Childminder in Dorset

Inspection date

Previous inspection date 01/10/2013 27/04/2009

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early years provision

This inspection: 1 Previous inspection: 1 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 1 The effectiveness of the leadership and management of the early years provision 1

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This provision is outstanding

 Children have a very strong attachment with the childminder. They are extremely happy, confident and settled under the childminder's highly supportive, nurturing and sensitive care.  Children play and learn in a highly enabling environment that allows them to explore safely with interest, enthusiasm and excitement.  Excellent planning, observation and assessment systems means that all activities specifically target the children's individual learning needs. This helps them make rapid progress in their learning and development.  Children have excellent opportunities to explore and investigate, especially outdoors.  Extremely successful systems are in place to work with parents and other professionals to provide children with consistent and challenging learning experiences.  Children are at the centre of everything the childminder does. Her highly positive, nurturing and enthusiastic attitude and approach benefits children's learning and their

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This provision is outstanding

own attitude greatly, meaning they are highly active and independent learners.

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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 and garden.  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 documentation, including policies and procedures, self-evaluation and the children's records.  The inspector took into account the written and verbal feedback from parents.

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Information about the setting

The childminder registered in 2005. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and adult son in Blandford Forum, Dorset. All areas of the home are available for childminding purposes, with a living room, dining room, playroom, kitchen and downstairs cloakroom used as the main accommodation. There is an enclosed back garden available for outside play. The family has goldfish and two cats as pets.

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Information about the setting

There are currently 11 children attending, five of whom are in the early years age range and all attend on a part-time basis. The childminder also cares for children over the age of eight. The childminder receives the government funding for the provision of free early education for two-, three- and four-year-olds. She supports children with special educational needs and/or disabilities. The childminder has a National Vocational Qualification level 3 in childcare and education.

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

 explore further ways to enhance children's awareness of print in the environment.

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who attend

The childminder is highly accomplished in the support she offers so that all children achieve, regardless of their starting points and individual needs. She has extremely high expectations of them, and provides exceptional educational programmes for all children, taking account of their individual learning needs and developmental stages. The childminder's extensive childcare experience and high aspirations means that all children make excellent progress based on their starting points. Highly effective planning, observation and assessment systems allows the childminder to plan targeted activities specifically aimed at children's interests and next steps of learning. The views, opinions and wishes of parents and other professionals ensure that all those involved in the children's lives, contribute positively towards goals and children's achievements. The childminder displays her planning in the hallway for parents and older children to see and

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who attend

add their own ideas. The childminder supports this with daily and weekly plans that identify specific activities, resources and outings within the community. This means children experience a broad and interesting curriculum that has breadth and depth across all areas of learning, and incorporates their individual learning needs. There are excellent tracking systems in place that allow the childminder to identify any potential gaps in children's learning and take timely action to address this. Children enjoy looking at their own learning records. They talk with excitement about what they see and remember from the photographs. Highly accurate and precise records, linked to a recognised development framework, include photographs and written observations of children's learning and achievements. This enables the childminder to monitor children's learning and identify key next steps that are unique to them. Parents make a highly positive contribution to their

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who attend

child's learning journey. The childminder gathers excellent information about children's starting points, learning needs, routines, likes, dislikes, interests and next steps from parents. This allows her to plan targeted and focused activities when children first start with her, meaning children settle with ease. Extremely high quality summary assessments provide an overview of children's achievements and learning needs every couple of months. Parents contribute towards these, sharing learning from home, and ideas of what they can provide to support the next steps. These highly successful strategies mean that all children are extremely motivated, independent and active learners who are prepared exceptionally well for the next stage of their learning, for example, preschool and school.

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who attend

The childminder is highly motivating, stimulating and attentive to the children in her care. She provides them with excellent opportunities to follow their own ideas, seek out their own play, as well as engage in planned group activities initiated by the childminder. The childminder bases all activities and ideas for play around the children's interests and next steps for learning. This means children are exceptionally motivated and independent learners, confident to explore and investigate. The childminder supports all areas of learning exceptionally well. She uses clear questioning and instructions to help children think things through and problem solve. For example, when returning from a walk, children identify whether the sticks they collect will fit in the bin. They identify they are 'too big' and take appropriate action to 'snap' them to make them fit. When playing with train sets, children talk about the trains going 'backwards' and 'forwards' and which

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who attend

directional change is needed to avoid a 'crash'. When singing rhymes and action songs, children join in enthusiastically. They identify how many leaves on a tree, and complete simple calculation by identifying how many remain when they take one away. Children enjoy books and help themselves, finding a cosy corner in which to settle. They recognise some letters, and sounds of their own and others' names from the labels on the hand towels. However, the childminder does not always provide enough opportunities to fully promote children's awareness of literacy in the environment.

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who attend

Children thoroughly enjoy and benefit from playing outdoors in the inspiring and highly stimulating garden. They independently access magnifying glasses, bug pots, binoculars and 'bug hunt' charts and pens to identify what they find. They lift logs in the garden and talk about what they see with extremely high levels of interest and curiosity. They make marks on their chart to show they have found spiders, ants, millipedes, woodlice and slugs. They talk about the size, colour and speed at which they move. Children climb large scale climbing equipment and trees with care and determination under the childminder's highly encouraging and supportive supervision. She encourages them to take safe risks as they climb, helping them to recognise their own safety limits. This helps children gain excellent control and coordination of their bodies. Exceptional use of labelling with hand signals helps children to learn which climbing equipment they will need supervision for, to

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who attend

help them recognise potential dangers in their play. When outdoors, children enjoy painting on a large perspex sheet. They experiment with balls and drainpipes to explore the effects, speed and direction the balls travel. They chatter happily, keen to share their thoughts, needs and ideas, positively adding to discussions and conversations.

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

Children have extremely strong emotional attachments and friendships with the childminder and other children attending. They show consistently high levels of self- confidence, self-esteem and independence as they move around the different play environments, initiating and engaging in their own play ideas. The childminder is highly supportive, nurturing and sensitive in her care and attention. Her extremely positive approach and enthusiasm means that children are fully engaged in their learning and have strong personal, social and emotional skills. They play harmoniously with others, negotiating as they show their understanding to share, take turns and consider others. The childminder reinforces this gently by helping the children to recognise and accept the impact of their behaviour on others. The childminder's fully inclusive attitude and enabling environment means that all children feel highly valued and welcome. They independently

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

access a wide and varied range of highly stimulating activities and resources to support all areas of learning and their interests. The childminder's expert knowledge of how children learn, allows her to introduce and engage children to new experiences by using their individual interests. For example, for boys keen on trains, the childminder introduces mark-making activities for them to use tools to draw pictures of trains. She extends their language and vocabulary skilfully by using words relative to their interest, so that children talk about trains 'derailing'. Children are highly accepting of the differences they see amongst themselves and in the local community. The childminder has an excellent range of resources that positively raise children's awareness of difference and diversity. Her fully inclusive ethos means that children learn that we are all equal, and play, think and achieve in different ways

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

The childminder provides children with very clear and positive messages about keeping themselves safe and making healthy choices. When out on walks, children learn to carry sticks they find with care and caution, so they do not injure themselves or others. They show a heightened awareness of the need to stop at the curb and look for traffic to determine whether it is safe to cross the road with the childminder. During daily routines, children recognise and discuss the potential hazards of using sharp knives at snack time, and why they should tidy up to make clear space on the floor. This shows children have a very strong awareness and understanding of why safety is important, and the rules they must follow to keep themselves and others safe. Mealtimes are social occasions, where children chatter happily. They talk about foods they enjoy and recent baking activities. The childminder makes excellent use of this time to encourage the children to talk about

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

their own families and personal experiences. This leads to interesting conversations and questions about who is a mummy. Discussions help children to problem solve and identify who the childminder is a mummy to, as they recognise she is not theirs! Children thoroughly enjoy healthy foods. They are keen to try new flavours of fruit and cheese. The childminder works closely with parents to ensure that children receive consistent messages about healthy foods to help them make healthy choices as they get older. This extremely positive approach to eating and mealtimes means that children embrace new experiences and foods with interest. Children greatly benefit from the daily opportunities to play outdoors and be physically active. They enjoy local walks, exploring nature in detail, and using large-scale equipment that challenge their physical skills, control and coordination. They hang, climb, swing, slide and run around using the resources and

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

equipment confidently and safely, and expertly negotiate the space and obstacles.

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provision

The childminder has an excellent knowledge and understanding of the learning and development, and safeguarding and welfare requirements of the Statutory framework for the Early Years Foundation Stage. She has exceptionally high expectations of herself to ensure that she offers a first class service to local children and families. The childminder uses highly effective systems to monitor the success and impact of her educational programme and how she promotes children's well-being. Sharply focused and highly successful self-evaluation enables the childminder to identify and build on her strengths, and identify areas to develop that have the biggest impact. The childminder attends regular training and uses this to help identify and enhance aspects of children's learning experiences. For example, she has high handles on ropes for children to swing from to increase their upper body strength., She extends opportunities for painting and mark

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provision

making when outdoors, and is developing a mud kitchen outdoors. The childminder seeks regular feedback from parents and the older children that attend through questionnaires. This allows her to adapt her practices to take on board suggestions to further enhance the children's and parents experiences. Children report that they love the range of activities, especially baking. This securely demonstrates the childminder's strong commitment to drive highly effective improvements and maintain the excellent levels of quality.

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provision

There are exceptional systems in place for working together with parents and other professionals involved in the children's lives. The childminder goes above and beyond expectations to ensure that parents feel highly valued, welcomed and supported. Their views are an important factor in the decisions made about their child's welfare and learning needs. The childminder provides parents with information and detail about support networks, practices and professionals to ensure families thrive. Parents report they greatly value the different communication methods the childminder uses to include and up-date them about their children's needs. She uses texts, emails, daily diaries, telephone calls and face-to-face discussions, tailored to meet each family's circumstances and preferences. Parents report the children love the wide range of excellent creative activities offered. They are extremely grateful for the childminder's commitment to their

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provision

children's learning needs, especially those with additional needs. They feel extremely well involved, valued and clear about their children's learning experiences and next steps, meaning any concerns are handled with ease and little fuss.

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provision

The childminder is extremely professional and acutely focused on the children's learning needs and experiences. The childminder prioritises children's safety and well-being, making hem the centre of all that she does. This means children independently explore and investigate in an extremely safe and stimulating environment under excellent levels of supervision. The childminder uses highly effective risk assessments to ensure all areas of her home, garden and local outings are safe for use. Regular refection and monitoring of this ensures she can adapt and change her environment and practices to meet children's ongoing and changing needs. The childminder has a secure and thorough knowledge of child protection issues and the correct procedures to follow should she have a concern about a child in her care.

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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 EY312578 Local authority Dorset Inspection number 827200 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 11

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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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