Setting EY299695

Inspection date

Previous inspection date 02/07/2013 14/01/2009

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early years provision

This inspection: 2 Previous inspection: 2 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 are very confident and have a close bond with the childminder. The childminder's relaxed and friendly manner supports children's sense of belonging and self-esteem well.  Children use mathematical language with increasing confidence to help them think through and solve problems.  Children are confident communicators and use their increasing vocabulary and language well to share their thoughts, needs and ideas.  There are successful partnerships with parents, and other settings and professionals involved in the children's lives. This promotes a consistent approach to support children's individual care, and learning and development needs.

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It is not yet outstanding because

 The wide range of resources do not always provide children with easy access at all times.

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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 downstairs area.  The inspector spoke with the childminder at appropriate times throughout the visit.

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Inspection activities

 The inspector looked at the childminder's self-evaluation document, written policies and procedures, and the children's records.  The inspector took into account the written feedback from parents.

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Information about the setting

The childminder registered in 2004. She lives with her two young children in Blandford Forum, Dorset. All areas of the home are available for childminding purposes, with a living/dining room, conservatory/playroom, kitchen and downstairs cloakroom used as the main accommodation. A second playroom and rest and toilet facilities are available on the first floor. There is an enclosed back garden available for outside play. The family has a dog and two guinea pigs. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. There are currently five children on roll, three of whom are in the early years age range and all attend on a part time basis.

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

 develop use of the indoor space further so that children have improved access to the wide range of resources to help them extend and build on their ideas, concepts and skills as they play.

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who attend

The childminder knows the individual children in her care well. She is clear on their specific learning and care needs, which helps her to plan for and provide activities that help children to achieve. The childminder uses successful assessment systems that enable her to record the progress children make through the Early Years Foundation Stage. A termly summary report and tracker system enables her to identify what children learn and highlight any potential gaps in their learning. This means she is able to establish next steps to support future planning to provide targeted challenges. The childminder works closely with parents to ensure they share what they know about their children and to complete the progress check for children at age two years. Parents report they value this input and opportunity to work together. The supportive assessment systems effectively contribute to helping children make good progress in their learning and be ready for the

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who attend

The childminder supports children's language, vocabulary and mathematical development well. Children respond positively to the childminder's relaxed and friendly approach. Her fun outlook and attitude encourages children to get involved in stimulating activities and conversations. This promotes children's interest in what goes on around them and means they think about and share events and ideas with confidence. The childminder asks children lots of questions about their day, events from home, and about family members. This prompts children to tell the childminder about a tent they have at home. The childminder effectively asks questions so that children talk about size, measure and numbers. Her open-ended questioning allows children to think about the items that they would need if they went camping. Her skilful questioning means children think through their thoughts and ideas and positively contribute towards conversations.

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who attend

Through daily routines and activities, the childminder skilfully supports children's problem solving skills, and encourages them to develop personal independence. She teaches preschool age children how to open items from their lunch box, reminding them of what she taught them last week. She gives clear and positive instructions to pull the sides apart. When this is not successful, she asks 'what else can we do if it doesn't work?' This prompts the children to think of other ways and suggest they 'put it in our mouth and bite it'. The childminder continues the questioning to help children think of other options, and suggests they try scissors. She reminds the children of how to use scissors correctly and safely, and helps them to achieve, with lots of praise.

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who attend

The childminder has a wide range of resources to support children's interests. However, these are not always set up well to provide children with easy access at all times. For example, books and some activities, such as media and materials, computerised toys and home role play are not always visibly accessible, or set up so that they stimulate children's interests and encourage children to use them. This sometimes limits the opportunities children have to build on and extend their ideas, and make wider choices in their play.

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who attend

The childminder supports children to select their own games and activities. Preschool age children ask to play 'the bashing game'. The childminder encourages them to set the activity up, counting how many pieces they have, and setting the counters to 'zero' before they start. They set the timer and take turns to 'bash' the discs with a hammer. Children show an understanding of rules and taking turns. The childminder skilfully asks the children to identify the numerals on each disc that show how many times they have hit it. She uses her fingers to identify how many and supports the children to 'add them together'. Using a chalkboard, she shows them how to make eight marks to indicate the total so they can keep score. The game continues with lots of counting and adding up. This activity successfully supports individual children's specific learning needs to develop fine motor skills, hand eye coordination, problem solving, recognising numerals and simple

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who attend

calculation in a fun and exciting way. It also helps children to understand that marks carry meaning and represent information.

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

Children are very happy, settled and confident in the homely and welcoming environment. There is a wide range of resources, planned activities and familiar routines that promote children's learning well, although at times, not all resources are easily accessible to promote children's choices. Children relate well to the childminder's positive and easygoing approach. They demonstrate a close bond through the discussions, familiar routines and their play. This shows children are secure, show a strong sense of belonging and have high self-esteem. They are confident that the childminder is nearby to support their needs and play ideas. The childminder supports children's behaviour well through her positive attitude and kindness towards others. Children learn about expectations and boundaries that help them adapt their behaviour and form positive friendships and relationships with others. They learn to show respect and accept the differences they see, valuing others'

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

points of views and having a sense of self-worth.

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

Children have a positive introduction to keeping safe and leading healthy lifestyles. The childminder works closely with parents to ensure that children receive consistent messages about eating well. This means that children enjoy a well balanced diet. They recognise the need to follow positive personal hygiene routines throughout the day to help reduce the risk of the spread of germs. Children enjoy daily opportunities to be physically active. They use a range of equipment that helps them to develop control and coordination of their bodies when at the park, in the garden and at local toddler group sessions. When on outings and local walks, children learn about road safety and stranger danger. When indoors, they help the childminder to complete risk assessments of the home to help identify and be aware of any potential hazards. This helps them to adapt their behaviour accordingly and gain a heightened awareness of some of the risks they

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provision

The childminder has a good understanding and awareness of the learning and development and welfare requirements of the Early Years Foundation Stage framework. She uses self-evaluation well to help her monitor the educational programme and adapt her plans and activities to meet the changing needs of the children she minds. The childminder uses training, other childminders and her local authority to support her in keeping up to date. This means she is able to prioritise and make changes to her practice that benefits the children. For example, following safeguarding level 3 training, the childminder has a secure knowledge of child protection issues and the correct procedures to follow should she have a concern about a child in her care. The childminder uses risk assessments effectively to help her monitor her home, garden and places children visit. This helps her to take appropriate action to minimise or remove potential hazards to

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provision

ensure children are safe. The childminder's close supervision of children as they play means they are able to explore freely and safely.

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provision

The childminder works effectively with parents, other settings children attend and any professionals involved in their lives to ensure that they all work together collectively. There are highly positive systems in place that allow all concerned to share what they know. Regular meetings and sharing of records help to ensure that each party is well informed and able to work successfully together to consistently support children's individual and specific learning needs. Parents report that they value the accommodating and approachable attitude of the childminder. They find her receptive to ideas, suggestions and instructions that help to ensure they work successfully together. Parents are well informed about their child's progress, and enjoy looking at their children's records of assessment, which means they are able to support and continue the learning at home. These highly effective communication systems mean that children are confident, settle

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provision

quickly and with ease in the different environments they experience.

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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 EY299695 Local authority Dorset Inspection number 917864 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 4 Number of children on roll 5

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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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