Childminder in Gloucestershire

Inspection date

Previous inspection date 19/03/2014 05/02/2010

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early years provision

This inspection: 2 Previous inspection: 3 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 loving and caring environment so children feel secure, happy and motivated to learn.  The childminder has a strong partnership with parents, links with school and playgroup. This promotes continuity of learning.  The childminder is effectively helps children develop skills, particularly in their language, physical and personal development, so they are prepared for their future learning.  Children have good social skills and relate well to each other because the childminder manages behaviour well.  The childminder has a good understanding of safeguarding procedures. She is able to promote children's well-being and keep them safe in her care.

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It is not yet outstanding because

 There is scope to develop the outside area to extend children's learning, particularly with skills of investigation and exploration and asking questions.

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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 gathered the views of parents by talking to one of them and taking account of information in letters.

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Inspection activities

 The inspector looked at children's records, planning documents and a selection of policies.

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Inspection activities

 The inspector observed children during lunch time and in the indoor and outdoor areas.  The inspector had discussions with the childminder about her practice.

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Information about the setting

The childminder was registered in 2002. She lives with her two children, one adult and one of school age. The home is located in a quiet cul-de-sac close to Tewkesbury town centre in Gloucestershire. There are shops, parks, schools and public transport links. The whole house is available for childminding with the ground floor as the main play area. The second floor is restricted to use by children over five years. The garden is to the front of the property with grass and blocked paving areas. The family has three cats as pets.

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Information about the setting

The childminder is registered by Ofsted on the Early Years Register and on the compulsory and voluntary parts of the Childcare Register. She offers care before, during and after school and during the holidays. She has three children ion roll, all of whom are in the early years age range. The childminder takes and collects children from the local school and playgroup and attends a family centre.

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

 broaden the range of resources and activities in the outside area which encourage and enable children to learn skills in investigating, exploring, asking and answering questions.

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who attend

The childminder is experienced and increases her knowledge by discussion with teachers other childminders and the support of the local coordinator. From these she has gained a good understanding of the learning and development requirements of the Statutory framework for the Early Years Foundation Stage. As a result children make good progress in their learning and development. From her own observations and discussions with parents the childminder uses the information to plan activities, with suitable resources, for children's ages and individual stage of development. This results in children making good progress from their starting points. The childminder observes children and keeps diaries, individual folders and photographic evidence of activities children have completed. She knows the children well and what their interests are and uses this information to support them further in their learning.

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who attend

Children freely choose their own toys and activities from a range of appropriate resources. They are confident and independently tidy them away and choose others. The childminder gives high priority to developing children's language and uses every opportunity to encourage them to talk and learn vocabulary while they are playing. She supports them well by playing alongside them and takes part in imaginative games such as enjoying different flavoured 'smoothies' in a cafe. Children learn and repeat words such as 'snorkel' and 'flippers' while dressing up toys in various costumes. They are using language effectively to socialise with others, recounting events and expressing their needs. Children tell the childminder about weekend activities with their families and about the playgroup they also attend. They ask for help when putting shoes on the correct feet before going outside or for opening sandwich bags at lunch time. As a result of the childminder's strong

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who attend

focus on language development children's speech is developing well in line with age related expectations.

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who attend

The childminder plans outings to various places of interest such as the abbey, local parks where they like feeding the ducks or the library to enjoy books. These visits encourage them to be interested in the world around them. They visit other childminders in their homes and develop social skills by playing with different children. Children's physical development is promoted well. The childminder provides equipment to help children develop their hand-eye coordination to good effect. They quickly and confidently fit small pieces of toys together and make models with construction toys. They connect the parts of a small carousel and turn the key to hear the music. Children begin to write their own words as early writing marks on some of their pictures. They also have opportunities to develop physical skills in the outside area. They enthusiastically use the slide and the wheeled toys and show good skills manoeuvring around obstacles. Children enjoy playing

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who attend

outside however the garden area is not as well planned for as the inside environment. Therefore children spend limited time exploring, investigating, developing their curiosity and asking questions outside.

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who attend

Children learn about mathematics through meaningful activities. They recognise numbers by looking at their shoe sizes and on the kitchen clock. At lunch time children look at the different colours of fruit and correctly count a number of grapes. While they play the childminder is skilful at asking questions about size, shape and colour. For example, she asks 'Can you find glasses the same colour to match these shoes?' 'These are too big, can you find smaller ones?' As a result children are gaining the necessary skills and understanding they need for future learning.

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

Children form good emotional attachments with the childminder because she is attentive to their needs and shows she cares about them. She affectionately welcomes them into the house and praises their independence skills when they tidy away their shoes and hang up their coats. They willingly invite her to join in with their games, such as musical statues or hide the shells and involve her in imaginative play. The childminder listens carefully to children and responds well to what they are saying. They talk enthusiastically to her about their families, playgroup activities and their games. The childminder has a good knowledge of how to keep children safe and she encourages them to think about their own safety. For example, she checks what a child is doing and asks what might happen if she carries a scooter up the slide. Children say how to keep themselves safe from germs as they independently wash their hands and dry them before eating their lunch. They take part in

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

fire drills so they understand what they must do if there is a fire in the house. The childminder is aware of potential risks to children. She monitors indoor and outdoor areas of her home and completes risk assessments for places she visits with the children. This identifies potential risks and minimises these for children's to prioritise their safety.

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

Children are encouraged to be polite and behave well by the childminder's example. She praises them when they say 'please' and 'thank you' at meal times and when they happily help to tidy toys away. They concentrate for a considerable time on activities. The childminder praises them when they persevere and complete a difficult task. For example, when they join pieces of a construction toy together they show the childminder they are pleased with their efforts. Children feel secure and understand boundaries because the childminder manages their behaviour well in ways appropriate to their understanding. The childminder's care practices ensure that children are happy and enjoy what they are doing.

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

At meal times children talk freely about healthy food such as fruit and their particular favourites. Parents provide healthy lunch boxes and children routinely eat savoury foods first before sweet things as part of the childminder's and local school's policy. This encourages healthy eating habits. Children enjoy exercising themselves in the garden and also spend time in the fresh air by walking to and playing in local parks.

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

There are good links with the local school, the teachers and nearby playgroups. Children are developing good social skills and can share toys, take turns and make friends. This means they are emotionally prepared for their next stage of learning.

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provision

The childminder has a sound understanding of her responsibilities in meeting the safeguarding and welfare requirements of the Statutory Framework for the Early Years Foundation Stage. She monitors the safety of the premises and checks other places which they visit regularly. Children are well supervised at all times in indoor and outdoor areas. The childminder has recently completed a course to refresh her knowledge about child protection and can recognise possible signs of abuse. In addition she is aware of the Local Authority Safeguarding Board procedures to follow if she has any concerns about a child. Suitable policies for safeguarding are available for parents. The childminder has also recently completed a paediatric first-aid certificate and records for medication or accidents are in place. Consequently, children are well cared for in a secure environment where their welfare and well-being needs are met well.

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provision

The childminder is committed to improving her provision and has plans to make the garden area better. She has worked conscientiously to improve on the recommendations from the previous report and is now using assessment more effectively to help monitor children's progress. The required information about children is recorded and kept up-to- date. The childminder works positively with parents and other childminders and uses the expert advice of the coordinator to help bring about improvements. She has continued training and intends to enrol on other courses in the future. The childminder values the good partnership with parents and she communicates daily with them, either face to face or through sharing children's diaries. She keeps them well informed about the children and their progress. Parents are encouraged to be involved in their children's learning. They provide ongoing information about children's needs, and

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provision

what they can do when they first start. They are confident about suggesting changes. Consequently children benefit from this partnership as the childminder is supported in planning for their learning and development needs and her work is often followed up at home. Parents are very appreciative of the work of the childminder and speak highly of the quality of care and education which their children receive.

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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 EY242533 Local authority Gloucestershire Inspection number 814486 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 3

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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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