Sell, Mrs Imogen Victoria Joanne

Inspection date

Previous inspection date 08/10/2013 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 enjoy a wide range of well-planned play experiences, which support their individual learning needs and help them to make good progress.  Good systems are in place to enable regular information sharing between the childminder and parents, which helps to promote consistency and continuity in the support children receive.  The childminder is vigilant about safety and proactive in identifying and minimising risks in her home and when on outings, helping to keep children safe.  Children are happy, settled, feel secure and develop a strong sense of belonging.

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It is not yet outstanding because

 The childminder does not make full use of her garden to extend children's learning experiences in all areas throughout the year.  There are many toys and resources, but some of these are not stored or labelled well enough to enable children to select specific items.

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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 within the childminder's home.

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Inspection activities

 The inspector looked at children's assessment records and planning documents and a sample of welfare records.

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Inspection activities

 The inspector spoke to the childminder and children at appropriate times during the inspection.  The inspector reviewed the provider's self-evaluation record.

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Information about the setting

The childminder registered in 2013. She lives with her husband and two children in Yate, South Gloucestershire. All areas of the childminder's home are available for use, with a lounge, dining room, kitchen and playroom on the ground floor. Toilet and sleep facilities are located on the first floor. Children have access to an enclosed garden for outdoor play. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. There is currently one child on roll who is in the early years age group. The childminder holds a nursery nursing childcare qualification.

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

 make better use of the garden to enhance children's learning experiences in all areas of learning throughout the year.

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

 improve the storage of resources, to enable children to access specific items easily, increasing their independence.

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who attend

Children are happy, settled and interested in the broad range of activities on offer. They relate well to the childminder, enjoying her enthusiastic involvement in their play. The childminder understands children's needs well. Detailed information from parents helps her to plan accurately for children's progress right from the start. Ongoing observations and assessments enable the childminder to carefully monitor children's progress and development and identify any gaps in their learning. The childminder uses this information to plan activities which support children in taking the next steps. This means that all children make good progress and are prepared well for the next stage in their learning. The childminder is fully aware of the requirement to complete a progress check for children aged two years when this becomes necessary.

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who attend

Children are confident communicators. They chatter and babble as they play, rewarded as the childminder listens and shows a keen interest in their individual contributions. Children mimic and copy the language the childminder uses, building their range of vocabulary and extending their confidence and skills. Children show a keen interest in books. They select books from the easily accessible shelving, and sit and browse through them independently. They also enjoy sharing a book with the childminder, naming and discussing the characters in the stories. They are excited as they lift the flaps to find the hidden animals, making the sounds of the animals they see. They join in enthusiastically in discussions about the animals they saw on their outings to the farm and zoo. Children enjoy a wide range of creative and sensory activities. They explore the items in the treasure basket and investigate materials such as jelly, playdough, gloop and custard.

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who attend

Tools such as whisks, spoons and cutters enhance children's learning as they use them to learn about the properties of these different materials. The childminder provides many opportunities for children to engage in role play. A variety of dolls and small world toys are available in the playroom to encourage and stimulate children's imaginations. There is a wide selection of resources, however, some of these are stored in large boxes that contain a range of different items and are not clearly labelled. This means that children are not always able to exactly find the toy they are looking for.

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who attend

Parents receive daily information about events, routines and the activities children have enjoyed. The childminder frequently shares the written learning folders with parents, which include her observations of children and their development. Parents contribute their own observations, thoughts and ideas enabling the childminder to take this into account when planning for children. This means that parents are fully involved and engaged in the children's learning.

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

Children are happy and settle well in this welcoming family home. They feel secure and develop a strong sense of belonging as they look at photographs of themselves displayed at child height. Children form strong bonds with the childminder and her family. Children learn to play well together due to the consistent expectations and boundaries with regards to their behaviour. Children are polite and receive praise and encouragement from the childminder to reinforce their caring behaviour towards others. The childminder encourages them to share and take turns as they play, using discussion and distraction well. The childminder has a good understanding of children's individual needs due to the good relationships she establishes with parents. This means she is able to respect and support children's all round needs well. Children are encouraged to be increasingly independent. For example, they help to spread butter on their malt bread at snack time,

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

and are extending their skills as they use a cup to drink from. After learning from experimenting with jelly the childminder provides more opportunities for children to feed themselves, to support them in building on their self-care skills.

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

The childminder places a high priority on safety and supporting children's well-being. All areas are secure, enabling children to move about freely and safely with appropriate levels of supervision. The childminder constantly thinks ahead to ensure she is well prepared for any eventuality. For example, she has an emergency bag by the door which includes books, warm clothes and drinks. This means that if they had to leave the house in a hurry, she could continue to support children's needs, keeping them safe and comfortable. Children take part in practising the emergency evacuation procedures, which gives them confidence in how to react should an incident occur. The childminder talks to them about safety as they play, such as not to climb on the furniture, helping children to learn about keeping themselves safe. Positive practices followed by the childminder and children help to promote children's health. After washing their hands, children quickly find their own

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

hand towel, identified by a photo and name card. This helps to reduce the risk of cross infection and teaches children positive hygiene routines.

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

The childminder's home is welcoming and provides space for children to move about freely. They enjoy access to a wide range of toys and equipment, including toys and resources that provide positive images of diversity. This helps children to develop a respectful awareness of differences. The garden area offers children opportunities to use physical play equipment such as a trampoline and climbing frame. Children enjoy activities such as water play outside during the summer months. However, the childminder has not fully considered how she can make the best use of the garden to support children's learning in all areas throughout the year, to further support those children who prefer to learn outdoors. Children enjoy outings locally and attend toddler groups to extend their social experiences.

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provision

The childminder has a secure awareness of the Statutory Framework for the Early Years Foundation Stage requirements for both learning and development and safeguarding and welfare. The childminder is keen to increase her skills through attending training and implements new ideas as a result. She has actively sought advice from early years advisors, and more experienced childcare providers, to help her to improve and develop her own practice to benefit the children she is caring for.

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provision

The childminder demonstrates a secure understanding of her role with regards to child protection. She shares her written safeguarding policies, along with all other written policies and procedures, with parents, so they are clear about her responsibilities. The childminder is confident in the procedures to follow should she have any concerns about a child's welfare, helping her to keep children safe. Good use of documentation helps to support children's ongoing welfare. For example, the childminder keeps a record of any visitors to the home and detailed information about any accidents or incidents that may occur.

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provision

Parents enjoy information about routines, activities and events through the daily diary. They are encouraged to share information about events in children's home lives and any progress they are making at home. This helps the childminder to relate well to the children and meet the individual needs of each child and family.

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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 EY460019 Local authority South Gloucestershire Inspection number 911279 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 4 Number of children on roll 1

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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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