Childminder in Devon

Inspection date

Previous inspection date 22/04/2014 31/05/2011

p.1

early years provision

This inspection: 3 Previous inspection: 3 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

p.1

This provision requires improvement

 Children are able to select a broad range of resources from low level storage units, which promotes their independence skills.  The childminder has a secure understanding of safeguarding matters to support children's wellbeing.  The childminder establishes warm and trusting relationships with the children, which helps them to settle quickly and develop confidence.

p.1

It is not yet good because

 The childminder does not consistently obtain information from parents regarding children's ongoing development.  Partnerships with other professionals are not fully effective to ensure consistent approaches to support children's development.  The childminder does not always enhance children's understanding of mathematics.

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

 The inspector observed children in all areas of the provision, both indoors and outdoors.  The inspector took account of the childminder's self-evaluation form.

p.2

Inspection activities

 The inspector sampled documentation including policies and procedures, and children's development records.  The inspector took account of the views of a parent via a letter.

p.2

Information about the setting

The childminder registered in 2007. She lives with her husband and three children aged 24, 21 and 18 years in Torrington, North Devon. The whole of the ground floor is registered for childminding, plus the bathroom facilities and main bedroom on the first floor. A large garden is available for outside play. The childminder takes and collects children from local schools and pre-schools.

p.3

Information about the setting

The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She is currently minding five children in the early years age range. She is registered to receive funding for the provision of free early education to children aged three and four years. She also offers care for older children aged five years to eleven years.

p.3

must:

 improve partnerships with parents and other professionals to identify a consistent approach to better support children's development, in relation to children with special educational needs and/or disabilities

p.3

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

 improve teaching strategies to support children's understanding of mathematics, for example through their participation in singing nursery rhymes

p.3

who attend

The childminder provides a suitable range of resources, which are labelled in low-level units. This supports children's independence skills and helps them to develop preferences. She talks to children as they play to develop their vocabulary and thinking skills. Children select books to share with the childminder, who involves them by asking open questions about the pictures. Additionally, the childminder provides hand puppets to allow the child to experience nursery rhymes and books in different ways. As a result, most children are confident communicators and are beginning to develop a sense of enjoyment from stories. Children feel secure in the setting and show delight when the childminder joins in with their play. Through this, the childminder is able to suitably enhance children's learning opportunities. For example, when the childminder approaches the water tray where a child is playing, she encourages them to explore the movement of the water by splashing with

p.3

who attend

their hands. However, the childminder sometimes misses opportunities to fully engage children with mathematical language in their play. For example when singing counting- based nursery rhymes, the childminder does not always pause to encourage children to join in. Additionally, she does not consistently indicate the appropriate value of numbers for children to learn the true meaning of counting.

p.4

who attend

The childminder regularly shares information with other settings attended by the children in her care, to ensure they are working well together to deliver a full educational programme. The childminder plans activities based upon children's current stages of development which are focused on supporting children's next steps. As a result, the childminder generally has a sound understanding of how to enhance children's learning and so most children are developing in line with expectations for their age. However, partnerships with other professionals and parents are not strong, in relation to identifying consistent approaches to best support individual children's development needs. Consequently, the childminder is not aware of specific teaching strategies to enhance the learning of children with special educational needs and/or disabilities, to help prepare them for their transition to school.

p.4

who attend

The childminder involves parents in assessing children's starting points upon entry to the setting. She uses this information to begin planning activities relevant to children's interests and stage of development. Parents are invited to share photographs from home to add to assessment records. The childminder shares 'Look what I did today' records with parents, which contains photographs of their children participating in a range of activities at the setting. She regularly encourages parents to take home their children's learning journeys and to add comments. One parent remarked that the childminder has helped them to consider '...ideas of ways to continue learning at home'. This all shows that children's home experiences are valued and helps parents to feel involved in their children's learning. As a result, parents comment that they are very happy with the service provided.

p.4

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

The childminder has developed good systems to ensure that children's health is promoted, in response to an action set during the previous inspection. As a result, children now independently clean their hands before and after eating, which helps them to develop self- care skills. The childminder positively role models washing her hands before touching food. This all helps to prevent the spread of cross-infection. The childminder's effective knowledge and understanding of safeguarding systems helps to keep children safe. Children are provided with regular opportunities to benefit from fresh air and exercise. They play in the garden on wheeled toys, develop their imagination in the role play house and explore different textures in the outdoors trays. This all promotes their physical and creative development.

p.4

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

The childminder develops strong relationships with children and knows them well. She gives the children praise and encouragement and acknowledges their achievements. This means that children feel valued and helps to develop their self-esteem. The childminder gets to know children's likes and dislikes well and uses this knowledge to plan activities to suit children's interests, which means that they enjoy their learning experiences.

p.4

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

Children learn to share their toys and be kind to others through the childminder's positive role modelling. The childminder provides consistent boundaries to help children understand routines and to behave well. For example, she reminds a child to handle a pop-up book with care to prevent damage and explains that if it tears, the children will not be able to play with it anymore. This helps children learn to respect the available resources. She uses a positive approach to behaviour management through offering children choices to allow them the opportunity to consider their actions and make appropriate decisions. For example, when a child goes to draw on the chalkboard with a crayon, the childminder lists the different acceptable options to encourage the child to choose a more desirable activity. Consequently, children manage their feelings well and their behaviour is good. This effectively helps children gain skills, which will prepare them

p.5

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

as they move on to pre-school or school.

p.5

provision

The childminder has a sound understanding of her responsibilities in meeting the learning and development requirements of the Early Years Foundation Stage. She has an appropriate knowledge of child protection issues and is clear on her role and responsibilities to protect children from harm. The childminder is able to describe the signs and symptoms that would cause her concern about a child and is clear on the appropriate reporting systems. She regularly rehearses emergency evacuation drills with the children to help keep them safe. Additionally, the childminder reviews risk assessments to monitor the hazards within her setting. For example, while she is renovating part of the back garden, children are restricted to the patio area to minimise their contact with significant hazards.

p.5

provision

The childminder furthers her professional development by regularly attending short courses and is also currently undertaking a recognised level 3 qualification in childcare. At the previous inspection, an action was raised to improve the planning and assessment arrangements to better meet the needs of children. The childminder took prompt and effective action. However she has identified a need to further develop her planning and assessment systems, which evidences her reflective practice. Therefore the childminder demonstrates a sound commitment to improving her setting.

p.5

provision

Children's basic starting points are discussed with their parents, which helps the childminder to build on children's interests. Parents are kept suitably involved in their children's learning through partnership working. Consequently, parents say they are very happy with the childminding service. The childminder shares a range policies and procedures appropriately with parents to help promote children's welfare. She implements most of these soundly. However, the childminder does not always seek relevant outside assistance to help her implement appropriate interventions and strategies where needed, as set out in her policies.

p.5

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

p.6

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

p.7

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.

p.7

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.

p.8

Setting details

Unique reference number EY358593 Local authority Devon Inspection number 815408 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 11

p.8

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.

p.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.

p.8

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.

p.8

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.

p.9

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,

p.9

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’.

p.10

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.10