Childminder in Gloucestershire

Inspection date

Previous inspection date 05/03/2014 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 happy and eager to learn because they enjoy using the range of resources available. The childminder provides interesting activities and promotes children's learning well, therefore, they make good progress in their development.  The childminder forms strong relationships with parents which clearly promotes children's individual needs and progress.  Self-evaluation recognises improvements resulting in a service that is very responsive to the needs of children and their parents.  The childminder provides a reassuring, safe and secure environment, which means children form attachments and bond quickly with her. As a result their emotional needs are effectively met.

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It is not yet outstanding because

 The childminder does not fully extend young children's mathematical awareness of numbers and counting through activities and routines.

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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 in the childminder's home and in the garden.  The inspector took account of parents and carers views.  The inspector held discussions with the childminder.

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Inspection activities

 The inspector looked at the written self-evaluation document and a selection of policies, procedures and children's records.

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Information about the setting

The childminder has been registered since 2013 and is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. The childminder lives with her husband and two children under five years in the Cotswold town of Stow-on-the-Wold. The whole of the house is available for childminding and is accessed via four steps and a pathway to the front of the property. The main areas used include the open-plan kitchen and playroom, sitting room and downstairs toilet facilities. Bedrooms on the first floor are available for sleeping. There is an enclosed front garden with grass and patio areas for outside play. The childminder offers full and part-time care between 7.30am and 6pm, all year round, with family holidays agreed in advance. Additional care is available for school age children before and/or after school, and during school holiday periods. There are currently 2 children on roll, both of whom are in the early years age

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Information about the setting

range. The child minder supports children with special educational needs and/or disabilities and those children who speak English as an additional language. The childminder has a National Vocational Qualification level 2.

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

 extend opportunities to strengthen children's mathematical awareness of numbers and counting, through activities and routines.

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who attend

The quality of teaching is good as the childminder confidently introduces activities to the children or takes the lead from them. Children are inquisitive and eager to learn and make good progress in their learning and development. This helps to ensure that they acquire the skills ready for the next stage in their learning. The childminder makes detailed observations with photographs of the children playing and exploring. She shares next steps with the parents and this means they can work in partnership to promote children's learning. The childminder is aware of the need to implement progress checks for the children who are two years of age and has a good knowledge and understanding of this process.

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who attend

The childminder is enthusiastic and encourages children's early communication skills well. She repeats words and introduces descriptive language as the children explore their environment. Children show an interest in scooping small stones with a shovel and they fill up a large trailer. As the stones fall, they make a loud sound which the childminder comments on. In this way children begin to learn about different sounds. Children use many vocal sounds and are sociable. They show good responses to the childminder's positive interactions by making various facial expressions and gestures. Children are interested in the physical and creative activities she provides, such as den making or playing outside with balls and a play tunnel. Outside, babies enjoy the space to roll around on a large mat and older children delight in filling the seat of a ride on toy car with balls. The childminder describes the seat as being full, which promotes children's

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who attend

understanding of mathematical concepts. The childminder spontaneously follows this interest and extends this play, suggesting that the children go shopping with the trailer to buy bread and cheese. There are clearly displayed resources and posters to encourage children's' mathematical awareness. However, some aspects of mathematics are not extended. For example, the childminder does not spontaneously introduce numbers and counting during activities and routines to further support their mathematical learning.

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who attend

The childminder promotes children's literacy development well as a stimulating selection of books is available for children to choose from. These include books with diverse images and photographs. The childminder sings songs and talks about a 'fluffy sheep' and a 'smooth moon' and supports children to touch the sensory pages in a book. This develops their understanding of the world in which they live and develops their sensory skills. She encourages them to handle books carefully. Children are keen to share a book, that has recently been made, showing them baking cakes. As they look at the book the childminder talks about what children are doing in the photographs. Children have clearly 'read' this story several times before and they are keen to join in, giggling with repeated phrases.

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who attend

Parents are involved well in children's learning from the start. Parents are invited to settling in sessions. There are daily discussions and informal meetings to talk about children's progress and a good sharing of information is available from comments provided in the childminder's observations. Parents also share achievements from home in daily diaries. This helps provide continuity in children's learning between the setting and home.

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

The childminder is very experienced and has a clear understanding of how to meet young children's' needs. She provides a welcoming environment that supports children's all round development indoors and outdoors. She is skilled at settling children when they arrive and she asks parents questions about their care and daily needs. The childminder focuses on obtaining good information from parents in order to support children's emotional well- being and independence. A reassuring, safe and secure environment is provided which means children form good relationships and secure emotional attachments. This is demonstrated in the warm interactions and children's positive responses. For example, children enjoy the close contact and affection they receive. The childminder gives much attention and time to children by talking, observing and engaging in their play at their level. She values what they are doing by commenting on and recognising their attempts.

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

Children's good health is promoted well as healthy snacks, fresh bread and hot meals are cooked by the childminder in the well organised and clean kitchen area. Drinking bottles are thoroughly washed and sterilised. The childminder encourages a hygiene routine of washing hands after playing outside and before eating and talks about the food that children are eating. She encourages children to drink water, both at meal times and during their play. Children are keen to help to lay the table and this encourages their independence skills. In addition, a display on the notice board of the weekly menu helps keep parents informed of the food their children receive.

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

Young children develop a sense of responsibility by fetching nappies and wipes for the babies. Older children go to the toilet and wash their hands independently, and are gently reminded by the childminder to use soap. Children have pegs with their own photographs to put their coats on and know the routines to remove and store their shoes when they come in from outside play. They know where to return items when they have finished with them. For example, they help to clear away the books. This is a very organised and well- resourced setting.

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

The children's safety is central to the childminder's practice. The childminder is highly skilled at recognising hazards and preventing them. She carries out daily risk assessments each morning before children arrive and throughout the day. For example, she ensures that the floor area is safe for babies, who are learning to crawl, to explore. Children engage in activities well to enable them to learn about safe procedures, such as fire evacuation practices.

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provision

The childminder meets the requirements of the Statutory Framework for the Early Years Foundation Stage well as she demonstrates a good knowledge of her responsibilities to help young children learn and develop. Consequently, children make good progress towards the early learning goals through a broad range of stimulating experiences.

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provision

The childminder demonstrates an effective understanding of how she safeguards children and promotes their welfare. She has clear safeguarding procedures and a secure awareness of how to protect children if she has a concern. She is aware of the signs and symptoms of child abuse. She takes effective steps to make her home safe and she keeps children safe when on outings. The childminder implements a range of policies, procedures and other documentation to promote children's welfare.

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provision

The childminder establishes good partnerships with the parents from the start. She provides good information to support the parents' awareness of how their child is learning and developing. This includes effective written information in a pack, which includes her policies and procedures. The childminder also provides clear verbal and written feedback about the children's day and their progress, in a daily diary. Photographs of children and their next steps are also shared with parents, along with ideas of how they can support their children's progress at home. Therefore, parents are fully involved in their children's development. Parents provide positive feedback to these next steps in writing. This refers to how well they feel they are supported by the childminder and how they will use some of the childminder's ideas with their own children. Parents say that their children love coming to the childminder's house because they get to do so much. They say their

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provision

children are so happy and settled, which makes it 'easier for us to go to work'.

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provision

The childminder has a clear vision and is committed to improving her practice through reflective self-evaluation. She makes effective continuous improvements in her practice and continues to develop her procedures, practice and resources well. For example, the childminder has identified that providing longer settling in periods may improve the transition process for some children. The childminder has plans for future development. She intends to develop the outside area to include a sand, water and mud kitchen area to provide additional exploratory activities for children. She also plans to write a newsletter to parents to keep them up to date with information about her service. She has identified some training courses that would be beneficial to attend in the future in order to improve her service. Therefore, the childminder demonstrates a commitment to 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 EY466467 Local authority Gloucestershire Inspection number 934808 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 2

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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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