Childminder, Out-of school day care in Gloucestershire

Inspection date

Previous inspection date 02/05/2013 01/03/2012

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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 happy, confident and demonstrate they feel safe and secure in the childminder's care.  The childminder includes all children well and offers good communication and language support for children who are learning to speak English as an additional language.  The childminder effectively meets the safeguarding and welfare requirements, and as a result she supports children's well being and meets their needs well.  Partnerships with both parents and other professionals are effective and the childminder regularly shares information with them.

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It is not yet outstanding because

 Although, the childminder has carried out regular evacuations of the premises, she has not fully included children who are learning English as an additional language in this process.  The childminder does not keep to a consistent routine about where younger children sit to eat, so they know what to expect and can feel as secure as possible.

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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 childminder's home and in the garden.  The inspector had discussions with the childminder and children.

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Inspection activities

 The inspector sampled a range of documentation including children's records, safeguarding procedures, risk assessments, enhanced disclosures issued by the Criminal Records Bureau and written policies and procedures.

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Information about the setting

The childminder registered in 2007. She lives with her partner and their school age child in a three-bedroom end of terrace house in the St. Paul's area of Cheltenham in Gloucestershire. The whole of the house is available for childminding, but all play takes place in the separate playroom on the ground floor. There is an enclosed rear garden for outside play. Local amenities nearby include shops, schools, playgroups and parks. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder has six children on roll, of whom three are in the early years age group.

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

 strengthen opportunities for children who are learning English as an additional language to understand about procedures to follow in the event of an emergency evacuation and practise these regularly to help them understand about how to keep themselves safe

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

 provide greater consistency around meal time routines, so that children know what to expect and can feel as secure as possible.

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who attend

Children are progressing well in all areas of learning and development relative to their starting points. Through clear, detailed observations the childminder is able to assess the stages where children are in their learning and plan for their next steps. Children who are learning to speak English as an additional language have settled quickly. They are beginning to develop an understanding of the English language through the clear way the childminder talks and communicates with the children. The childminder uses books and signs to help the children understand what comes next in the daily routine. She speaks constantly to the children as they play and interact with each other, which effectively promotes their language development. However, the childminder has not fully considered how to ensure that children who are learning English as an additional language understand the procedures to follow in the event of an emergency evacuation. This has an

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who attend

impact on their well-being. The childminder is patient and calm with the children and they respond with good behaviour. Children enjoy looking at books alone or with the childminder. They are able to access books easily to support their early literacy development. Children are happy, confident and demonstrate they are comfortable in their surroundings. They freely access resources and are able to request that the childminder gets out any toys they cannot reach, such as a farm. The childminder gets this out and the children enjoy playing with this together with her. They talk about the animals, where they live and what sounds they make, extending their understanding of living things.

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who attend

Children learn to share and take turns and the older children show care and concern for the younger ones. For example, the older children make sure the younger ones are able to get their drinks at the same time they have theirs. Children enjoy craft activities and exploring different textures. The childminder sits close by them ready to offer help when required. The children enjoy sticking different shaped pieces on their paper. They talk with the childminder about what the shapes are, where the childminder bought them from and what colours they are. The childminder allows younger children to explore the texture of glue, and how it flows from the spreader on to the paper. The children enjoy developing early writing skills in the garden. They enjoy using chalk to draw on the path and fences in the garden. They draw flowers and caterpillars and talk about what they have seen in the garden.

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who attend

Children are beginning to learn about counting and the younger children follow the older ones down the slide, counting the steps as they go down them. Children are beginning to learn about the natural world around them. For example, during garden play, children ask about the sorts of flowers there are in the garden. The childminder tells them the names of the flowers and they talk about the colours and how tall the plants are. The childminder extends the children's learning by talking about how long the flowers last and why they are turning brown, when the children ask.

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who attend

Children enjoy helping clear up and understand that the table needs to be wiped before they can eat. The children get a dustpan and brush and enjoy sweeping the floor, proudly telling the childminder they are helping. The childminder is providing children with the experiences, attitudes and skills to help them prepare for the next stages of learning, for example, to school.

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

Younger children have settled quickly in the childminder's care. They demonstrate they feel safe and secure as they play. Children are eager to learn and enjoy being at the childminder's home. The childminder is sensitive to children's individual needs and meets them well. She offers good support to children who learn English as an additional language, through speaking to the children constantly about what they are doing and what is happening next. She obtains key words in the child's home language, from the internet and parents, so she is able to understand what they are asking for and this helps them feel included and see their home language is valued. Children are beginning to learn about healthy lifestyles. They understand about why they need to wash their hands before eating and after using the toilet. Children use paper hand towels, which helps to prevent the spread of infection. Children enjoy being able to easily

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

access the outside and freely wander between the inside and outside areas as they play. Children are provided with healthy options of food. During snack times, the older children help set the table and give the younger children their drinks. All children sit well at the small table to eat their snack. However, during lunchtime, the childminder sometimes sits the younger child in a highchair rather than at the table with the others as before. This prevents children from learning a consistent routine, in order to help them feel as secure as possible.

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

The childminder shares her time between the children well, and supervises them closely at all times. She is calm, and has a caring approach towards the children. The childminder uses praise and encouragement as she interacts with the children and they respond with good behaviour. She uses distraction techniques well with the younger children, especially those who are not able to vocalise or understand English well. The childminder has started to complete the required progress checks for the children aged between two and three years and to share these with parents. This means she is able to clearly identify in which area children may require further support. Children are developing suitable skills for their future learning and development.

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provision

The childminder has a good understanding of her responsibilities in meeting the safeguarding and welfare requirements to protect children's welfare. She supervises children well and ensures that children are not left on their own with any person who has not been adequately vetted. All adults in the home have enhanced disclosures issued by the Criminal Records Bureau to show they are suitable to be with the children while in the childminder's care. The childminder has clear evacuation procedures in place, which are up on display around the home to help her to safeguard children. She also has detailed risk assessments in place that cover all aspects of the home and any outings that children take part in, to help to ensure she keeps them safe at all times.

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provision

The childminder has a good understanding about her responsibilities in meeting the learning and development requirements. The childminder carries out detailed written observations and assessments on the children in her care. She clearly identifies where they need extra support or extension in their learning and development and shares these details with parents to support consistency of care.

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provision

Partnerships with parents are good. They have access to their children's learning journals and are comfortable to add their comments. Parents receive regular daily information about what their child has done while at the childminder's home. When children start in the childminder's care, their parents receive a welcome pack. This contains all policies, procedures and necessary information so the parents can understand how the childminder cares for their children. The childminder seeks and obtains all required written parental permissions to make sure she cares for each child in line with their parents' wishes. The childminder is developing links with other settings that the children attend, which means that all adults are able to contribute to the children's individual learning and development.

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provision

The childminder demonstrates a drive to improve her practice. She has completed regular evaluation of her practice and is able to identify her strengths and areas to improve. She regularly updates her training and effectively targets areas that will improve the outcomes for 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 EY349177 Local authority Gloucestershire Inspection number 913066 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 6

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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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