Childminder in Gloucestershire

Inspection date

Previous inspection date 24/06/2013 06/07/2009

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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

 The childminder plans a stimulating range of activities, which stem from children's interests and supports their developmental needs well.  Children feel safe and secure as they are cared for in a warm, caring environment.  Parents and carers are pleased with the support and guidance that children receive during their time in the setting.  The areas both indoors and outside are well-organised and resourced.  The childminder supports children's language and communication well.

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It is not yet outstanding because

 the childminder does not always give children enough 'thinking time' to support children's problem solving skills further.  children's developing independence in self-care routines is sometimes inconsistent.  parents are not always fully encouraged to share information about their children's achievements at home to build a bigger picture of their progress.

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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 the childminder and children at play within the indoor and outdoor environments.

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Inspection activities

 The inspector sampled the childminder's paperwork, including policies, procedures and other records.

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Inspection activities

 The inspector spoke to the childminder about her practice at suitable times during the inspection.  The inspector read letters from parents left for her attention.  The inspector toured all areas of the premises that children use.

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Information about the setting

The childminder registered in 2006. She lives with her husband and four older children in a semi-detached house in a village near Tewkesbury in Gloucestershire. The whole house is registered for childminding, with children playing on the ground floor and in the enclosed, rear garden. They go upstairs to sleep and use the bathroom facilities. The family has a pet guinea pig, snake and some goldfish.

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Information about the setting

The childminder works with an assistant. She is registered on the Early Years Register and on the compulsory and voluntary parts of the Childcare Register. The childminder offers full or part-time care from 7.30am to 6pm, before, during and after school and in the school holidays. She also offers overnight care. There are currently four children on roll in the early years age group. The house is within easy walking distance of a shop and playground and the childminder takes and collects children to and from a local playgroup and a primary school.

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

 enhance the opportunities for children to solve problems in their play by giving them more thinking time

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

 develop children's self-care skills and independence further, such as hand washing

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

 encourage parents and carers to regularly share their children's achievements at home to enhance the assessment of children's progress further.

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who attend

The childminder has a strong understanding of the learning and development requirements for young children. She plans a motivating range of activities, which stem from children's interests. For example, children show interest in stories about trains, so the childminder provides large boxes for children to make carriages from. This extends children's learning experiences and enables them to play imaginatively. The childminder uses observations and assessments to identify children's next steps in learning clearly, which results in children making good progress from their starting points. As children play, the childminder interacts and supports their language and communication skills well. She repeats words that children say with clarity, such as 'orange' and 'apple' and extends this by saying 'the orange is round'. As a result, children's developing communication and language skills are extended effectively. Children have good opportunities to play and

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who attend

explore. During play with pasta, they enjoy filling small containers and then tipping it into bigger containers. They discover that pasta makes a noise when they shake it. The childminder makes the most of this opportunity and describes it as a 'rattling sound'. As they play, the childminder uses effective questioning to challenge children's independent thought, although she does not always give them enough time to solve the problems she poses. For example, during an activity with pretend food, the childminder says 'what shall we cook - we need a pan to cook with' and then selects one, rather than giving children time to do so. The childminder supports children's mathematical understanding well. She helps children sort plates by colour and says 'one, two, three' when counting pebbles in the outdoor area. When children play on the toy digger the childminder introduces higher and lower to describe how the bucket moves. Children have good opportunities to be

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who attend

active, investigative learners. In the outdoor area, they find a spider and look carefully at the way it moves on the childminder's hand. They enjoy making marks with chalk on surfaces, which effectively supports their early writing skills. Children are becoming confident in their physical skills. The childminder encourages them to pedal correctly on moveable toys and climb the steps to the slide unaided. They enjoy creative opportunities, such as painting and printing on junk boxes. As the clock chimes and plays a musical tune, the childminder encourages children to move in time, effectively supporting their understanding of rhythm. Children are enthusiastic and concentrate well on their chosen tasks. These skills effectively help prepare them for their next stages in learning.

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who attend

The childminder has effective links with parents and carers. She discusses children's progress with them on a daily basis and regularly shares the developmental records. However, the childminder does not consistently encourage parents to share children's home learning achievements with her, to enhance the assessment process further. When new children join the setting, the childminder takes great care to ensure that she understands their needs by completing communication passports. Taster sessions enable children to become familiar with the setting's routines.

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

Children are happy and settled within the childminder's care. They confidently take her hand for reassurance because they are aware of visitors in the setting. This illustrates the strong bonds between the children and the childminder. The childminder knows and understands children well. She asks them about family members and talks about their favourite toys. This comforts children, helping them to feel safe and secure. Children in turn chatter confidently to the childminder and are keen to share their experiences. The environments both indoors and outside are well organised and resourced, enabling children move confidently between activities and make choices in their learning. This effectively supports children's independence and confidence. Children enjoy imaginative play opportunities, such as preparing meals for dolls based on their own food likes and dislikes. The childminder is a positive role model, who provides effective support for children's

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

personal development. She uses 'please' and 'thank you' and encourages children to do so as they interact. The childminder makes good use of positive praise to celebrate children's achievements and support their self-esteem. For example, when children try new foods at snack she says 'well done'. The childminder uses effective strategies to support children's behavioural development. When they climb on toys, she says no in a gentle but firm manner and explains the danger of the action, developing children's understanding of danger. Children are developing a good understanding of keeping safe. They know that they must not run indoors and to hold on tightly to rails when climbing steps. The childminder encourages children to be responsible by helping to tidy away resources. These skills effectively support children's personal development for future life.

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

The childminder supports children's health and well-being effectively. She provides healthy snacks and encourages parents to provide nutritious lunch boxes. Children confidently feed themselves and drink from cups, demonstrating their developing independence. The childminder talks to children about the importance of clean hands before eating and wipes them for them. Additionally, children know that they change shoes and put on coats before outside play. However, there are missed opportunities to further support children's independence in self-care, such as encouraging them to wash their own hands or put on coats. Children have good daily opportunities for fresh air and exercise, either in the garden or during visits to the local park.

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provision

The childminder fully understands her responsibilities towards safeguarding children. She attends regular training and has a clear knowledge of the procedures to report concerns about children within her care. Well-detailed policies and procedures, alongside thorough records for attendance, accidents and medication ensure that children's welfare needs are given high priority. The childminder always informs parents about any incidents involving their child and ensures that they are fully aware of the setting's safeguarding documentation. Emergency evacuation drills for fire take place regularly and appropriate records are kept. The childminder undertakes daily risk assessments on areas that children use which help to promote children's safety further.

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provision

The childminder has a strong understanding of the educational programmes for the Early Years Foundation Stage. This knowledge ensures that her practice is fully inclusive in supporting children's individual learning and development needs. The childminder has an effective self-evaluation system in place which clearly identifies the setting's strengths and areas for development. These processes include the views of parents, which the childminder gathers through her daily conversations with them. The childminder is proactive in her professional development and attends relevant training opportunities to help her achieve better outcomes for children. A local authority consultant visits the setting regularly to offer further support and guidance. These measures demonstrate the childminder's firm commitment towards continuous improvement. The recommendation from the last inspection relating to outdoor learning experiences has been successfully

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provision

met. The childminder has effective links with external specialists, other early years' providers and primary schools. She uses diaries to ensure the consistency of information sharing and to support children's smooth transfers between settings. Parents' express that they are very happy with the progress information they receive and in particular, the childminder's nurturing care for their 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 EY333971 Local authority Gloucestershire Inspection number 815142 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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