Childminder in Hampshire

Inspection date

Previous inspection date 16/07/2013 Not Applicable

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early years provision

This inspection: 2 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 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 Partnerships with parents are working effectively to provide a shared approach to helping children make good progress.  Children develop skills for school life such as making friendships and gaining positive self-esteem and confidence.  The childminder has a positive attitude to extending her professional qualifications in order to maintain high standards.  There is good support to developing children's interest in literacy with an attractive display of books and many laminated signs and pictures at child height.

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It is not yet outstanding because

 Although children enjoy playing outdoors there are few activities to encourage their curiosity about nature, such as caring for growing things.

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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 home and garden.  The inspector had discussions with the childminder at appropriate times.  The inspector took into account feedback from parents.

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Inspection activities

 The inspector sampled a range of documentation including children's records, safeguarding procedures and policies.

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Information about the setting

The childminder registered in 2013. She lives with her husband and three school age children near to the village of Benson, Oxfordshire. The home is within easy travelling distance of nurseries and schools. The ground floor of the home is used for childminding and there is an enclosed garden for outdoor play. The family has a cat. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She currently cares for two children in the early years age range and five older children. The childminder has a recognised qualification in childcare.

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

 extend children's curiosity and understanding of the natural world by offering a stimulating range of activities.

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who attend

Children make good progress because the childminder is attentive to their individual needs. Children are confident at choosing activities and they are gaining a positive attitude to learning. They concentrate when they work out how to switch on toys and press buttons to make sounds. The childminder extends their learning effectively as she asks questions and encourages them to work out problems. There is a good emphasis on developing children's awareness of early mathematics. They enjoy sorting bricks by colour and building them carefully into a tower. The childminder uses play situations like this to introduce children to counting.

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who attend

The childminder monitors the children's development on a regular basis. She makes thoughtful observations of what they achieve and she tracks their progress to identify any gaps. The childminder uses the information she collects to plan how to help children make further progress. She is effective at sharing with parents so that all are working together to help children move on with their development. Parents praise the childminder for her approach to joint working. They feel well informed about their child's development and included in plans to support learning.

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who attend

Children like to play actively outdoors and are keen to go out when the childminder opens up the patio doors. They use a good range of resources, such as a large sand pit and water tray. There is plenty of room for a number of children to play happily alongside each other without becoming frustrated. Children use their imagination as they mend a workbench with toy drills and hammers. They notice changes as they stir together flour, water and food colouring to make soft dough. Children are developing encouraging skills for future learning, such as curiosity about what is happening. The childminder offers some outings, to a ballpark or local playground, to provide children with an awareness of their community. However, there are few activities on offer at present to develop children's awareness of nature. For example, they do not take part in caring for flowers, herbs or vegetables in the garden.

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who attend

Children frequently select books from the tempting selection within their reach. They share singing times and the childminder makes use of soft toys to encourage children to participate. Children like using the good range of musical instruments as they explore how to make sounds using different actions. The childminder provides good support to language development. She speaks clearly to the children and she works closely with parents to help children make good progress in this area. Children use their growing control and coordination to experiment with paintbrushes and crayons. The childminder has resources like a white board ready to place in the garden to extend mark making outdoors.

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

Children appear settled and comfortable with the childminder. They readily go to her for comfort, if they have an occasional accident, for example. The childminder has a good rapport with the children and makes them feel welcome. She displays a notice asking 'Who is here today?' with laminated cards to show the children's names. This simple activity boosts children's self-esteem and encourages them to recognise their names in print. Children receive effective guidance to help them develop good social skills in preparation for when they start school. The childminder offers frequent praise for positive actions like sharing. She introduces games that require cooperation, for example as children roll a ball to each other. When it is time to go home children spontaneously give each other a hug and say goodbye with no prompting from the adults.

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

Overall, the childminder is building a good selection of resources for use in the home and garden. She includes the children in deciding which new items they would like. Children also play an active role in selecting favourites from the garden shed for outdoor play. The childminder uses her previous experience of working in a nursery to set out resources so children can develop independence. She displays colourful posters to catch the children's interest, such as a variety of jobs people do in the community. The childminder ensures resources reflect diversity in a positive way and is not discriminatory. She includes, for example, musical instruments from a variety of cultures to help children learn about backgrounds different to their own.

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

Children follow familiar routines that help them stay healthy and safe. The childminder follows careful hygiene practices when changing nappies and encourages children to use paper towels for hand drying to prevent cross infection. The childminder explains why some actions are not safe, such as climbing on a chair, so children gain an understanding. Children make healthy choices at snack time as they sit together to eat their crackers, cheese and grapes. They take on plenty of extra drinks during hot weather and cooperate with the need for sun cream and sun hats. The childminder has a good knowledge of the children in her care. She communicates well with parents so that she is aware of individual routines for daytime rest. The childminder does not currently care for children in the early years age range who attend other settings. However, she makes daily trips to the local primary school and has a good understanding of how to develop partnerships with school

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provision

The childminder provides a welcoming home to children and parents. She undertakes daily risk assessments to minimise hazards to children to help them play safely. The childminder records safety related issues like fire evacuation practices and smoke detector checks. The childminder has completed a specialist level training in safeguarding and she is aware of the steps to take if she has concerns for a child's welfare. The childminder responds quickly to suggestions for improvement from other agencies, such as environmental health. She keeps an additional small refrigerator just to store food for the children she minds and she completes training in food hygiene. The childminder shares her sickness policy with parents and she displays information about common childhood illnesses so everyone is aware of current guidelines. She has a good understanding of the safeguarding and welfare requirements.

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provision

The childminder has a positive attitude to improvement. She has clear plans for her own professional development, with a good record of attendance at training. The childminder chooses courses that equip her with a better understanding of how to keep children healthy and safe. She is also following a vocational qualification to underpin her knowledge of how to support children's learning more effectively. The childminder makes good use of her previous work experience in a nursery. She adapts ideas of good practice to her home environment to help children develop useful skills for the move to school life.

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provision

The childminder establishes successful partnerships with parents. She communicates effectively with them and provides encouraging ideas to support children's development. Parents write positive comments about the childminder, noticing that 'children are well cared for both physically and emotionally'. The childminder knows that there is a requirement to write progress checks for two-year-olds in her care. She already tracks children's development across all areas of learning and she writes perceptive observations of what they are achieving. The childminder shares this information with parents who add their comments about children's progress. As a result, all the adults are working together effectively to support the children. When children require support from other professionals, the childminder follows any practical advice to help narrow any gaps.

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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 EY455303 Local authority Oxfordshire Inspection number 903258 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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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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