Childminder in Gloucestershire

Inspection date

Previous inspection date 31/03/2014 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 safeguarded because the childminder understands her responsibilities to supervise them and protect them from harm.  There is a warm and welcoming environment in which children are secure, happy and confident to express themselves.  Children form secure attachments because the childminder works in partnership with parents to ensure she knows individual children's needs and routines.

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It is not yet outstanding because

 Occasionally, individual children's next steps in their learning are not fully considered to ensure all children continue to make good progress.

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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 spoke to the childminder and the children at appropriate times throughout the inspection.  The inspector observed several activities in the downstairs rooms.

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Inspection activities

 The inspector sampled a range of the childminder's documentation including, Disclosure and Barring Services checks, qualifications, safeguarding policies and procedures, risk assessments and children's learning records.  The inspector acknowledged the views of parents.

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Information about the setting

The childminder was registered in 2014 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and three children, in a house in the Cashes Green area of Stroud, Gloucestershire. The whole of the house is used for childminding purposes. There are two garden areas for outdoor learning. The family has a pet tortoise. The childminder operates all year round from 8am to 6pm Monday to Friday, and occasional Saturdays, except bank holidays and family holidays. The childminder attends the local toddler groups and parks on a regular basis and is a member of the Professional Association for Childcare and Early Years.

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

 strengthen further the planning of the next steps for each child to ensure all children continue to make good progress in all areas of learning.

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who attend

The childminder has a good knowledge of the Early Years Foundation Stage and demonstrates a secure understanding of how to engage and capture children's interests. The childminder collects clear information from the parent when the child first starts at the setting, such as what their individual needs are and what stage of development they are at. She records detailed observations of their play in their personalised learning journals, supported with photographs of them at their activities. The childminder has a clear knowledge of each child's progress across all areas of learning. She identifies any gaps in their learning very effectively. However, on occasion, the information gained from observations is not always used as well as it could be to plan for children's individual next steps to further enhance the good progress they already make and to ensure that any gaps in achievement are quickly identified. The childminder has a good understanding of

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who attend

the progress check at age two and can identify what the children in her care are able to do to support this summative assessment.

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who attend

The childminder teaches children by playing alongside them and sensitively encouraging them to be actively involved. For example, during an activity involving a musical play table, the childminder gains children's attention by encouraging them to investigate and draw on their natural curiosity by shaking, moving or pressing different parts on the table to create a sound. She interacts with children skilfully, providing suggestions and offering ideas. This interaction helps children's learning and encourages children to concentrate. The childminder helps to foster children's communication and language skills and to form close attachments by singing with them enthusiastically as they enjoy bouncing on her knee. The childminder encourages children to reach for toys and plays games, such as peek-a-boo or clapping hands. Children enthusiastically join in with the actions and all clap at the end, showing pride in what they have achieved. This makes them aware of different

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who attend

forms of communication, and consequently, children are confident to express their needs and feelings very effectively. Children have resources that promote counting and use of numbers. They use jigsaws, building bricks and fill and empty different containers with water or sand. These resources help to support their early mathematical experiences through their daily play. Children enjoy drawing using large crayons. Through signs and labels around the setting, children learn that print carries meaning. This supports young children's literacy development and helps prepare them for school.

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who attend

The childminder gives good support to help children progress their physical skills. For example, babies are encouraged to be active as the childminder makes the best of the opportunity to help babies stand up as they put out their hands to her. She ensures older children have varied opportunities to develop their large physical skills effectively. For example, they explore large equipment in parks, on walks and through exploring sand and water in the garden. Although this is a relatively new setting, partnerships and communication with parents are already strong and a good two-way flow of information is in place. This means that parents are equally able to continue to build upon their children's learning at home. The childminder uses a daily diary to record children's activities and routines, and parents access their children's learning journals. As a result, children experience continuity and make very good progress in their learning and

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

The childminder gathers crucial information about the children prior to them starting at the setting through 'all about me' sheets that parents complete. She invests time in settling children in and works closely with parents to share information about individual children's well-being to ensure she meets their needs fully. The childminder supports all children to feel comfortable and secure. Thoughtful care and attention is given by the childminder to children's individual care routines, sleep patterns and parents' preferences. The childminder ensures that comforters are close by when needed, and children receive plenty of cuddles and attention. This provides a firm base for promoting children's personal, social and emotional development and developing skills for the future.

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

The childminder helps to ensures children are learning good routines which protect their health, by implementing and following comprehensive policies, records and practice. Children are cared for in a hygienic home environment, which has been risk-assessed effectively by the childminder. This helps to ensures that children learn about risks in their environment and how to manage them effectively. For example, the childminder teaches young children how to move around the play room safely while toys are on the floor. The childminder clearly explains why it is important to be careful at these times to keep themselves and everyone safe as the children go about their daily tasks. The childminder provides the children with snacks and meals throughout the day that offer a balanced diet that is nutritious. Children have daily opportunities to be out in the fresh air in the garden or at the local wildlife park, which enables them to be active. These all contribute to

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

fostering children's understanding about keeping healthy.

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

There are currently no children on roll with special educational needs and/or disabilities, who attend other early years provision, or who speak English as an additional language. The childminder shows a clear understanding of the importance of sharing information with other professionals. She demonstrates this in the relationships she has with local schools where older children attend. The childminder shares relevant information with the teachers to ensure that children receive consistent experiences across settings. The childminder has resources to promote different cultures, backgrounds and abilities. For example, the childminder plans and provides varied resources and creative activities to explore a range of special events. This ensures that all children are included and that their individuality and diverse backgrounds are valued.

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provision

The childminder is aware of her responsibilities with regard to safeguarding children and fully understands safeguarding procedures. She has attended advanced safeguarding training, which involves discussions and formal, collaborative meetings involving professional agencies about the safeguarding of children. The Disclosure and Barring Service has completed all necessary checks for members of the household aged 16 years and over. The childminder has only been caring for children for a short period. She has lived at her current address for 14 months and has no links to any other property within the local area. The childminder is careful to ensure that children are not left unsupervised with a person who has not been vetted. The childminder is aware of the appropriate action to take if she has any concerns about a child's welfare or well-being. Safeguarding policies and procedures are robust and readily available to demonstrate to parents the

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provision

childminder's role in keeping children safe from harm.

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provision

The childminder has a varied range of record keeping procedures and written policies and procedures to support children's safety and the effective operation and management of her setting. Risk assessments and daily checks are detailed and meaningful, which helps to ensure that the environment remains safe for all children. The childminder monitors and reviews the risk assessments as part of the safety management of her setting. In addition, the childminder makes sure that parents are fully aware of any activities or routines children are involved in by discussions and confirms their agreement through written consents. The childminder ensures individual children are well supervised to keep them safe on outings and seeks parental permission for children to attend activities outside of the setting. The childminder is extremely diligent when visitors arrive at her home. She challenges them with regard to their mobile phones and any cameras they may have and

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provision

insists on all callers signing her visitor's record. As a result, children's welfare is given a high priority.

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provision

The childminder understands her responsibilities in relation to monitoring the educational programmes across all areas of learning and uses the Ofsted self-evaluation documentation as a tool for improving her service. The childminder reflects on her practice and identifies well-targeted priorities for development. She attends events and locally sourced training courses in order to increase her knowledge and understanding further. This means that children get the best service she can offer and achieve well in all areas of their learning and development. Partnerships with parents are good as the childminder gives them plenty of opportunities to become involved in their child's progress. Parents are provided with a range of clearly written policies and procedures and sign to say they have read them. The childminder exchanges information both verbally and in writing with all parents to ensure that they are fully informed about their child's daily activities and care

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provision

routines. The childminder recognises the importance of smooth transition arrangements for the children's next phase in their learning by establishing links with other providers, local nurseries and schools.

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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 EY472668 Local authority Gloucestershire Inspection number 960093 Type of provision Childminder Registration category Childminder Age range of children 0 - 5 Total number of places 6 Number of children on roll 4

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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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