Childminder in Bournemouth, Christchurch and Poole

Inspection date

Previous inspection date 04/02/2014 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 provides a homely, caring environment in which children are happy, settled and at ease. This results in them being enthused and eager to learn as they confidently use a very good range of toys and resources from low level boxes.  Children benefit from the able teaching skills of the childminder who has an accurate understanding of how children learn, effectively engaging and encouraging them. Thorough observations and assessments to track children's progress, the childminder, together with parents, identifies children's next steps in learning.  Children form strong relationships with the childminder in a safe secure environment, which means they are ready to learn.  Parents praise the childminder because she has strong partnerships with them. She keeps them well informed and works closely with them to meet children's needs.  The childminder promotes children's language development well, which develops

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It is not yet outstanding because

 Links with some other early years settings children attend are not fully in place. Consequently, these do not fully promote continuity of children's learning and development across these provisions.  The childminder misses some opportunities to teach children about the wider world.

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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 viewed the areas used by children.

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Inspection activities

 The inspector examined documentation, including risk assessments and regulatory documentation.  The inspector observed the interaction between the childminder and children.

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Inspection activities

 The inspector spoke with the childminder at appropriate times throughout the inspection and discussed how children are taken to and collected from school and use of any assistants.  The inspector took into account parents' views.

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Information about the setting

The childminder registered in 2012. She lives with her partner and two children in a ground floor flat in Charminster, Bournemouth. All areas of the home are used for childminding purposes, with the living/dining room, kitchen and bathroom used as the main accommodation. Rest facilities are available and there is an enclosed garden for outside play. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. There are currently nine children on roll, five of whom are in the early years age group. The childminder sometimes works with an assistant.

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

 extend links with other early years settings to strengthen positive relationships and partnerships

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

 increase the use of positive images of diversity around the setting to enhance children's understanding of the wider world.

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who attend

Children make good progress in their development because the childminder is caring and teaches them well. The childminder visits children in their homes before they start with her. She talks to parents to find out what children can do so that using these starting points she can plan toys and activities to meet children's individual needs from the moment they attend. This arrangement enhances all round relationships and enables the childminder to have a very good understanding of children's needs, abilities and interests to aid the settling in process.

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who attend

The childminder has an accurate understanding of children's progress through undertaking regular observations and assessments. She plans the next steps in their learning effectively, which successfully informs her planning of activities in order that all children make good progress. The childminder carefully monitors progress and takes steps to support children and narrow any achievement gaps.

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who attend

The childminder encourages children to choose what they want to do. This approach helps children become independent learners in readiness for the next stage in their early education. She joins in their play to support and extend it. The childminder uses many opportunities to enhance children's skills and knowledge. For example, she involves them well in enjoying books because she has good story telling skills. When sharing books, for example, the childminder names the animals in pictures and children point at them. This teaching allows children to hear new vocabulary. She encourages children to help to turn the pages of the book, so they learn how books work. The childminder provides children with an inviting pop-up tent as a snug book area to encourage them to use books by themselves. There is a good range of fiction and non-fiction books for children to look at or share with the childminder, to help them learn about the wider world.

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who attend

The childminder uses puppets and props to enhance children's enjoyment of story time or to encourage them to learn to use their imaginations to tell their own stories. Children go to drama classes with the childminder where they take part in interactive stories and songs. All these teaching methods and strategies help children develop their literacy skills in an exciting way as well as developing their communication and language skills through using their imaginations and being creative. The childminder teaches early mathematical ideas by interweaving these effectively in routines and activities, such as cooking, action songs and puzzles.

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who attend

Children experience a broad range of outings and activities because the childminder plans to extend their interests across all areas of learning. They visit a museum, for example, where they can take part in the 'Early Explorers' sessions. However, the childminder misses some opportunities to teach children that people and families differ, such as through there providing positive images reflecting diversity around the home. The childminder uses her garden to the teach children about the natural world. She encourages them to explore texture in the 'mud kitchen' and sand pit. Children hunt for bugs in the garden and the childminder teaches the children the names of the insects before children put them in the bug pit.

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who attend

The childminder provides a good range of equipment in the garden for children to develop their confidence in physical activities such as on a swing and rocker. They gain new skills as they learn to climb. They engage in creative play as they make up imaginary games to play together in the playhouse or standing on the corner decking to play pirates and raise the flag while wielding swoosh buckling swords. The childminder teaches children the value of making marks using different tools and writing implements. For example, in the garden they chalk on the blackboard or paint on large pieces of paper while in the house they have an ample supply of drawing materials. Overall, children play with a wide range of toys in the childminder's home which develop their skills in all areas.

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

Children are safe and secure because the childminder provides an environment which is conducive to learning and in which they form secure attachments, promoting their well- being. The childminder has flexible settling in routines, which help her to know parents and children well. Children are happy and at ease in this homely environment, so they are ready to learn. They develop strong bonds with the childminder and settle quickly in her home, enjoying cuddles at story time and regular naps. All these things help them develop confidence and to be well rested, again promoting their readiness to learn through play. The childminder liaises closely with parents to help young children prepare for the next stage in their learning. For example, they go to many local community groups where they meet and learn to socialise with children of a similar age. They learn about being in a larger group as part of readiness for pre-school or nursery.

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

Children behave well. The childminder helps them to gain a strong sense of expected behaviour through effective praise and encouragement. She uses some delightful behaviour management strategies to help children continually maintain acceptable behaviour. For example, she uses imaginary friends, such as 'Mack the Elf' a watchful helper of children's behaviour. Children have an accurate understanding of acceptable behaviour through the consistency of approach by the childminder and parents, who works closely together to maintain the same expectations. The childminder promotes children's sense of belonging in order to raise their self-esteem. For example, she respects their preferences and praises their achievements, such as by allowing their comforters from home and displaying their artwork.

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

The childminder keeps children safe and teaches them how to keep themselves safe. She has an emergency evacuation procedure and fire drills are undertaken regularly. Children are taught about road safety when going for walks and learn how to use play equipment safely at the park.

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

The childminder has an excellent range of toys, which are in very good clean condition that that children can easily access. This arrangement helps children make their own choices of playthings so they enjoy what they do. The childminder has good procedures to promote children's good health. For example, when washing hands, the childminder teaches children to use individual towels in order to learn good hygiene routines. The childminder takes children to visit local parks to use large physical play equipment. These outings provide opportunities for children to use challenging resources that test and develop their physical skills.

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provision

The childminder places strong emphasis on safeguarding children and has a good understanding of all safeguarding issues. This means she meets the safeguarding and welfare requirements of the Early Years Foundation Stage well. The childminder takes steps to update her professional knowledge and has recently attended an extensive range of relevant courses including safeguarding.

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provision

Children are protected in the event of a safeguarding concern because of her knowledge of current child protection procedures. Robust policies and procedures for safeguarding children ensure the childminder is able to take prompt action if she becomes concerned about a child's welfare. The childminder completes meticulous risk assessments, which address any potential hazards. These include both the indoors and outside of the setting. She has CCTV too, which parents state they find reassuring. She is extremely aware of children's safety and security and supervises them at all times. She checks them regularly as they sleep and keeps them safe on outings, including when going to collect older children from school. Documentation and records are comprehensive, exceptionally well organised and reviewed regularly, which help the childminder manage her provision effectively.

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provision

The childminder occasionally works with an assistant. She has a very good understanding of the regulatory requirements for the employment of assistants and adheres to them at all times. She is taking the required steps to ensure that her assistant is suitably vetted. She does not leave the assistant alone with minded children, even during inclement weather, when the childminder drops off and collects children from school. The childminder is keen that her assistant gains relevant qualifications.

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provision

Positive relationships are fully established with parents. Daily diaries are used to inform the parents of their child's day, general health and well being, what they have done that day. This book is also used as a two-way communication tool between the childminder and the parents where the parents add comments regarding the information given or updates on what the child has done at home. This approach keeps all parties updated with what children are doing so parents can support their children's learning at home..Parents comment that the provision is a 'wonderful place' for their children and that the childminder provides 'a lovely warm, friendly environment'..

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provision

The childminder has strong relationships with local schools, which she has been visiting for many years. She takes and collects children from school and has regular discussions with staff so she is aware of children's school day. The childminder is aware of the importance of working with others, in order to meet the needs of each child and has drawn up a sharing information policy. She has made some initial contact with the another early years provision children attend although she has not fully established these links in order to share development records and consistency of approach.

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provision

The childminder demonstrates a very good commitment to ongoing improvement and to her own professional development. She reflects on her practice effectively to identify strengths and areas for development using a comprehensive self-evaluation form. She thinks about the care and experiences she offers and has identified areas to make improvements to benefit the children. This demonstrates commitment to maintaining continuous 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 EY444884 Local authority Bournemouth Inspection number 953208 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 9

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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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