Childminder in North SomersetOfsted inspection, 25 Sept 2013

Inspection date

Previous inspection date 25/09/2013 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

 Children benefit greatly from the rich and varied experiences across the areas of learning.  The childminder works cohesively with parents to ensure that she meets childen's individual needs, in particular to promote their independence in self-help skills.  Children enjoy a stimulating and nurturing learning environment, both inside and outdoors.  The childminder has high regard for children's safety on outings and ensures she shares consistent practice with her assistant.

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It is not yet outstanding because

 Although the childminder develops children's communication skills well, she does not always give them time to answer her questions or encourage them to solve problems for themselves .  The childminder does not always give children time to answer her questions or encourage them to solve problems for themselves.

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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 children and the childminder's interactions both inside and outdoors.  The inspector accompanied the childminder on a walk.

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Inspection activities

 The inspector spoke to parents, children, assistant and childminder at convenient times.

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Inspection activities

 The inspector viewed a sample of documentation including children's learning diaries, communication books, policies and procedures.

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Information about the setting

The childminder registered in 2013. She cares for children from her co-childminder's property with her assistant. The co- childminder lives with her husband, and her four children in Dolberrow near Churchill, North Somerset. All areas of the property are used for childminding. There are three enclosed areas of the garden for outside play.

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Information about the setting

The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. There are currently 24 children on roll; of which, 18 are in the early years age range. The childminder supports children learning English as an additional language. The childminder holds an early years qualification at level 3.

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

 develop children's communication skills further by giving them time to think before responding and to resolve problems independently.

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who attend

Children benefit greatly from a well-organised learning environment. There are good systems in place to plan an exciting range of experiences for the children. The childminder has good knowledge of children's interests, especially her key children. She completes detailed observations of their engagement in activities productively. She uses her knowledge effectively to reflect on children's progress and develop individualised planning to challenge children further. Parents' comment positively on the 'busy, creative and fun days' their children enjoy. The childminder routinely assesses children's development, identifying their next steps in learning accurately, which helps them to make good progress.

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who attend

The childminder supports children's choices well as they select favourite books, relating to their current interests, to share. Children handle books carefully, use accurate vocabulary to describe what they see and compare the story to their own experiences. Children use descriptive language well, such as commenting on the bear's 'sharp claws'. The childminder is good at engaging with the children and asking them questions. However, she sometimes answers for the children not giving them time to think and respond.

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who attend

The childminder interacts with the children well to promote their language and communication skills. For example, when playing in the sand and pebble mixture the childminder questions the children helping them to compare differences. They talk about the colours of the tractors and she explains what they are building. Children use tools purposefully and explain 'I'm making a hole for the digger'. The childminder asks whether it is big enough. Therefore, successfully introducing them to mathematical language and encouraging them to develop their ideas. Children are confident to ask questions themselves, such as 'why do the cows need feeding'. The childminder clearly explains to the children that animals need food just like they do to help them grow.

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who attend

There is good support for children learning English as an additional language. The childminder takes time to get to know the children, learning keywords to help them in their next stage of learning. The childminder provides resources to reflect children's backgrounds, such as favourite stories in their home language. There are good opportunities for children to get to know each other and become aware of routines. For example, children sit together at the beginning of the day to learn each other's names as they sing the 'hello song'. Children participate enthusiastically in familiar songs using their fingers to represent the number of ducks that are left.

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who attend

Parents are actively involved from the beginning. They share routines and interests with the childminder during the flexible settling in period both verbally and through a detailed induction plan. Parents are beginning to be more readily involved in initial observations during the first months that children attend. They provide the childminder with key information on children's achievements at home so that it can be included in future planning.

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

Children confidently enter the homely environment, happily selecting from an abundant range of high-quality toys and resources. Children are encouraged to make decisions about their play selecting toys that are in easy reach in labelled containers. The childminder has worked closely with the co-childminder and assistants to provide a nurturing and stimulating learning environment that meet children's individual needs. The childminder has good knowledge of children's interests and uses displays effectively to acknowledge and respect children's individuality.

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

Generally, children develop good skills for their future learning. The childminder offers simple choices for example, 'should we have a story or our snack first?' The childminder listens to the children's decisions. When children are dissatisfied with this decision the childminder suggests reading the story while they have snack as a compromise. However, she does not encourage children to resolve the problem independently listening to their ideas. This does not fully support children's communication skills at all times.

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

Mealtimes are a sociable time as all children sit together. Children enjoy healthy and nutritious snacks and meals prepared in a scrupulously clean kitchen. Children's independence skills are encouraged. For example, children pour their own drinks and make decisions about whether they would like the lid on or off their cups. This promotes skills for future learning well. The childminder works closely with parents to ensure consistency in home routines. For example, the childminder works in partnership with parents to promote potty training. She provides children with consistent reminders and supporting their development effectively.

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

There are very good systems in place to ensure children's safety on outings. The assistant prepares an outing's bag, which includes all items that they will need for their journey. The childminder reinforces children's understanding of expectations. For example, she reminds them to listen and watch for cars so that they learn about how to keep themselves safe. Appropriate equipment, such as walking reins, supports children's safety further. The childminder engages with the children consistently talking about the importance of exercise and inviting them to comment on what they see.

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provision

The childminder and her assistant have good knowledge of the safeguarding and welfare requirements of the Statuary Framework for the Early Years Foundation Stage. The childminder underpins her practice with detailed policies and procedures, which she shares with parents. Knowledgeable adults effectively implement these. The childminder has effective systems in place to enable suitable assistants to work directly with the children. The childminder and her assistants have good understanding of child protection issues and their responsibility to report any concerns about the child. The childminder ensures that training is ongoing and that she regularly reviews the policy to maintain good practice.

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provision

Parents receive a wealth of information about the setting. The childminder ensures that parents receive regular information about their child's achievements. For example, she readily shares learning diaries and completes detailed daily communication books. Parents comment positively about the provision, such as how their children are 'happy, secure and confident'. There is a strong focus on sharing information with other early year's settings to maintain continuity in children's care, learning and development. For example, the childminder would visit the other setting and discuss children's next steps and routines with the key person.

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provision

The childminder uses self-evaluation tools effectively to monitor the provision. Currently, she is using the local authority's quality improvement plan to develop accurate action plans to drive improvement. To maintain consistency in practice the childminder and her assistants meet regularly to share good practice and she attends local cluster meetings. There are rigorous systems in place to monitor planning and assessment arrangements in partnership with her co-childminder and assistants. Therefore, children make good progress in their learning and development.

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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 EY459050 Local authority North Somerset Inspection number 908244 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 24

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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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