Barrows, Kimberly

Inspection date

Previous inspection date 12/11/2013 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 are settled and content as the childminder provides a caring and nurturing environment, promoting children's emotional development effectively.  The childminder completes regular assessments of children's learning and uses these successfully to plan activities to support children's development.  Children make good progress in their communication and language skills due to the childminder's positive interaction and regular modelling of language.  The childminder applies consistent boundaries and clear guidance for children about what is acceptable behaviour. As a result, children are learning to share with others in their play.  The childminder has a clear drive for improvement and uses effective systems of self- evaluation to help her identify areas for further development.

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It is not yet outstanding because

 The garden is not always used fully all year round to enhance children's learning and development  The childminder does not make the most of opportunities to introduce simple mathematics in everyday routines and activities to help develop children's number skills.

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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 indoors and outdoors, and interaction between the childminder and the children during play.

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Inspection activities

 The inspector spoke with the childminder at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at the childminder's documents relating to the Statutory Framework for the Early Years Foundation Stage, including children's assessments.

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Inspection activities

 The inspector took account of the views of parents and carers and of the childminder's self-evaluation of her provision.

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Information about the setting

The childminder registered in 2013. She lives with her husband and young child in a house in Parkstone, Poole, in Dorset. The whole of the property is available to minded children and there is an enclosed rear garden for outdoor play. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. There are currently four children on roll and all are in the early years age group. The family has a pet cat.

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

 provide play activities and experiences in the garden, in all weathers, to enhance children's development all year round

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

 incorporate greater use of mathematical language during all play activities and everyday routines.

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who attend

The childminder has a good understanding of children's individual abilities and stages of development. She gains information about the children's routines, likes and dislikes during children's settling sessions and when parents provide additional details on the 'All about Me' forms. This means that the childminder can support children from the start enabling her to tailor play experiences and activities to children's individual interests. For example, she identified children had a passion for wheeled toys and so she allowed them to play with cars in paint. The childminder provides children with fun and interesting play and learning experiences that promote children's playing and exploring. The childminder uses a secure online system to record children's progress, adding photographs and observations to the individual 'learning journals'. The details are accessible to parents through use of a password and parents are encouraged to become involved and add their own comments.

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who attend

The childminder uses the information she gathers, alongside guidance documents, to help her plan for the next steps in children's learning. As a result, children are making good progress in their learning and development in relation to their starting points.

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who attend

Children develop good skills for their future learning. They show developing confidence and curiosity as they move around and explore their surroundings. The childminder provides play activities to encourage children to use their senses on a daily basis, while having a flexible approach so that children can follow their interests. For example, young children have great fun making noises with the pots and pans and are fascinated by their reflections in the pan lids. The childminder encourages them to look at their reflections and allows them to investigate and experiment. The childminder extends children's learning by organising a music session with instruments and songs. Children smile happily, as they move their bodies, copying and joining in with the actions as they clap their hands together as the childminder sings. This helps support children's physical development as they learn to coordinate their hand movements. Children benefit from the childminder's

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who attend

positive interaction. She talks continually with the children to stimulate early conversations, and young children babble and vocalise in response. As children explore the feel of water and cereal between their fingers, the childminder introduces words, such as 'squiggly', 'splashy' and 'soggy'. This helps develop children's language and communication effectively.

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who attend

Children learn about shape, size and pattern as they concentrate carefully to fit the different shapes in the corresponding holes of the shape sorter. The childminder offers sensitive support and lots of praise to acknowledge the children's achievements. This helps to build children's confidence and self-esteem. However, she does not always introduce number and counting during the activities and in everyday situations to introduce children to number from a young age. Children have regular opportunities to experiment with a variety of mediums and materials. A painting activity is set up on the floor so that it is easily accessible, enabling children to use the brushes, their hands and feet to explore and make marks with the paint. This encourages all children to use their senses through fun and stimulating experiences.

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

Children are happy and settled due to the childminder's calm and caring approach. All children feel valued as the childminder makes sure that each child receives her individual attention. As a result, children build trusting relationships and bond well with the childminder. The childminder liaises closely with parents to enable her to organise her day to take account of children's developing needs. She recognises when some of the children are tired after playing outside and organises lunch earlier so they can go for their sleep. This supports the children's physical health well and makes them feel emotionally secure. Children receive clear and consistent boundaries so they understand what behaviour is unacceptable, such as not to climb on the sofa. The childminder supervises young children well making effective use of distraction with toys to keep them occupied and engaged. She explains to children how they need to share with others and to use their 'kind hands'

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

as they play. The childminder has introduced particular games and toys, such as shape sorters, to help children to learn to take turns and gain awareness of others' feelings.

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

The childminder continually risk assesses her home to make sure that children can move around freely and safely in their play. Daily checks help the childminder to successfully identify and minimise risks to children. Specific equipment provided for babies and young children helps to keep them safe. For example, a highchair and booster seats with secure straps mean that all children can sit safely at the table. A baby monitor is used so the childminder can make sure sleeping children can be heard at all times. The childminder follows effective procedures to help keep children safe when on outings, such as adapting her walking route when road works present hazards to children. All children take part in regular fire drill practises, which helps to raise their awareness of what to do in an emergency evacuation. The childminder promotes the good health of children. She liaises closely with parents to support children's individual medical and dietary needs, making

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

sure she follows any specific procedures. If children require any medication, the childminder obtains written parental consent and keeps a detailed log. This contributes towards keeping children healthy.

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

Overall, the childminder organises her home effectively to support the needs of children. Some resources are easily accessible at child height to allow children to make independent choices about their play. The childminder rotates other resources and makes regular use of a local toy library to offer children a greater variety of play and learning experiences. Children have regular opportunities to be outside so they benefit from the fresh air and exercise. They play in the childminder's garden and go on regular outings around their local community, such as trips to the library. However, the childminder does not make the most of her garden all year round to enrich children's learning experiences and enjoyment.

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provision

The childminder has a good understanding of the Statutory Framework for the Early Years Foundation Stage. She is well organised and uses policies and procedures to help her support children's health and well-being effectively. These are shared with parents so they are informed of her practices. All required records and documentation are well maintained and stored confidentially. The childminder is clear of her responsibility to provide a safe and secure environment for children. She has attended safeguarding training and developed a detailed safeguarding policy. The childminder's secure knowledge of safeguarding issues means that she has a clear understanding of the procedures to follow if she has a concern about children in her care.

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provision

The childminder has a distinct drive for the continuous development of her childminding service. She attends training events to update her knowledge and has recently begun a level 3 Diploma in Childcare qualification. The childminder comments how this has helped her gain a greater understanding of where children are in their development, and how she can support them. Assessment arrangements are effectively in place. These include the completion of the progress check for two-year-old children and enable the childminder to successfully monitor and plan for children's progress. The childminder uses various systems to help her evaluate her practice, including recently sending out questionnaires to gain feedback from parents. She continues to review the play activities to make sure that they are engaging children's interest and helping them make progress. This helps her to reflect on the areas where she can make further improvements.

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provision

The childminder develops positive relationships with parents and others. She is proactive in linking with other early years settings that children attend, for example, she recently visited a nursery to meet with a child's key person. This helps her to provide continuity for children's care, well-being and development. Parents receive comprehensive information about the childminder's provision and her responsibilities. This is through the completion of contracts and a detailed information pack, which includes explanations for parents about the Statutory Framework for the Early Years Foundation Stage. Parents are kept informed about their child's day through the two-way communication diaries, detailing children's sleep time, nappy changes and food eaten. Parents comment positively about 'the really good feedback' they receive from the childminder about what children have done each day.

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provision

The childminder links with her local authority Childcare Development Officer, as well as other childminders, for advice and support to ensure she continues to provide a worthwhile experience for all children.

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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 Requires improvement The provision is not giving children a good standard of early years education and/or there are minor breaches of the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected within twelve months of the date of this inspection. 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

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Grade Judgement Description

the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. 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 EY461384 Local authority Poole Inspection number 917841 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 4

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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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