Lisa Jayne Daniels

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

 The childminder provides exciting and challenging experiences which help children make good progress in their learning and development  Children flourish in the childminder's care because they feel safe and secure in her care.  The childminder works successfully with parents. This helps her meet children's individual needs well.  The childminder places a clear emphasis on helping children experience a healthy lifestyle and understanding why this is important.

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It is not yet outstanding because

 Play areas are full of resources, which reduces the available floor space for children's games.  The childminder does always offer a wide variety of different materials that babies and older children can freely explore or use in their play.

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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.

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Inspection activities

 The inspector spoke to the childminder and children at appropriate times during the inspection.

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Inspection activities

 The inspector sampled children's records, policies and procedures and regulatory documentation.

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Inspection activities

 The inspector examined questionnaires completed by parents and self-evaluation documents.

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Information about the setting

The childminder registered in 2013. She lives with her partner and pre-school child, in Poole, Dorset. Downstairs forms the main area used for childminding with toilet and sleeping facilities located upstairs. There is a garden available for outside play. The family have a dog. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. There are currently six children under eight years on roll. This includes five children in the early years age group. The childminder also cares for children aged over eight years. 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:

 review the layout of play areas and use space more effectively for children to develop their games and move around more easily

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

 encourage children's curiosity by providing a wider range of natural and creative materials for them to investigate and use in their play.

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who attend

Children flourish because the childminder effectively supports their learning through a good range of challenging activities that they enjoy. The childminder regularly takes children on outings to local pre-school groups where they can socialise with others and experiences different resources. They visit a range of local facilities, including the park and the library. This helps broaden children's experience of the world around them learn new things. The childminder effectively supports young children's emerging language skills. For example, when playing with the ball she describes what she is doing. This provides children with the vocabulary they need to express themselves when ready. The childminder models conversations with babies, reinforcing their attempts at words and sounds by repeating and copying what they say. Children enjoy listening to stories and pointing to what they can see in the pictures. The childminder successfully encourages an

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who attend

enthusiasm for books and stories by reading them well and storing books at low level so that all ages can easily help themselves.

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who attend

The childminder accurately monitors and promotes children's progression. She gathers information from parents when children first attend. This helps her identify what they can do so she can plan their progression from the outset. The childminder continues to observe children and record their achievements in a learning journal, which she shares with parents. The childminder has high expectations for all children and effectively uses her observations to fully support their individual needs. The childminder if fully aware of her responsibility to complete progress checks for children aged between two and three years. She has the guidance and information she needs to complete these successfully.

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who attend

The childminder has a secure knowledge and understanding of the learning and development requirements. She effectively uses this alongside her good knowledge of the children she cares for to provide challenging activities and experiences that they enjoy. This helps them develop the skills they need for future learning and later preparation for school. For example, the childminder puts resources on a low table to encourage children to pull themselves up and explore what is there. Puzzles have chunky pegs so that younger children can grasp them easily and move them around. Battery toys introduce young children to technology and they work out what happens next when they press the buttons. When outside the childminder draws children's attention to the spider she can see and they talk about the leaves on the ground. Children become curious as they try and pick the leaves up and look at them. However, the childminder does not take full

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who attend

advantage of children's interest in leaves by continuing this when they return indoors. The childminder has some craft materials for children to use but not a wide variety of different natural and man-made materials or textures for all ages to examine, investigate and use in their play. Young children enjoy putting their fingers in the sand. The childminder joins in and shows children how they can sprinkle sand by moving their fingers. Overall, children benefit from the enthusiastic and dedicated support they receive from the childminder.

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

Children are extremely settled and comfortable in the childminder's care. She provides them with a secure and nurturing environment where they feel confident to explore and interact with others. Children benefit because the childminder works closely with parents to agree children's care routines and accommodate their individual needs. For example, young children usually sleep in a cot upstairs. However, when this does not work successfully she tries an alternative, such as a buggy, which some children find more reassuring. The childminder displays photographs of children's families at low level, which helps children feel confident and secure. Children like looking at the pictures and pointing to members of their families.

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

The childminder successfully prepares children for the next stage in their learning. She takes them to a variety of pre-school groups, which helps them gain confidence in new environments. There are low level coat hooks and each child has their own drawer. This helps them to become independent and care for themselves when they hang their own coat up and find their own belongings.

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

The good range of resources available supports children's all round development. Most are easily accessible because they are at low level and children can help themselves. However, the playroom is rather full which means there is not much space for children to spread out and develop games on the floor. Likewise, it is not very easy for younger children to practise walking or pushing the baby walker along.

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

Children receive good support from the childminder to help them understand what is expected. She uses effective behaviour management strategies, such as clear and consistent boundaries as well as plenty of praise and encouragement. Consequently, children learn to behave well and understand right from wrong. For example the childminder teaches them to share toys and wash their hands before they have their snack. Children learn about how to stay safe because the childminder explains her safety rules, such as why they need to hold hands when crossing the road.

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

Children learn about a healthy lifestyle with the childminder. They play outside daily whether this is in the garden, at the park or walking the dog. They develop their physical skills well because she continually challenges them. Babies learn to pull themselves up and gain confidence on their feet because there is equipment to hold onto. In the garden young children learn to climb and slide because they receive good support. The childminder provides a positive role model to children because she involves herself in their play and shows them what is expected. Children learn about healthy eating because they have fruit and vegetables for snack. The childminder eats with them and talks about why it is good for them to eat the vegetables.

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provision

The childminder has a clear knowledge and understanding of the Statutory Framework for the Early Years Foundation Stage. She meets all the requirements and promotes children's learning and development well. Consequently, they achieve well in the comfortable and stimulating environment she provides. The childminder places a high priority on keeping children safe and protecting them from harm. She is fully aware of child protection issues and knows what to do if she has concerns about a child in her care. She completes effective risk assessments for her home and outings. This enables her to identify potential hazards and implement effective measures to keep children safe. For example, her garden is securely fenced and the gate has a lock children are unable to reach.

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provision

The childminder accurately reviews her practices. She identifies what is working well and most areas for further development. For example, she has several years experience of working with children aged three and over, but recognises she has less experience with children under the age of two. Consequently, she is seeking further training in this area. The childminder noticed that babies like looking in mirrors at toddler groups. Subsequently, she fitted a low level safety mirror in her play room to extend children's experiences in her home. The childminder uses evaluations of her practice well to improve her teaching and children's learning.

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provision

The childminder places a strong emphasis on developing positive relationships with parents. She provides them with plenty of information about the care she provides, daily routines and her policies and procedures. She seeks their views soon after children start attending regarding her settling-in routines and the information she provides. This helps her identify where she can make improvements and address concerns the parents may have. Parents' responses in the questionnaires are positive and praise the childminder for the care and learning she provides for their children. The childminder is fully aware of the importance of working with other professionals and settings children attend. For example, she develops strong links with another childminder so that children receive continuity when she cares for them during the holidays.

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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 EY461021 Local authority Poole Inspection number 918492 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 6

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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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