities

 The inspector looked at the children's developmental records and other documentation.

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Information about the setting

The childminder registered in 2005. She lives with her husband and one school-age child and young adult daughter. They live in a house in Totton, Southampton. All areas of the property are registered for childminding. However, minding usually takes place downstairs. Bathroom facilities are available on both floors. The childminder has a fully enclosed garden for outside play. The childminder is registered on the Early Year Register and on both the compulsory and voluntary parts of the Childcare Register. The childminder currently has seven children on roll, of which, four are within the early years age range. The childminder has registered two assistants to work with her.

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

 enhance opportunities for children to learn about healthy lifestyles by talking to them about the positive effects exercise is having on their bodies

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

 provide a range of objects of various textures and weights in treasure baskets to excite and encourage babies' interests and to enable children to build and consolidate their increasing vocabulary, counting skills and colour recognition.

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who attend

The childminder provides well for children's learning and development. She knows each child's current stage of development and the next stages in their learning. The childminder has a good understanding about the two-year progress check. She demonstrates a secure knowledge about sharing these with parents to ensure next steps in learning are planned together. This enables parents to continue and consolidate learning at home. Parents are encouraged to look at their children's learning journals on a regular basis and to contribute their own comments into these. This ensures a shared understanding of the children is achieved.

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who attend

The childminder knows the children and their interests well. She provides children with toys related to their favourite television characters. The childminder extends their learning by asking open questions about the characters' names and colours of their clothes. Children are given the space and thinking time to respond and successfully identify the colours of the cat and pigs clothing. Praise is given boosting children's self-esteem and confidence. The childminder works well overall in identifying the next steps for the toddlers to develop and consolidate their communication and language skills. Young toddlers are valued for their communications as the childminder repeats their babbles and words. She rewards children with positive praise for their developing language and this motivates them to learn. She encourages older children to link quantity with number, and consolidate their colour recognition. The childminder asks open questions about the resources such as how

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who attend

many cars they have and what colour they are. However, she currently has limited resources such as treasure baskets and sets of items to help toddlers and children to extend and consolidate new vocabulary, their counting skills and colour recognition. For example, by exploring sets of items and learning about the quantities, and their names.

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who attend

The childminder provides babies and children with many opportunities to explore using their senses. They have fun as they pop bubbles with their hands and make marks in corn flour and water. These good hands-on learning experiences help children to develop an understanding of their wider world whilst at the same time providing them with early writing skills. The learning experiences prepare children well for their next stages in learning and for school.

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

Children are happy and safe in the childminder's environment. They respond well to the childminder's positive interactions and look to the childminder for support when exploring activities. The childminder organises her environment well to enable children to freely choose from a wide range of age and developmental stage appropriate resources. The childminder obtains information at the outset about children's home backgrounds, routines and individual requirements. This enables her 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

Lunchtime is a social occasion where children talk to the childminder and their friends. The childminder talks to them about what they have been doing at pre-school. This shows the children that they are valued for what they have been doing and what they say. The childminder talks with children about the healthy food in their lunchboxes and how some foods are good for their bodies. This helps children learn on a basic level about the positive effects healthy eating has on their bodies. Children enjoy regular walks to the local parks, duck ponds, and to and from school and enjoy moving their bodies to familiar music. However, although children have many opportunities to exercise, the childminder does not talk with the children about the positive effects exercise is having on their bodies.

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

When being transported in a car the childminder talks with the children about the importance of wearing their seatbelts to keep safe. This helps children to learn about the reason for safety rules and equips them with the knowledge of how to manage their own safety in the future. Children behave well. The childminder uses consistent behaviour rules with the children ensuring they know how to behave and what is expected.

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provision

The childminder has a good awareness of safeguarding children issues. She is confident about procedures to follow should concerns arise about any of the children in her care. This ensures she is able to keep children free from harm. The childminder has booked a place on further child protection training to enhance her expertise and knowledge. She has robust risk assessments in place ensuring hazards are quickly identified and minimised. Children's hours of attendance are recorded in the attendance record ensuring they are accounted for and kept safe.

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provision

The childminder demonstrates a good knowledge of the Early Years Foundation Stage. She knows the children well and plans effectively for children's next stages in learning. The childminder has completed a self-evaluation for her setting. She recognises her strengths and areas for development. She listens to the views of the children and provides them with a range of resources linked to their current interests.

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provision

The childminder has communicates well with other early years providers. She currently shares information with them about her understanding of the children's development and progress. This ensures consistency is achieved for children's care and development. The childminder has also formed strong links with the reception class teachers to ensure she is able to support and continue children's learning from school. The childminder has good partnerships with parents. She speaks with them verbally each day and provides them with a written daily diary. The diary details children's activities and their daily routine. This enables parents to refer to this information at home. Important information such as safeguarding leaflets are displayed on the parents' notice board near the entrance to the childminder's home. This ensures parents are well informed about current guidance and legislation. Parents are provided with the childminder's policies from the outset, ensuring

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provision

they are well informed about how the childminding provision operates.

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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 EY305172 Local authority Hampshire Inspection number 814918 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 7

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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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