Dunn, Sarah Louise

Inspection date

Previous inspection date 03/12/2013 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's good understanding of children's individual needs means that the children's emotional well-being is supported effectively and children feel secure.  Partnerships with parents are strong and help the childminder to provide for children's individual care and learning effectively. The childminder provides detailed information about her provision and the children's development, keeping parents well informed.  The childminder completes regular assessments of children and uses these successfully to plan future activities to support children's learning and development.  The play environment is thoughtfully organised to enable children to make independent choices about their play.  The childminder has a clear drive for the continuous improvement of her service.

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It is not yet outstanding because

 The garden is not used to full potential to further support children's learning in all areas.  The childminder does not always provide opportunities for young children to explore creative activities freely and independently.

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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 the interaction between the childminder, childminder's assistant 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 documents relating to the requirements of the Statutory Framework for the Early Years Foundation Stage provided by the childminder, including children's assessments.

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Inspection activities

 The inspector looked at the childminder's self-evaluation systems, including parent questionnaires.

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Information about the setting

The childminder registered in 2013. She lives with her husband and three school-aged children in Clevedon in North Somerset. The childminder works with an assistant on some days. She uses the ground floor of the premises for play activities, consisting of a lounge, dining room, kitchen and toilet facilities. Sleep provision is provided on the first floor. Children have access to an enclosed rear garden for outside play. There are currently seven children on roll, of these six children are in the early years age range. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. The childminder has two dogs and children have access to the animals on occasion under close supervision.

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

 enhance children's learning outdoors through making more use of the garden to promote all areas of learning

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

 offer children more opportunities to be creative and express themselves freely.

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who attend

The childminder has a good understanding of children's individual abilities and stages of development. At the beginning of an arrangement, the childminder obtains clear information from parents about children's particular routines and preferences. The childminder uses this to help her settle children and to plan for their future learning. Activities are well planned and organised to support children in moving onto the next stage in their learning. Children enjoy playing and exploring through the fun and interesting play and learning experiences. For example, children show great excitement as they feel the texture of the fake snow and look for hidden Christmas decorations to hang on the tree. The childminder extends the activity by adding some spoons and containers and children show good control and concentration as they use the tools to collect the snow. This helps promote children's participation and develops their physical skills.

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who attend

The childminder completes ongoing observations and assessments to successfully track children's development in all areas of their learning. The information is recorded on a secure online system, with individual children's details accessible to their parents through use of a password. This keeps parents well informed about their child's care, learning and development. 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 are developing good skills for the future. They show growing independence as they happily move around and explore their surroundings. As the childminder plays some music, the children eagerly go over to the toy unit, pulling out a box and selecting their favourite instrument. They have fun shaking the instruments and listening to the different sounds. The childminder incorporates songs and rhymes to extend the activity. Children have fun jumping up and down and copying the childminder's actions as they join in with the 'Heads, shoulders, knees and toes' rhyme. This promotes children's physical development and introduces children to rhythm and sounds. The childminder interacts positively with the children, repeating their sounds and adding words to foster the children's communication and language effectively. Children use their senses to explore and experiment with a range of materials, such as paint, playdough and gluing and

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who attend

sticking. However, at times, planned activities are quite adult-led, for example, when children are making Christmas decorations. This reduces the opportunities for young children to explore and be creative freely and independently. Children regularly hear numbers and counting as the childminder continually counts during activities and routines, for example, she says 'one, two, three' as children come down the slide. This introduces children to numbers from a young age. Children enjoy regular outings around their local community, including visits to a weekly childminder group so they can play with other groups of children. This gives children different play experiences and helps them to develop their social skills.

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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 clear understanding of their individual needs. She follows their routines during the day so that children feel comfortable and secure. The childminder provides an inclusive environment and manages her time well to ensure that each child receives her individual attention. As a result, all children feel valued and are included in the activities. Children build trusting relationships with the childminder and benefit from her warm and caring approach. They also have good relationships with the childminder's assistant.

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

The childminder keeps children engaged and occupied as she regularly changes the toys and activities preventing children from becoming bored. She talks with the young children, during play activities, to help them learn to share and take turns. The childminder discusses any behaviour issues with parents so they can work together to provide consistency for children. The childminder acts as a good role model and children cooperate well, for example, when it is time to tidy away the musical instruments. The regular praise provided by the childminder and her assistant helps to boost the children's confidence and self-esteem. The childminder has completed a risk assessment of all areas of her home used by children and this, alongside visual checks, helps her identify and minimise risks to children. She supervises children well making sure that children are safe in their play. For example, the childminder reminds children to sit properly on their chairs

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

so that they do not fall. The childminder follows clear procedures to keep children safe when taking children on outings. This includes all children wearing high visibility jackets and making sure young children are safely strapped in age appropriate buggies. The childminder practises evacuation procedures with the children, so children learn what to do in an emergency.

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

Children benefit from the well-resourced and welcoming environment. Overall, the childminder organises her home well to meet the needs of all the children in her care. The garden area is used each day so children get regular fresh air and exercise. This provides opportunities for children to develop physical skills but does not fully promote children's skills in other areas of learning. For example, the childminder does not make the most of the role-play resources outdoors to foster children's imagination. The childminder provides a good range of toys and play equipment indoors. These are stored in boxes with picture labelling so they are easily accessible for children to select for themselves. This allows children to follow their interests and make choices about their play.

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provision

The childminder has a good understanding of her responsibilities in relation to the requirements 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. All required records and documentation are maintained and stored confidentially. The childminder has a good knowledge of how to keep children safe and follows this through in her practice. She has attended safeguarding training to update her knowledge of child protection issues. A detailed safeguarding policy is in place and shared with parents so they are aware of her role and responsibilities. The childminder is clear about the procedures to follow in the event of concerns about a child in her care. This helps her to support children's welfare effectively.

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provision

The childminder has a clear drive for the continuous development of her childminding provision. She attends regular training events to update her knowledge, such as 'working with assistants' and 'understanding schemas'. The childminder has also recently begun studying for a level 3 childcare qualification. The childminder uses a variety of systems to help her evaluate her practice, including sending out questionnaires to gain feedback from parents. She continues to reflect on ways to make further improvements. For example, she changed the systems used to monitor children's achievements and made her records more accessible to parents. This enables the childminder to successfully monitor and plan for children's progress and involve parents in the process.

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provision

The childminder works well in partnership with parents and others involved in children's care. She follows specific guidance from outside agencies, such as speech therapy, to support children's ongoing development. This helps to provide continuity for children's care and learning. Parents receive detailed information about the childminder's provision, including copies of her policies and procedures. This provides parents with clear information about the childminder's practices. Parents comment positively on the impact of the childminder's good provision, for example, they say that going back to work has been much easier.

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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 EY459893 Local authority North Somerset Inspection number 920210 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 7

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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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