Peregrine-Morgan, Amanda Jane

Inspection date

Previous inspection date 14/04/2014 10/03/2010

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early years provision

This inspection: 2 Previous inspection: 1 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 experienced childminder provides children with a safe and secure environment that they explore independently and confidently as they have a good sense of belonging.  The childminder has good knowledge of her key children. She plans an exciting range of activities to enable them to make good progress in their learning and development.  Children are skilful communicators as the childminder models language well and extends children's experiences so that they build on their vocabulary.

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It is not yet outstanding because

 Children are not able to access some mark-making resources. The childminder does not always model writing for a purpose, such as to support their role-play.  The childminder does not fully encourage children to explore ingredients using their senses before they cook.

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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 playing inside and outdoors.

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Inspection activities

 The inspector observed the childminder's interactions with children and her co- childminder.

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Inspection activities

 The inspector sampled a range of documentation including the written views of parents, safeguarding procedures and children's learning diaries.

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Information about the setting

The childminder was registered in 2002. She lives with her husband and child, in Downend, South Gloucestershire. The whole of the property is used for childminding with two playrooms on the ground floor. There is a fully enclosed garden for outside play. The family has a dog and a cat. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder is currently looking after four children in the early years age range. She works alongside another registered childminder. The childminder holds an early years qualification at level 3.

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

 make mark-making resources available at all times and model writing for a purpose to help children's early writing skills

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

 extend further opportunities for children to use their senses to explore.

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who attend

The childminder has a good knowledge of the children in her care. She takes time to get to know them, talk to parents about their interests, starting points and makes relevant observations of their play. She uses this information well to plan an exciting range of experiences that help children make good progress in their learning and development. The childminder has good understanding of her responsibility to fulfil the learning and development requirements. For example, she provides parents with a summary of children's strengths through completing the progress check for two-year-old children.

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who attend

The childminder helps children acquire the skills for their future learning effectively. For example, she supports children to become skilful communicators. She builds on their vocabulary and provides clear explanations for tasks, such as the process to make Easter nests. The childminder plans the activity well to address children's next steps in learning, such as extending language and supporting children to gain confidence in their abilities. Children use tools purposefully to stir the cereal into the chocolate. They wait patiently for their turn, as they understand expectations. Children count accurately noticing that there are four spoons but only three children. The childminder supports children well to solve problems, such as how to push the mixture off the spoon into the cases. She talks about using their fingers but not licking them after so that they learn good hygienic practices. There are few opportunities for children to explore ingredients using their senses before

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who attend

they start the cooking activity so that they can see how the chocolate changes when heated, for example.

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who attend

Children enjoy the role-play shop and collect items in their baskets. The childminder interacts well with the children developing their roles and storylines to extend their thinking. She asks children to collect certain items. However, she does not model writing for a purpose, such as showing children how to write a shopping list, to support their early writing skills further. Children are unable to access writing tools independently. However, they are confident to ask the childminder to reach them down for them so that they can practice writing their name. The childminder provides children with a range of open-ended resources to help them develop creatively. Children use their imagination well and initiate their own play. For example, children climb into a large cardboard box exclaiming 'I'm in my bus-beep beep'. Children play cooperatively. They invite their friends into the bus and play nicely together.

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who attend

Children thoroughly enjoy an Easter egg hunt. They participate enthusiastically exploring the garden to find the hidden eggs. Children talk about how many they have found and the childminder supports them to think about how many more they need. Children identify colour well-'I've got lime green'. Children have good opportunities to be physically active, such as jumping on a bouncy castle. Children use bats and balls carefully showing that they understand about safety. The childminder demonstrates how to throw the ball so that children can have a go independently. Children persevere with the task, taking turns appropriately, and the childminder praises their eventual success.

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

Children are happy and settled as the childminder provides a homely environment. It is well organised to meet the needs of the children. For example, the childminder has recently extended the play space so that children have more opportunities to move freely and independently making choices about their play, such as whether to play inside or out doors. Children develop secure attachments to the childminder promoting their physical and emotional well-being effectively. Children have a good sense of belonging as they have personalised pegs and named boxes for their personal possessions. Children behave well and understand the childminder's expectations. The childminder supports children's understanding of their feelings effectively. For example, she uses a mirror and emotion cards so that children can visualise and express how they feel.

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

Children develop a good awareness of a safe and healthy lifestyle. For example, they practise the emergency evacuation procedures regularly to help them understand about keeping themselves safe. The childminder makes good use of daily routines to promote children's understanding of hygienic practices. For example, children are aware of the need to wash their hands before a cooking activity. There is a song to support their understanding and pictures help them follow instructions. Children are aware of their own needs. After playing outside and becoming hot, children help themselves to a glass of water. The childminder consistently reminds children about sun safety, such as wearing hats and reapplying sun cream. There is good support for children to learn about healthy eating. For example, children sit together to look at the seeds inside fruit and vegetables. They plant their own seeds, learning how to care for living things. The childminder

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

encourages children's independence very well. For example, children make their own sandwiches for lunch choosing from cheese, ham, beef, cucumber, pepper and tomatoes. The childminder prepares healthy and nutritious snacks and meals in a scrupulously clean kitchen. She follows health and safety requirements accurately to enable children's continued well-being.

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provision

The childminder has good understanding of the safeguarding and welfare requirements of the Statutory framework for the Early Years Foundation Stage. She keeps an accurate record of children's attendance so that she maintains ratios when she is working with her co-childminder. The childminder provides a safe and secure environment, which is thoroughly risk assessed. The childminder has good knowledge of the signs and/or symptoms of child abuse and works collaboratively with her co-childminder to ensure they follow appropriate procedures should they have a concern about a child.

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provision

The childminder has good understanding of the learning and development requirements of Early Years Foundation Stage. She plans an exciting range of stimulating activities to help children make good progress in their learning and development, overall. The childminder develops good partnerships with parents and with other early years providers that the children may also attend. There are flexible settling-in arrangements where the childminder provides parents with a wealth of information about the setting. This includes detailed policies and procedures that underpin the good childminding service provided.

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provision

The childminder uses good systems to evaluate her provision and identify possible actions for improvements, such as gaining information about children's achievements at home more robustly. She works collaboratively with her co-childminder to maintain consistent practice and share ideas to improve outcomes for children. She has a positive approach to professional development and undertakes regular training to improve her practice, such as developing treasure baskets with younger children. She has made improvements since her last inspection. For example, such as developing the use of technology further by providing a resource box, which includes torches and other electronic devices. The childminder uses parents' questionnaires to gain their feedback. Parents comment positively about her flexibility and detailed daily communication.

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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 EY152699 Local authority South Gloucestershire Inspection number 826317 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 4

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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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