Childminder in Hampshire

Inspection date

Previous inspection date 04/02/2014 Not Applicable

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early years provision

This inspection: 1 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 1 The effectiveness of the leadership and management of the early years provision 1

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This provision is outstanding

 Excellent, tailored support is given to each unique child by the very skilled childminder. Therefore, children make successful steps in their developmental progress given their starting points and abilities.  A highly nurturing and extremely well-resourced learning environment has been prepared by the dynamic childminder in which children flourish.  The quality of teaching and learning, and drive for improvement, is excellent because the childminder has a wealth of early years experience and knowledge.  First-rate partnership working with the parents and all professionals working with individual children at other settings means that children's needs are met exceptionally well.

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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 compulsory part 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 children's play and the childminder's interactions with the children.

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Inspection activities

 The inspector discussed the children's starting points and progress with the childminder.

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Inspection activities

 The inspector sampled relevant documentation including some safeguarding documentation and learning records.  The inspector viewed letters from parents.

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Information about the setting

The childminder registered in 2013. She lives with her husband, adult daughter and school aged son. They live in a house in Hamble, Southampton.

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Information about the setting

The childminder is registered on the Early Years Register and the compulsory part of the Childcare Register. Toileting and rest facilities are on the ground floor. The childminder is available to care for children between the hours of 8am and 6pm, Monday to Friday. There are currently four children on roll in the early years age range. The childminder has a pet dog. The childminder has an early years qualification at level 3.

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

 strengthen the use of the garden environment to maximise children's learning potential.

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who attend

The newly registered, but highly experienced, childminder meets the needs of the children with extreme competence. She is highly knowledgeable about matters relating to child development and how to effectively support each unique child in their play. The exceptional educational programme she provides means children relish their time with her and show high levels of motivation and engagement. For example, when they show an interest in pirates, the childminder incorporates all areas of learning enthusiastically and has high expectations of the children. For example, they excitedly find masks and props such as treasure in a basket, a compass and pirate books. They spontaneously stick paper together to make a map and then get pencils to make marks as they say, 'I am copying x marks the spot'. The childminder very successfully interacts with the children to build on what they know and can do, according to their different abilities. She asks useful

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who attend

questions which encourage them to think. For example, she asks children if they can guess what will be underneath the 'x' mark on the map. Children respond quickly with 'treasure'. Children make the sofa into the pirate ship and act out imaginary experiences, having much fun and relishing their play time. The children often act out stories from their favourite books as a further extension of their learning. This promotes their skills in expressive arts and design and literacy extremely well.

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who attend

The childminder expertly extends children's learning in all areas. For example, she teaches them about mathematical concepts as they explore with rice, pots and hidden numerals. They excitedly experiment using a good variety of small equipment. They fill up different sized pots talking about how many there are and the different sizes. They make predictions about which pot has the most rice in. The childminder encourages children to count the full rice pots and make links to the numerals they find in the rice. She encourages children to problem solve with number concepts such as adding one more and asking 'how many are there now?' The childminder encourages younger children to carry out two-part instructions, which promotes their understanding during free play and the routine. For those at that developmental level she encourages them to rhyme words which she records on a visual 'Rhyming rocket'. She has completed a 'letters and sounds' course

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who attend

which has resulted in her promoting children's literacy skills extremely well.

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who attend

There is a sharp focus on observing and assessing children and implementing their next steps in learning consistently. Good record keeping tracks children's developmental progress in relation to their various starting points and abilities. The precise, sharply focused assessments include all those involved in children's learning, such as their parents and early years professionals at other settings the children attend. These contribute to accurate personalised planning for each child and highly effective learning outcomes, taking into account children's starting points.

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

The childminder offers a highly stimulating, child-friendly environment where children feel welcomed, very settled and happy. The highly effective playroom with well-chosen quality play resources, effectively supports children's all round development. For example, the childminder makes a maths tray with objects for children to pick up and numerals to promote mathematical development in an active way. Good opportunities exist in the childminder's garden to promote all areas of learning but these are not maximised. Therefore, the childminder does not fully extend the excellent range of learning opportunities for children in this particular area. The children are cared for by a compassionate childminder with whom they a have built very strong bonds. There is an excellent focus on promoting children's personal, social and emotional skills. The relationships with each of them are extremely good because the childminder effectively

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

supports the younger children to play with the older children, acting as a mediator. The strong skills of the childminder means that care practices are carried out extremely well and children are well-prepared for the next stage in their learning. For example, she encourages the younger children to be personally independent; to blow their noses and dispose of tissue in the bin. They independently go to the toilet managing their own needs when some were only recently in nappies. Older children show extreme confidence in social situations engaging extremely well with the childminder, their peers and visitors.

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

There is extremely good attention to hygiene practices because the childminder gains the highest kitchen hygiene rating from an outside agency. Children wash their hands before eating and enjoy nutritious, healthy snacks, mid-morning such as carrot, grapes and fruit bread, with water. The childminder talks to children about why it is best to eat healthy foods during mealtime routines. Children's behaviour is very good because the childminder gives them a lot of praise and encouragement and clear rules and boundaries. Together they excitedly clear up the rice on the floor, with a dustpan and brush each and are reluctant to give up on the task before it is completely finished. They learn about the 'no running' rule indoors and are given a full explanation why they need to clear up the rice on the floor, to keep themselves safe. Children enjoy physical exercise daily, walking to and from school and frequent the local parks and walks by the river to ensure their

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

physical needs are extremely well provided for. The childminder skillfully supports children's moves to their next settings or school. For example, she takes children to the local school nativity plays, to get them used to the environment before they start school.

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provision

The childminder ensures that the safeguarding and welfare, and learning and development requirements are implemented to the highest level. The childminder has an extremely secure knowledge of child protection procedures. She is fully trained, and was an experienced and qualified early years manager, before registering as a childminder. The childminder has good safeguarding systems in place such as regularly undertaking and evaluating the fire drill with children, which includes picking up the red emergency bag. She keeps her safeguarding documentation up to date such as recording children's accidents and any medication administered. The childminder has an excellent understating of her responsibilities and demonstrates a high passion for her work. Her past knowledge and enthusiasm in pursuit of excellence means she is constantly looking at further ways to improve. This means she is building on her first-rate practices. For

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provision

example, she has a documented improvement plan, which is partly completed, and includes many more excellent ideas on how to improve learning outcomes for children. She is also keen to attend more training to re-fresh her knowledge of how to support children with special educational needs and/or disabilities. The childminder is very self- aware and remarkably focused on delivering high quality provision. This promotes children's care and learning needs extremely well.

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provision

Partnerships with parents are highly successful. The childminder ensures that a tailor made, flexible settling in programme takes place with each family which includes home visits. This means that the childminder can quickly assess and meet children's needs from the onset of the placement. In addition, a genuine, strong bond is swiftly made with the child and their parents to ensure successful communication and collaboration on care and learning matters. Parents feel that the childminder and the service she offers is extremely good. For example they write, 'her compassion and genuine love for her job is obvious' and they feel that their children are thriving and learning new skills all the time. The childminder provides parents with guidance and valuable support when required. The childminder works exceptionally well with the local pre-school, sharing children's assessments and planning to ensure children have a quality streamlined approach to

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provision

their learning. For example, she gains the new Chinese New Year song form them so they can learn it in her setting too.

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The Childcare Register

The requirements for the compulsory 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 EY466617 Local authority Hampshire Inspection number 931103 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 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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