Kennedy-Bruyneels, Rebecca Louise

Inspection date

Previous inspection date 25/03/2014 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

 The childminder demonstrates a good understanding of children's individual needs and meets these well.  The childminder extends and supports children's learning well through her good quality teaching, which includes her sustaining their attention as she sits alongside them playing.  Children have secure attachments to the childminder, which fosters their emotional well-being. This is as a result of close partnership working with parents during the well- organised settling-in period.  The childminder provides good interaction with children to support their communication and language skills.

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It is not yet outstanding because

 The childminder does not yet successfully share and gain information from all early years settings that children attend to further support their learning and development.

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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 children in their play and in their interaction with the childminder.

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Inspection activities

 The inspector spoke with the childminder at appropriate times throughout the observations.

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Inspection activities

 The inspector sampled the childminder's documentation including policies, children's records and the childminder's action plan.

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Inspection activities

 The inspector took account of the views of parents and their comments through their written feedback.

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Information about the setting

The childminder registered in 2013. She lives with her husband and three children in Tiverton, in Devon. Two of the childminder's own children are aged under eight; one is in the early years age group and one is over eight. The whole of the house is used for childminding and there is an enclosed garden for outside play. The childminder is registered on the Early Years Register, and both the compulsory and voluntary parts of the Childcare Register. The childminder operates Monday, Tuesday, Thursday and Friday from 7am to 6.30pm term time only. There are currently five children on roll, four of whom are in the early years age group. The childminder has three guinea pigs in the garden. The childminder takes the children to local toddler groups.

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

 fully develop the partnerships with other settings that children attend to share information to support their learning and development.

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who attend

The childminder has a good knowledge and understanding of the areas of learning and how to support young children's play. Consequently children take part in a variety of play opportunities which engage their interest, develop their imagination and foster active learning. Children therefore are acquiring the early skills and capacity to develop and learn effectively and be ready for the next stages in their learning. For example, toddlers demonstrate how curious they are as they show a strong exploratory impulse and investigate toys of their own choosing which interest them. They show intrigue, for instance, in exploring sensory baskets, feeling the different resources and seeing what different sounds they make. Older children clearly have favourite toys. They enjoy playing with the cars and the garage, using mathematical language in their play. They work out how to get the garage lift to work which shows problem solving skills. All children show

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who attend

The childminder clearly knows the children and their stage of development well as a result of effective, on-going observation and assessment. This is reflected in useful records of learning, and information is then used effectively to plan for each child's individual needs. Children are making good progress and are working comfortably within the typical range of development expected for their age, given their starting points. The childminder understands her responsibility to complete the progress check for two-year-olds. Parents are well informed about their children's progress and are actively involved in supporting next steps for learning at home. For example, they are encouraged to regularly view and take home their learning journeys and are asked to add their comments. The childminder tracks children's progress and also provides termly summary reports for parents. However, the childminder has yet to fully develop partnerships with other early years settings that

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who attend

children attend to share information to fully support their learning and development.

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who attend

The childminder supports and extends children's learning and communication well through her positive interaction and good quality questioning. For example, she helps children to learn new skills and practise their small physical skills, as she shows them how to weave ribbons in the garden. She sustains their engagement as she sits alongside them adding extra resources to messy play and effectively reinforces their communication and language. For example, she repeats new works that children use to describe how the gloop feels. Younger children are extremely communicative and enjoying babbling as they increasingly experiment with using sounds and gestures to communicate. For example, they readily express their needs, such as indicating they do not want to paint anymore and want to get out of the highchair. Children show good small physical skills and practise early writing as they create lines and circular patterns while using their fingers and spoons

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who attend

in the multi-coloured gloop. The childminder also uses technology to promote children's learning as they look at different butterflies on the internet, discussing shapes and colours before the children paint their own.

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who attend

Parents attend settling in sessions with children and the childminder gives them regular updates when they first leave their child to reassure them. The childminder also takes photographs of the parents to display for the children to help them settle. Consequently, there is a strong commitment to ensuring children reach their full potential through a consistent and shared approach between the childminder and the families.

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

There is a very strong focus on working closely with parents, especially when children start with the childminder. There is a gradual settling in process which enables children to develop close bonds with the childminder. They become familiar with their new environment and to feel confident and safe in it. Parents are effectively encouraged to share what they know about their children, such as their home routines, interests and important people in their lives. Consequently, the childminder can provide individually tailored care, which follows parents' wishes. This ensures a smooth transition between home and the setting, which effectively promotes children's sense of security. This process is enhanced with a settling in observation which gives the childminder a starting point for each child and identifies next steps for their learning.

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

The childminder's home is welcoming and displays children's artwork and colourful posters. Resources are organised effectively at children's level. As a result children can readily select what they want to play with and are developing independence in their learning. Children are familiar with daily routines, which are flexible and organised to support children's individual needs. Meal times are sociable and relaxed with children being able to feed themselves and the childminder talks to them, promoting their communication.

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

Children are developing a good early awareness of how to keep themselves safe and healthy. The childminder encourages parents to provide healthy meals and snacks and she takes account of children's individual dietary needs, ensuring there is no cross contamination. Children wash their hands before they eat and the childminder reminds them to wash their hands after they have been stroking the guinea pigs as animals carry germs. Children enjoy being able to hold and stroke the guinea pigs and it helps them to learn to care for animals. The childminder also follows strong hygiene procedures herself, washing her hands after wiping children's noses. Indoor and outdoor physical activities are provided. There is a range of physical equipment in the garden for children to use. This enables children to practise their large physical skills, learn about risk taking relevant to their age and stage of development, and benefit from fresh air.

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provision

The childminder understands and fulfils her responsibilities in meeting Statutory Framework for the Early Years Foundation Stage. Consequently, children's welfare is promoted well and they have an enjoyable early years experience, which is tailored to meet their individual needs. All adults living in the setting are safe and suitable to be in contact with the children. The childminder has a good understanding of how to safeguard children and information is displayed for parents. The childminder is vigilant in her supervision of children, in order to promote their welfare. Risk assessments identify and minimise potential hazards indoors, outdoors and on outings, in order to prevent accidents, and these are continually reviewed to promote children's well-being. Stair gates are used to stop children from having access to the stairs. The childminder also carries out fire drills with the children so they learn how to evacuate in an emergency.

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provision

The childminder demonstrates a strong commitment to continual improvement, in order to improve children's achievements over time. For example, by joining a local childminding group and using the meetings with other local childminder's to reflect on practice and discuss new ideas. The childminder also uses advice and guidance from her development worker. Both of these help her to identify areas for development. The childminder keeps up to date with new initiatives and changes to childcare legislation and frameworks through her group meetings. In addition, this is achieved through her strong commitment to her own professional development. For example, the childminder uses the online training directory to book onto courses to further her development. Consequently, her extended knowledge of early years practice is used effectively to enhance children's care and education. The childminder closely monitors children's progress, in order to ensure

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provision

that appropriate interventions are sought where children may require additional support.

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provision

Children's care and education are optimised as a result of strong partnership working with parents. This includes effective communication when children enrol and during their time with the childminder. For example, the childminder share good quality information through a range of communication methods. Notices, certificates and information about the Early Years Foundation Stage are displayed; messages are relayed through communication books and daily face-to-face exchanges. Parents are actively encouraged to contribute their views and suggestions, in order to help inform the service. For example, they can do so through the comments sheet in their children's learning journeys which are complimentary about the service provided and care of the children.

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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 EY462973 Local authority Devon Inspection number 932445 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 5

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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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