Childminder in Devon

Inspection date

Previous inspection date 27/03/2014 Not Applicable

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early years provision

This inspection: 3 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 3

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This provision requires improvement

 Children form secure emotional attachments to the childminder. They are happy and content and demonstrate good levels of confidence and self esteem.  The childminder has a secure knowledge and understanding of safeguarding matters that support children's well-being.  The childminder encourages the development of language skills through positive role modelling and so children become confident communicators.  The childminder provides space in which children explore freely and independently, and make progress through their play.

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It is not yet good because

 the childminder does not use the identified next steps for their learning to inform planning, to ensure activities sufficiently challenge children to extend their learning.  the childminder has not implemented a system to frequently share information with parents regarding their children's progress, to support home learning opportunities.  the childminder does not assess the provision well to identify strengths and areas for development, to enhance children's learning experiences.

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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 the children's activities indoors.

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Inspection activities

 The inspector sampled documentation, such as policies and procedures, and children's development records.  The inspector took account of the views of parents.  The inspector discussed practice and procedure with the childminder.

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Information about the setting

The childminder registered in 2013. She lives with her school age child in Bideford, North Devon. The whole of the house is used for childminding, including a designated playroom. 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 from 8am to 6pm each weekday, all year round. The childminder regularly walks to take and collect children from Pynes Infant School and Nursery. She uses the local amenities, groups and parks for additional learning experiences. There are currently two children on roll, with one in the early years age range.

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must:

 improve the use of information gained from assessments of what children do to decide what children need to do next, using this knowledge to help plan activities that support and challenge children's learning better to help them make good progress

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

 develop the arrangements for sharing information with parents about their children's learning and development, to extend children's learning at home

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

 develop the systems for self-evaluation to include more effective monitoring of the educational programmes and assessment processes to identify better where improvements are needed, particularly in the quality of teaching

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who attend

Children are happy and settled with the childminder. She encourages children to lead their play and learning by making choices in what they do. She does this by arranging her space so that children move around the play area freely, selecting toys and activities of their choice from the low-level shelves. Children use their imaginations when they play with toys and dolls which they have chosen. The childminder provides resources that encourage children to learn through exploring. They use hand-held computers, promoting their interest in technology. Lights flash and sounds play in response to their touch, encouraging them to repeat their actions.

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who attend

Children enjoy the range of play experiences the childminder provides to support their interests, which means that they concentrate on their activities. For example, she recognises that younger children take pleasure in creating a picture using different items and so provides glue and a range of different materials that children can use to build on this interest. Children become absorbed in selecting textiles and stickers to stick precisely to paper. As a result, children are supported well in developing their hand skills and learn about the different properties of materials as they create their pictures.

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who attend

Children are making satisfactory progress overall. The childminder notes children's starting points shortly after they start attending and shares this information with parents to promote their contribution. She observes children in their play and can identify what children need to learn next but does not use this knowledge to help her plan activities to extend their learning further. This means that although children enjoy their time with the childminder, they do not always receive sufficient challenge during the activities to prepare them well for the next stage in their learning.

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who attend

The childminder shows an adequate understanding of her responsibilities in completing the required progress check for children when they are aged between two and three years to monitor their early learning and development. She keeps a communication book and uses this to keep parents well informed of the activities offered to their child. This helps parents to feel involved and included in children's learning. However, the childminder does not involve parents well enough so they know how to help support their children's learning at home. Consequently, some opportunities for learning are missed.

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who attend

The childminder speaks clearly and asks lots of useful questions to encourage children to develop their language and communication skills. She pauses after asking questions to allow children time to think and respond. This pause helps children to be confident communicators, so they happily talk about their play experiences. One child excitedly commented that 'yellow pencil marks can't be seen on the yellow paper'. The childminder acknowledged this observation showing children that she both listens to them and values their views. This approach builds their confidence suitably for the next stage in learning.

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

The childminder provides a welcoming environment for the children. She acts as a good role model to them by being kind and caring. This approach establishes warm relationships, which support children's personal, social and emotional development and also their physical well-being. The childminder helps children to settle and feel secure in her care, so they are ready to explore the environment. Parents comment that their children have developed 'true friendships' with the childminder.

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

The childminder frequently gives praise and encouragement to acknowledge both children's good behaviour and their achievements. She presents clear expectations and boundaries, so children know what is expected of them. Doing this promotes children's self-esteem and boosts their confidence. This helps children manage their feelings well and their behaviour is good.

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

The childminder makes appropriate use of the good range of resources she provides. She teaches children to take on small responsibilities, so they take an active role in carrying out tasks, such as tidying up and fetching their changing bags. The childminder allows children to try to do things for themselves in their play, which develops their confidence in undertaking tasks independently. For example, she repeatedly and patiently reminded a child of how to use glue safely. All this teaching helps children gain suitable attitudes to learning because they learn to be helpful and to keep trying.

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

The childminder has a sufficient understanding of how to safeguard children and protect their well-being. She knows how to obtain support from other professionals as necessary. The childminder has suitable systems to ensure the home remains secure and children are appropriately supervised at all times. This means children are kept safe.

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

The childminder helps children learn how to live healthy lifestyles. She provides them with regular opportunities to benefit from fresh air and exercise. They play in the garden and walk to and from school regularly to collect older children. The childminder uses these outings to teach children about road safety.

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

The childminder encourages children to try new foods. She provides nutritious lunches. These actions support their understanding of healthy lifestyles. The childminder teaches children good hygiene routines. She reminds them of the hand-washing routine when needed but encourages them to manage this routine independently. This teaching helps children to develop independence in their self-care skills.

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provision

The childminder has satisfactory knowledge of the safeguarding and welfare requirements as set out in the Statutory Framework for the Early Years Foundation Stage. The childminder ensures that children are well cared for in a secure, safe environment. The childminder carries out risk assessments on her home and for outings, to check that all situations are suitable for children. The childminder has completed relevant child protection and first aid training. She has good knowledge of child protection issues and is clear on her responsibility to protect children from harm. The childminder knows of other professionals and agencies that can provide additional support for children if she requires it. The childminder was observed to implement her policies. For example, she did not allow visitors to use mobile phones or cameras during childminding and visitors were required to sign in and out, so that she maintains a record of who has visited her home.

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provision

The childminder has developed positive relationships with parents. She shares her policies and procedures with them, so they are advised of her responsibilities and methods. She keeps them updated about their children's daily care routines, through providing 'communication books'. Parents state they appreciate these. The childminder has daily discussions with parents too, so they know what their children have done each day. These communications provide an appropriate two-way flow of information that supports the childminder in meeting children's individual care needs well. The childminder occasionally shares children's development records with their parents, but does not always engage all parents well in promoting children's learning at home.

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provision

The childminder uses appropriate systems to ensure all areas of the educational programme are covered. However, observation, planning and assessment arrangements are not consistently robust enough to challenge children's learning and development fully. The childminder assesses her provision. However, her system is not robust enough to identify all areas for 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 EY470099 Local authority Devon Inspection number 940728 Type of provision Childminder Registration category Childminder Age range of children 0 - 11 Total number of places 2 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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