Childminder in Bournemouth, Christchurch and Poole

Inspection date

Previous inspection date 25/09/2013 18/03/2009

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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

 The childminder works well with her co-childminders, providing a safe, welcoming and homely environment.  The childminder plans a broad range of activities, both in the home and on outings, which promote children's learning through play and everyday experiences according to their interests.  The childminder helps children develop a positive attitude to people's differences.  Overall, the childminder uses a clear assessment system, which she uses effectively to help children make good progress in their learning and development.  Positive partnerships with parents and other professionals enable the childminder to meet children's individual needs well.

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It is not yet outstanding because

 The childminder does not consistently seek detailed information when children begin to attend, about their activities and development at home, to enable her to fully plan for their progress from the very start.

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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's activities in the home and garden.  The inspector spoke to the childminder about children's activities.  The inspector sampled documentation, which included children's progress records.  The inspector took into account parents' views supplied by letter.

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Information about the setting

The childminder registered in 2005. She lives in a bungalow in the Queens Park area of Bournemouth, Dorset. The childminder works alongside two other registered childminders from this address. All areas within the childminder's home are used for childminding purposes. Accommodation comprises a lounge-dining room, kitchen, bedrooms and toilet facilities. There is a fully enclosed garden available for outside play, accessed by a flight of steps.

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Information about the setting

The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. There are currently 26 children on roll, of whom 15 are in the early years age range. The childminder also cares for children over eight years of age. The childminding service offers care seven days a week, including overnight care. The childminder is a member of a local quality assurance scheme. The childminder has a qualification at level 3 in home-based childcare.

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

 strengthen systems to assess children's starting points by requesting more detailed information from parents about their children's skills, learning and activities at home, when they begin to attend.

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who attend

Children enjoy the time they spend with the childminder and her co-childminders. The childminder provides a warm, welcoming and stimulating environment where children settle quickly. They use a good range of toys and resources that are well organised so that children can select for themselves. The childminder gets to know children well as individuals and plans a broad range of activities linked to their interests and stage of development. The childminder promotes children's language well. She talks with them as they play, posing problems to help them think and recall. She introduces new words through conversation during everyday activities, such as talking about the 'segments' of an orange at snack time. The childminder uses sign language and gestures to help young children, or those who are learning English as an additional language, understand and communicate. The childminder provides a good range of books for children to choose

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who attend

independently. She reads stories and sings songs to them, individually or in a group. From a young age, children like to join in with familiar words or actions. Older children enjoy making up songs and games with numerals and letter sounds. The childminder supplies real objects to extend children's understanding of numbers and initial sounds. Regular trips to the library enable children to listen to stories in a different environment and be involved in the borrowing process, which includes using modern technology. All this promotes children's language and keen interest in books.

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who attend

The childminder ensures that children's days include a wide range of outings where they meet other people, use alternative play equipment and explore their local environment. For example, she plans nature walks in the woods or park. The childminder encourages children's interest in nature as they notice differences in the leaves and trees as seasons change. Children like to collect natural items, which they investigate or use to create pictures and designs. The childminder involves children in the complete process for preparing meals. They go with her to the shop to select fruit and vegetables, counting items and learning about a variety of foods. The childminder encourages their practical skills as they use tools to peel and chop vegetables before cooking, noticing the change in them when heated. The childminder teaches children the importance of recycling and composting, which they use when they grow their own vegetables in the garden. These

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who attend

real life experiences help children develop knowledge and skills for the future.

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who attend

Overall, the childminder completes clear observation records for each child, which she uses effectively to assess children's development and plan the next steps in their learning. As a result, children make good overall progress in their learning and development. The childminder seeks information from parents about their children's routines, likes, dislikes, health and family, which enables her to meet their care needs well from the start. However, she does not consistently seek details about children's learning at home when they begin to attend. Therefore, she does not always have this information to plot their starting points and plan for their progress straight away. The childminder has a clear understanding of her responsibility to carry out progress checks for children aged between two and three years.

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

Children are happy and settled in the care of the childminder and her co-childminders. The childminder seeks information from parents to enable her to follow young children's routines, including sleep and eating patterns. This contributes to children's smooth move from home to the childminding setting and helps them feel secure. Children develop a strong sense of belonging. The childminder acknowledges and celebrates birthdays to make children feel special on their day. She displays many photographs of the children in her home, and encourages them to look through their 'Learning Journals' that include family photos. This encourages children to talk about their home life and develops their sense of identity. The childminder helps children develop a positive attitude to people's differences. She provides a good range of toys and resources that reflect diversity and plans activities to help children understand how different people live. For example, as part

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

of a project to raise money for the homeless, she helps children understand about different ways of living and helping others. Children behave well. They know what the childminder expects through familiar routines and clear explanations. She offers targeted praise for their efforts and achievements, so that they know what they have done well. This helps to boost children's self-esteem and confidence. The childminder reminds children about safe ways to move around, for example being wary of walking in front of swings. She teaches them safe ways to cross roads by looking and listening for traffic, and involves them in practising the emergency evacuation procedure from her home. This all raises children's good awareness of how to stay safe.

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

The childminder promotes children's healthy lifestyles well. She provides daily opportunities for fresh air and exercise. Garden play and outings to play parks enable children to use challenging apparatus, such as climbing frames, slides and swings to develop their physical skills. Children are learning good routines to manage their personal hygiene. The childminder encourages children to wash their hands thoroughly after using the toilet and before handling food. Children make choices from healthy options at meal times. For example, the childminder offers children a choice of fresh fruit and bread sticks at snack times. She provides a cooked lunch, and snack tea in the afternoon. Children who stay later are offered a hot meal early in the evening. All meals are nutritious and include fresh fruit or vegetables. The childminder promotes children's independence skills for the future, such as helping to prepare their food and pouring their own drinks. Children are

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

becoming increasingly independent in managing their own clothes. For example, the childminder allows them time to practise skill with fasteners; she teaches them 'right' and 'left' when putting on shoes and boots. The childminder provides a stimulating environment with a good range of toys and resources. She thoughtfully arranges play equipment so that children can choose for themselves, labelling resources with words and pictures.

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provision

The childminder and her co-childminders work well together as a team. They communicate effectively so that they supervise the children to keep them safe and meet their individual needs well. The childminder implements clear policies and procedures that promote children's safety and welfare. She completes detailed risk assessments to help provide a safe environment for children, both at the home and on outings. This includes monitoring accident records to help identify any patterns, to enable her to take the appropriate action to improve children's safety and welfare. The childminder has a good understanding of how to safeguard children, which includes recognising signs and symptoms that would cause concern about a child in her care. She has a clear understanding about her responsibilities in following correct procedures to help protect children from harm. The childminder keeps the legally required records, which she

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provision

completes clearly and stores confidentially. She has a good understanding about how children learn through play and real experiences. A clear assessment system gives the childminder an overview of children's progress, which helps her to identify any gaps in their learning.

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provision

Overall, the childminder promotes effective partnerships with parents. She supplies clear information about her setting, which includes written policies, and a wealth of displays in her home. The childminder encourages daily exchanges of verbal information in order to meet children's individual needs well. She provides an information board in the entrance hall, which includes details of children's activities and meals they have had. Parents appreciate the professional and flexible service, where the childminders are calm and patient. They say that their children are happy, well-fed and excited about the time they spend at the setting. Parents praise the good range of outings and learning experiences the childminder offers. The childminder has a good understanding of the importance of sharing information with other practitioners when children attend other early years settings. She encourages the sharing of information with all connected professionals to

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provision

develop communication to support consistency in meeting every child's all round needs.

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provision

The childminder has successfully addressed the recommendation from the last inspection, which has improved aspects of children's safety and learning. She evaluates her provision effectively through ongoing reflective practice in discussion with her co-childminders. She includes the views of parents and children. For example, the childminders take note when children say 'it would be nice to have?.' and plan activities or new equipment accordingly. The childminder identifies clear areas for development, such as reviewing the storage of art materials to extend children's opportunities to express their creative ideas spontaneously. The childminder keeps up to date with changes and improves her knowledge through training courses, and seeking online information. All this helps to continue to develop children's learning experiences well.

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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 EY298825 Local authority Bournemouth Inspection number 933547 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 26

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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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