Childminder in Herefordshire

Inspection date

Previous inspection date 10/04/2014 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

 Teaching is good and children are making good progress because the childminder has a secure understanding of how to support children's learning and development.  The childminder's home is safe, warm and welcoming and there is plenty of space for children to play and rest. Children's independence is well promoted because they can freely access a wide variety of resources.  The childminder has a good understanding of safeguarding procedures and this enables her to promote children's well-being and keep them safe from harm.  The childminder is friendly and caring and has developed an effective two-way communication between herself and parents. Consequently, she has a clear understanding of parental requirements, children's individual needs and children are happy in her care.

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It is not yet outstanding because

 There is scope to further enrich the way the childminder plans play and activities by considering the patterns of repeated behaviour which children use to explore and express their developing ideas and thoughts.  There is scope for the childminder to further enhance the type of information gathered from parents on induction, so that she is fully aware of what children can already do at the point of entry, so that progression can be accurately monitored from the onset of care.

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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 carried out a tour of the premises and observed the childminder engage in a range of play activities and daily care routines with the children.

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Inspection activities

 The inspector held discussions with the childminder at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at a range of documentation relating to children, including a sample of children's records and a selection of planning, policies and procedures.

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Information about the setting

The childminder was registered in 2013 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and two children aged two and nine years in a house in Ledbury. The ground floor and the rear garden are used for childminding. The family has a pet rabbit.

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Information about the setting

The childminder attends activities at the nearby children's centre and local toddler groups. She visits the shops, library and park on a regular basis. She takes and collects children from the local schools and pre-schools.

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Information about the setting

There are currently two children on role and attend for a variety of sessions. She operates all year round from 8am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder 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:

 consider further when planning, the repeated behaviour used by the children to explore and express their developing ideas and thoughts through play and exploration. For example, schematic play

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

 enrich the type of information gathered from parents on induction to ensure that children's progress is accurately monitored from the onset of care.

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who attend

Children are making good progress in their learning and development. This is because the childminder has a secure knowledge and understanding of the Statutory framework for the Early Years Foundation Stage. She plans play and activities around the children's individual interests. These are varied and cover all areas of learning and include a good balance of child initiated and adult directed play. For example, the childminder fills a tray with shredded paper and soft materials, so children can explore and investigate different textures. They extend their own play by adding other resources, for example, tractors and small animals. As a result, children benefit from a combination of experiences that include those led by an adult, and learning from their own play. The childminder gathers information from parents on induction about their child's interests, care needs and routines, as well as some information about what they can do at home. However, there is

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who attend

scope to further enrich this type of information, so that the childminder is fully aware of what children can already do, so that she may monitor how they progress from the onset of care. The childminder carries out regular observations of the children, assessing these in order to identify the next steps in their learning. These identified next steps inform the planning of future activities, which help to ensure they are meaningful to children and reflect their stage of development. However, there is scope for the childminder to further enhance the way she plans play and activities. For example, considering the patterns of repeated behaviour which children use to explore and express their developing ideas and thoughts. The childminder and parents exchange highly useful information on a daily basis. She spends time at the beginning and end of the day discussing their child's care needs and progression. Children also have daily diaries and learning records which are

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who attend

shared with parents. In addition, the childminder offers ideas to parents on how they can continue their children's learning at home. For example, the childminder provides the words for songs sung during the day. As a result, parents are successfully included in their child's learning and the childminder has a complete picture of the children's overall development. She is aware of the required progress check at age two for each child and plans to implement it when appropriate.

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who attend

Teaching is good. The childminder places a strong emphasis on the prime areas of learning with young children. She supports the development of children very well and provides a broad and interesting range of activities for the children in her care. Young children learn how things work, as they excitedly push buttons to make noise and to make the toys move. They wriggle and giggle with delight to the different sounds and music. Children are developing effective learning skills as they freely choose resources that reflect their current interests. They express their creativity as they enjoy using a selection of exciting resources to make pictures. They make patterns with the wheels of the cars and carefully cut around their painted chicks. Young children explore shiny materials and confidently investigate texture. Older children engage in imaginary play, pretending to be a doctor and wisely examine the dolly, listening to her chest and carefully taking her

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who attend

temperature. Children practise making marks as they write down the dolly's temperature on the notepad. The childminder promotes the children's communication skills and makes links to their own experiences by asking them about their recent trip the doctors. Very young children begin to use new vocabulary because the childminder talks with them about what they are doing. She encourages them to respond to her and they babble and try to copy sounds, showing a developing skill in language. As a result, children are gaining the necessary skills they need for the next steps in their learning. Children have independent access to a good selection of books which they handle correctly. The childminder also makes books about the children's learning experiences, for example, a trip to the deer park. They confidently approach the childminder to read their favourite story as well as revisiting their past learning experiences. Children use numbers

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who attend

throughout the day, for example, they count how many strawberries they have on their plate and use number rhymes in regular singing sessions. They learn about space, shape and measure as they fill and empty various sized containers with sand.

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who attend

Children are developing a good range of physical skills and they enjoy spending time outdoors in the fresh air. Inside, the childminder engages them in singing and dancing activities. Outdoors, they enjoy playing ball games, digging in the vegetable patch and using a selection of ride on toys. They also enjoy daily walks where they visit the library, shops and park. In addition the childminder regularly attends childminder groups, and activities at the children's centre, to include soft play. These experiences help children to learn to be sociable with others and to begin to understand about their local community.

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

Key aspects of children's wellbeing are good. Children's emotional development is well promoted because they have strong relationships with the childminder. Children are treated with kindness and respect with well organised routines which help them to feel secure and confident while in her care. They confidently climb on the childminder's lap for a quick cuddle or 'snuggle in' when they are tired and need to be held close for comfort. Children soon settle into her care because she has effective systems to support this. Parents are invited to stay and play as well as meeting and getting to know the childminder's family. They leave their children when they feel ready to do so. This ensures children soon settle into the childminder's care.

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

The childminder keeps her home safe; it is well resourced, warm and welcoming. Toys and resources are of a good quality, age appropriate and easily accessible to the children. Therefore they are able to make free choices about their play. Babies and young children have suitable space to practise moving around in different ways, which supports their drive to stand and walk. The childminder supports younger children with their toilet training needs and works closely with parents to ensure children are ready for this next stage. The childminder supervises the children well. The children's behaviour is good because the childminder is calm and consistent in the way that she approaches behaviour management, gently reminding children to share and take turns. The childminder has house rules which the children are aware of. This is because they contributed to them. As a result, children understand why they must look after the toys and feel valued because

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

their opinions have been sought. She offers lots of praise and children enjoy a cheer and a clap as a reward as well as stickers on their charts. This helps them to feel proud of their achievements.

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

Children learn self-care skills as they are encouraged to be independent and to complete tasks for themselves. For example, children are encouraged to pour their own drinks and to peel and cut their own fruit. Children's health is very well promoted because the childminder follows good hygiene practices which meet the children's physical, nutritional and healthcare needs. The childminder explains the importance of hand washing and how germs get on their hands. Nutritious home cooked meals are served daily along with fresh fruit and milk. Children are offered drinks throughout the day and the childminder supports the younger children's progression from bottles to cups. Children benefit from regular fresh air and exercise because they have the opportunity to play in a very well- resourced outdoor environment at the childminder's home. She also makes good use of local venues, such as the children's centre and parks to extend the options for physical

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

play. Children are beginning to learn about their own safety because the childminder talks to them about dangers. For example, when out in the community she reminds children not to talk to strangers as well as teaching them how to cross the road.

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provision

Children are safeguarded well. The childminder has a good level of awareness of the safeguarding procedures and knows how to protect children in her care. This is because she has completed safeguarding training and attends meetings with other childminder's to discuss safeguarding practice. Children are protected in the event of having an accident or being ill, because the childminder has a current first aid certificate and, therefore, has up- to-date knowledge and skills to deal with these instances. She meets all regulatory requirements such as keeping her home secure, records of children's details and carrying public liability insurance. She has written risk assessments which are regularly reviewed and contain risk assessments for trips out with the children. The childminder regularly practises with the children evacuating the premises in case of fire, and these are recorded in her diary. Consequently, children are cared for in a secure environment that promotes

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provision

The childminder has a very good understanding of the learning and development requirements. Although she has only been childminding for a short while she is a well- qualified and an experienced practitioner. She plans play and activities around the children's individual interests which is purposeful and challenging. As a result, children make good progress in their learning. The childminder is knowledgeable, caring, kind and attentive to the children's needs. In the short time she has been registered she has reflected critically on her practice and identified areas for development and acted upon them. For example, to evolve the way she plans daily activities to include parental input. She has clear aims and intentions to offer children high quality care and education whilst they are in her care. She understands the importance of monitoring the educational programme and does so effectively. As a result, a strong capacity for improvement is

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provision

shown and the childminder continues to move forwards on her journey towards excellence.

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provision

The childminder has strong partnerships with parents and spends time at the beginning and end of the day discussing their child's achievements and care needs. In addition, children have daily diaries and up to date learning records which parents are asked to add to. This two-way flow of communication ensures that parents are kept well informed about their children's progress along with having opportunities for them to continue their children's learning at home. Parent's written comments in their children's learning journey show they are very happy with the care and education their children receive. Overall, children are happy, settled and enjoy the time they spend with the childminder. The skills they learn help to prepare them to be ready for school and lay firm foundations for their future learning.

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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 EY466858 Local authority Herefordshire Inspection number 940144 Type of provision Childminder Registration category Childminder Age range of children 0 - 0 Total number of places 4 Number of children on roll 0

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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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