Childminder in Bournemouth, Christchurch and Poole

Inspection date

Previous inspection date 14/02/2014 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 secure due to the childminder's good understanding of their individual needs, and the clear behaviour boundaries she sets.  The childminder completes regular assessments of children and uses these successfully to plan activities to support children's learning and development.  The childminder continually uses number and counting through activities and everyday routines, which fosters children's understanding of mathematics well.  Strong partnerships with parents mean that children receive the support they need to thrive.  The childminder has a clear drive for the continuous development of her provision.

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It is not yet outstanding because

 The childminder does not always support children in developing good habits with regard to daily hygiene practices, such as washing their hands before eating.  At times, there are insufficient resources available so that all children can follow their interests and ideas.

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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 the interaction between the childminder and the children during play.

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Inspection activities

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

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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 self-evaluation systems and comments from parents.

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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 Boscombe, Bournemouth, Dorset. The whole of the property is available for childminding and children have use of the enclosed garden for outdoor play activities. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder holds a level 2 early years qualification.

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

 help children develop more awareness of healthy practices and learn good habits, such as washing their hands before eating

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

 increase the play equipment and resources to enrich children's learning experiences and enjoyment, and so that all children can take part.

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who attend

Children are happy and settled. The childminder has a good understanding of children's individual abilities and stages of development. She liaises closely with parents to obtain details of children's likes, preferences and interests, so that she can support children's learning from the start. For example, the childminder offers tailored setting-in sessions and a home visit so that she can find out about a child's particular needs. The childminder monitors children's progress effectively through her ongoing observations as children play. She collates the information, alongside photographs, in children's individual learning journey folders, which she uses successfully to plan future activities. This means the childminder supports children well and helps them move on successfully to the next steps in their learning and development. As a result, children are making good progress in their learning in relation to their starting points. Parents are able to view their

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who attend

child's progress records on a regular basis keeping them well informed of their child's achievements. This helps parents to feel fully involved in their child's learning and gives them ideas as to how they can further support their child's learning at home.

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who attend

The childminder engages and motivates children well. She provides a wide range of fun and stimulating play and learning activities that promote children's active learning. For example, children have fun as they explore the ice shapes with paint, fascinated to see the marks they make as they slide the ice shapes across the paper. The childminder talks to the children, explaining how the ice begins to melt due to the warmth of their hands. Children decide to use their hands to make prints on the paper. The childminder allows children to follow their own ideas and talks about what they are doing, modelling language such as 'cold' and 'slippery'. This helps to build on children's vocabulary effectively. As children pick up a bottle of water with glitter the childminder sings 'Shake, shake, shake' then 'Shake it up high and shake it low'. The children join in songs and rhymes enthusiastically. They move their bodies to the music with confidence as they

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who attend

do the actions and jump to the 'Hokey Cokey'. This promotes their physical development and introduces them to sounds and rhythms. The childminder regularly counts and uses number with children through the planned activities and everyday routines. For example, children join in counting songs, such as 'Five Little Monkeys' and use their fingers to work out how many monkeys are left. The childminder encourages children to count how many carrots sticks they have at snack time. This means children are developing a good understanding of number names, sequences and language from a young age.

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who attend

Children show increasing independence as they gain skills for the future. For example, the childminder encourages children to pour their own drinks at snack time, providing small jugs to help children achieve for themselves. Children have good opportunities to use their senses to play and explore through a variety of materials and mediums. This includes taking part in regular baking activities and learning how to make their own dough. Children enjoy frequent outings around their local environment such as weekly visits to the local library to join in the rhyme time sessions. The childminder organises a trip to the Oceanarium to link with children's interests and took photographs so children can make a scrapbook about the sea creatures. This enriches children's learning. Children develop a strong sense of belonging as they see their photographs and artwork displayed around the childminder's home. They select their photograph and place it on

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who attend

the fridge, chatting to their friends about who is not here today. The childminder use photographs of children's family members to promote discussions and help children settle.

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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 warm and caring approach. She manages her time well, making sure that each child receives her individual attention. For example, as children cuddle up on the sofa to listen to the story she includes all children in the discussions. As a result, children feel valued and develop trusting relationships, bonding well with the childminder. The childminder liaises closely with parents and the effective use of the daily communication diary means there is good two-way sharing of information. This enables the childminder to support children's developing needs well. The childminder is aware of the younger children's level of understanding and provides clear and consistent messages so that they learn about acceptable behaviour. At tidy up time, the childminder sings with children 'Tidy up, tidy up, tidy up' and children cooperate by picking up pieces of train track to put in the box. The childminder praises

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

the children for helping, saying 'Well done', which boosts children's confidence and self- esteem. The childminder talks with children about the 'golden rules' to remind them how to behave. These include 'We are kind, we are caring and we practice sharing'. This helps children to learn to share and play together nicely. The childminder skilfully adapts the play activities and makes effective use of distraction to keep all children occupied and engaged.

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

The childminder carries out a risk assessment on all areas of her home and for any outings. She is clear about any areas where she needs to provide children with additional support to help keep them safe, such as when they use the outdoor climbing frame. Clear safety measures are in place to enable children to move around freely and safely. The childminder supervises children well, explaining why it is important for the children to sit down in their booster seat at the table so they do not fall. This teaches the children how to keep themselves safe. All children take part in regular fire drill practises, helping to raise their awareness of what to do in an emergency. Overall, the childminder promotes the good health of children well. She liaises closely with parents to support children's individual medical needs, making sure she follows any specific procedures. The childminder obtains written parental consent to administer any medication and keeps a

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

record, which she shares with parents. This contributes towards keeping children healthy. Children enjoy healthy and nutritious food and snacks. However, the childminder's routines are not consistent in helping children learn good hygiene habits. For example, children are not always encouraged to wash their hands before eating their snack.

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

Children benefit from daily opportunities to be outdoors in the garden or on frequent outings to local parks. This means they get plenty of fresh air and exercise. Children take part in planting and gardening activities as they help to plant, water and care for the vegetables. The childminder involves children in making soup from the vegetables for their lunch. This helps to raise their awareness of where food comes from.

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provision

The childminder has a good understanding of the requirements of the Statutory Framework for the Early Years Foundation Stage. She is well organised and has developed policies and procedures to help her support children's health and well-being effectively. All the required documentation is well maintained and stored confidentially. The childminder has attended safeguarding training. She has a secure knowledge of safeguarding issues and is clear about the procedures to follow if she has a concern regarding children in her care.

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provision

Overall, the welcoming environment and organisation of play areas provides children with easy access to toys and play equipment. This enables children to make some choices about their play, such as selecting books from the low-level unit, developing their independence. However, the childminder is still developing her resources and play equipment. This means, at times, children squabble over a popular toy and the childminder has to remove the toy rather than being able to provide another. On these occasions, children are less able to follow their interests in the chosen play activity because there are insufficient resources for all children to take part. The childminder has a positive attitude to the continual development of her childminding service. She uses various systems of self-evaluation to review her practice and identify areas for further improvement. For example, she recognises it would be beneficial to the

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provision

children to develop the garden further by including more opportunities for children to use their senses in their play. The childminder sends out questionnaires to gain feedback from parents and help her improve the care she provides. The childminder uses effective assessment arrangements, which means that she is able to support children's learning well. These include the progress check for children at age two, which she shares with the parents. The childminder links with her local authority childcare support worker and other childminders for advice and support.

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provision

The childminder has established strong partnerships with parents. She shares information with other early years settings children attend so that they can all work together to support children's ongoing development. Parents receive clear information about the childminder's provision and her responsibilities. This is through the completion of contracts, a detailed parent pack and ongoing informal discussion. Parents comment positively about the childminder's provision. They particularly like the communication diary and comment how 'It works really well' as they can see exactly what their child has done and talk about it with them.

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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 EY466137 Local authority Bournemouth Inspection number 931097 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 3

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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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