Childminder in OxfordshireOfsted inspection, 18 Nov 2013

Inspection date

Previous inspection date 18/11/2013 Not Applicable

p.1

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

p.1

This provision is good

 Children settle extremely well because of the childminder's warm, sensitive care.  Children enjoy a broad range of interesting and stimulating activities and outings. They enjoy their time with the childminder and make good progress in their learning.  The childminder skilfully extends children's learning through activities that challenge and follow their interests.  The childminder provides a safe environment and teaches children how to keep themselves safe indoors and on outings.  Children benefit from high continuity of care between the childminder, parents and other settings that children attend.

p.1

It is not yet outstanding because

 On occasion, the childminder overly directs children's play, reducing their opportunities to explore and think things through so they develop their own ideas and solutions.  The childminder does not successfully use her garden to support all areas of children's learning and development.

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

 The inspector observed the childminder interacting with her own and minded children in her home, on a walk and while collecting children from nursery.

p.2

Inspection activities

 The inspector held conversations with the childminder and children throughout the inspection.

p.2

Inspection activities

 The inspector saw all areas of the home and garden used by children and assessed their suitability.

p.2

Inspection activities

 The inspector examined the childminder's documentation, including children's records, policies and planning.  The inspector gathered information from parents.

p.2

Information about the setting

The childminder registered in 2013. She lives with her husband and three young children. All areas of the home are available for childminding and there is an enclosed garden for outdoor play. The family have a pet dog. The childminder lives near to parks, schools and shops. She is able to take and collect children from local schools and pre-schools. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She currently has five children on roll, including four in the early years age range.

p.3

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

 allow children more opportunities to explore and think things through to develop their own ideas and solutions

p.3

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

 make greater use of the garden throughout the year, and provide resources and activities that promote all areas of learning outdoors.

p.3

who attend

Children thoroughly enjoy their time with the childminder and have a great deal of fun. They enjoy a broad range of interesting and stimulating activities and outings that promote their development very well across all areas of learning. The childminder supports children's play well so they make good progress.

p.3

who attend

The childminder talks with parents to find out children's interests and achievements, such as new words a baby uses at home. She adds these to her own observations to build an accurate picture of children's development. She uses published guidance to monitor and track children's progress so that she can provide additional support where there are gaps in children's learning. The childminder shares this information with parents and other settings that children attend so there is a consistent approach to children's learning. She uses the same topics as the nursery children attend so she can build on what children already know and provide experiences that compliment what the other settings provide. For example, following a topic 'all about me', she discusses with the children where they live. They have taken photographs of their houses to use to make a map of the area around their homes. Through this well planned activity, children learn about their local

p.3

who attend

community, recognise numbers and familiar words, develop early writing skills and talk about what they are doing, using new vocabulary. The childminder plans activities every day and allows children to follow their own interests, for example, making dens. Children enjoy her joining in with their play because of her fun, enthusiastic approach. The childminder supports children's communication and language development well through good open questions, that encourage children to think things through, such as 'what will you need if you are going to live in your den?' However, on occasions she over directs children's play and does not always give children the opportunity to think and respond. This inhibits children from fully considering all their options, making up their own ideas and finding their own solutions, such as how to build the den or what happens when they add more water to dough. Nevertheless, the

p.3

who attend

childminder's interactions are supportive, and challenge children to help them make good progress.

p.4

who attend

Children have plenty of opportunities to be physically active and develop strength and control in their movements. They visit soft play centres where they can explore large equipment in a safe environment. Children frequently go on walks, where the childminder encourages babies to look for different farm animals and copy the noises they make. Older children have fun acting out the Billy Goats Gruff story and enjoy the thrill of looking for a troll under the bridge in a nearby park. They go on a bear hunt, but invent their own ending to the familiar story, by turning into super heroes and chasing the bear away. Children develop a real love of books and these imaginative experiences give them plenty to talk about.

p.4

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

The childminder provides a welcoming, child-centred, family environment, where children are happy and feel emotionally secure. She goes to great lengths, settling new children and building strong relationships with them to help them become independent, gain confidence and explore new situations. She supports their personal, social and emotional development exceptionally well.

p.4

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

The childminder has many high quality toys and resources, which she organises well. They are stored in low level boxes and clearly labelled with print and pictures so that children can easily see what is available and choose for themselves. She makes good use of her spacious home, so there is plenty of room for children of all ages to play. There are areas to rest, eat, play quietly or enjoy messy activities. The childminder makes good use of facilities within the local community, such as a singing and visits to a toddler group. These help children gain confidence in a variety of social situations and help them mix with other adults and children. The childminder has a large enclosed garden with a selection of outdoor resources that mostly promote physical play. Children do not frequently use the garden during colder weather, and the childminder does not routinely use the garden to cover all areas of learning, to support those children who are more active and learn better

p.4

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

The childminder routinely checks her home for hazards and takes steps to minimise any risks. She uses safety gates to stop children using the stairs. She keeps the front door locked, and has an alarm to alert her if it is opened. The childminder has written risk assessments for outings and for children's contact with the family dog so that parents can see how she safely manages these situations. The childminder carries out regular fire evacuations with the children, using all the exits and has detailed records of when these take place. She teaches children how to keep themselves safe through relevant discussions as situations arise. Children learn not to play with doors after they discuss why they need their fingers. They practise road safety as they walk to and from school each day.

p.4

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

The childminder encourages children to develop healthy lifestyles. She provides a variety of healthy snacks and provides a nutritious menu for parents who require her to provide main meals. The childminder discusses children's individual care needs with parents and accommodates these well so that everyone is included. For example, she makes gluten free play dough for all children to play with. Parents receive a range of information that informs them about how the childminder manages their children's safety, illness and accidents.

p.5

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

The childminder manages children's behaviour very well and they learn to be responsible for their actions as they play and listen carefully to instructions. The childminder explains clearly and calmly what is acceptable, and she works closely with parents to provide clear and consistent boundaries. The childminder builds children's self-esteem as she offers frequent praise and encouragement. Because of the childminder's sensitive approach, children are emotionally secure and ready for their move into other settings or into school.

p.5

provision

The childminder provides a broad range of experiences to help children enjoy their time with her and make good progress. She monitors children's progress effectively and targets additional support when needed to help children make as much progress as they can. The childminder ensures parents are up to date about their children's achievements and progress. She seeks their views about the provision through daily discussions and by the use of questionnaires. The childminder is very well organised, which helps create a relaxed and orderly environment. The well-established routines help children feel secure and mean that the childminder plans activities well to meet all children's needs.

p.5

provision

The childminder is fully aware of her responsibilities to safeguard children. In addition to her initial childminder training, she has accessed online training to enhance her knowledge and understanding of child protection issues. She is clear about the procedure she must follow if she has concerns for a child's welfare. The childminder has robust written policies and procedures, which guide her practice and inform parents about how she cares for their children.

p.5

provision

The childminder has made a strong start to her childminding business. She reflects well to identify the strengths of her practice and what she intends to improve in the future. She is eager to enhance her understanding of child development and she demonstrates a good capacity to continue improving. Children are safe, happy and making good progress. They are developing the important skills they need to prepare them for the next stages in their learning.

p.5

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

p.6

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

p.7

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.

p.7

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.

p.8

Setting details

Unique reference number EY461856 Local authority Oxfordshire Inspection number 919378 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 3 Number of children on roll 4

p.8

Name of provider

Date of previous inspection not applicable

p.8

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.

p.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.

p.8

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.

p.8

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.

p.9

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,

p.9

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’.

p.10

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.10