Henson, Rebecka

Inspection date

Previous inspection date 18/02/2014 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

 The childminder promotes children's care and welfare through her good knowledge and implementation of the safeguarding and welfare requirements.  There are good opportunities for children to play and learn together so that they develop the skills needed for their future learning.  Children are happy and confident. The childminder works well in partnership with parents to maintain continuity in children's care, learning and development.  The childminder has good knowledge of the strengths of her provision and has identified ways to improve the service she provides.

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It is not yet outstanding because

 The childminder has not fully considered the learning environment to help children make choices about their play, such as labelling toy boxes with words and pictures.  Generally, the childminder shares good information with other early year's settings that children attend however, she has not extended this fully to include sharing information with reception class teachers.

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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 made observations of children playing inside.  The inspector observed the childminder's interactions with children.

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Inspection activities

 The inspector sampled a range of documentation including the written views of parents.

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Information about the setting

The childminder registered in 2013. She lives with her partner and three children in Hanham, Bristol in South Gloucestershire. The whole of the ground floor is available for childminding, and toilet facilities are on the first floor. There is an enclosed garden for outside play. The family has a dog.The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. Currently, there are five children on roll in the early years age range.The childminder holds an early years childcare qualification at level 3.

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

 develop the learning environment further, for example using labelling to identify toys so children can make more choices about their play

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

 develop further information sharing with other early years settings, in particular for children who attend a reception class.

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who attend

Children thoroughly enjoy role-play activities where they can develop their imaginary skills. The childminder provides real fruit for children to explore as they pretend to buy and sell products in a supermarket. Children use the till competently as they swipe payment cards, scan purchases and pay for their shopping learning how technology works. Children are encouraged to use mathematical language in their play, such as how much products cost. Children become familiar with handling money and recognising numerals. Children persevere with tasks, such as putting rucksacks on their back and fastening the zip. They are confident in their relationships with the childminder to ask for help if required. Children solve problems well, such as unpacking and repackaging their bag when not all the items fit in. Children enjoy playing with soft toy dogs, placing them in a row. The childminder encourages children to count how many they have and asking how many they would have

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who attend

if one more was added therefore, introducing them to early calculation.

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who attend

The childminder knows children well as she has taken time, with parents, to get to know the children. She recognises the early signs of children losing interest in self-chosen activities and suggests an alternative activity, such as modelling dough. Children use tools and their hands purposefully to pat and roll the dough to flatten it ready for cutting. The childminder demonstrates actions and consolidates the skills that children have recently learned. She is good at providing children with a commentary so that they are introduced to new vocabulary to describe what they are doing and feeling. Children use language well as they describe the dough as 'sticky' and being 'like a cookie'. The childminder helps children make comparisons and to remember past experiences, such as making biscuits the previous week.

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who attend

The childminder plans a broad and balanced range of activities that incorporate children's interests and information obtained from parents during the setting in visit. Parents comment about the 'fun times' and how 'children learn new things and interact with other children.' The childminder evaluates her planning and identifies ways to challenge children further, such as flashcards to include parent contributions more fully. The childminder makes detailed observations of children's engagement in activities and monitors children's achievements well. She uses this information successfully to identify children's learning priorities to influence her future planning.

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

Children are encouraged to eat healthily. The childminder teaches children to use knives safely to prepare a fruit salad for their snack. The children talk about the fruit they like and how some fruit is easier to cut. The childminder has good knowledge of children's special dietary requirements and ensures that she adapts snacks and meals to meet children's individual needs, such as providing Halal meat and avoiding pork products. Children have good opportunities to learn about healthy lifestyles. They have regular opportunities to be outside and active and the childminder helps them to identify potential risks, such as reminding them not to walk in front of swings when they are in use. The childminder talks to children about road safety and how to keep themselves safe, such as wearing wristbands. The childminder has good arrangements in place to protect children when they encounter the family's dog. The dog is up-to-date with vaccinations, flea and

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

worm treatments and has a separate area in the garden, which children do not access.

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

Children play harmoniously and build strong friendships with other children. For example, younger children thoroughly enjoy sitting with older children as they read them a familiar story. Children behave well and learn good turn taking skills, promoted consistently by the childminder. For example, during a group singing time, children are familiar with routines and take it in turns to choose a prop from the singing tin, which represents a favourite song. The childminder uses these group times successfully to support children learn the skills they need for their future learning.

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

Children benefit greatly from the well-organised, homely environment. The childminder has considered children's interests and the different ways they learn. There is an abundant range of high quality toys and resources to challenge children's development. The childminder has carefully considered children's safety placing toys with small parts on higher shelves. The childminder encourages children to choose toys independently. However, boxes are not clearly labelled with words and pictures to help children in this process.

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provision

The childminder has good knowledge of the safeguarding and welfare requirements of the Statutory framework for the Early Years Foundation Stage and implements her policies and procedures well. She provides a safe and secure environment that is thoroughly risk assessed each day before children attend. Appropriate safety measures are in place, such as safety gates to prevent children accessing the first floor and the kitchen without supervision. There are robust systems in place to ensure that authorised adults collect children. The childminder requests that she meets adults who are allowed to collect children and for a password system to be used to maintain children's well-being. The childminder has good knowledge of the possible signs and/or symptoms of child abuse and the procedure to follow to protect the children in her care should a concern arise.

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provision

The childminder seeks parents' feedback to improve the service she provides through questionnaires. Parents make favourable comments, such as how the childminder 'communicates exceptionally well and keeps me well informed.' The childminder works well in partnership with parents to support children's development. For example, she discusses the best way forward to help children become independent as they progress to using the potty. The childminder ensures she has relevant information so that she can provide activities to celebrate children's culture and encourage all children to learn about the diversity in their local environment. There are secure arrangements to share information with other early years settings that the children may attend. For example, the childminder meets with the key person of the pre-school each half term so that they can observe children's next steps and plan together. However, the childminder shares less

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provision

information when children attend the local school.

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provision

The childminder has good knowledge of the learning and development requirements of the Early Years Foundation Stage. She monitors her planning and assessment arrangements to make improvements where needed, such as accessing training to promote her understanding of the progress check for two-year-olds. Consequently, children make good progress in their learning and development.

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provision

The childminder uses a range of tools to evaluate her provision. She attends childminding surgeries to share good practice. The childminder has good understanding of her strengths, such as her relationships with children and their parents and knowing what works well for specific children. She has identified where she can make improvements to benefit the children in her care, such as to develop the outdoor environment so that children can use it in all weathers and to provide children with opportunities to grow their own fruit and vegetables. This demonstrates the childminder's good capacity to drive improvement.

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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 EY464170 Local authority South Gloucestershire Inspection number 931066 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 8

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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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