Childminder in Portsmouth

Inspection date

Previous inspection date 16/04/2014 22/07/2009

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early years provision

This inspection: 1 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 1 The effectiveness of the leadership and management of the early years provision 1

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This provision is outstanding

 Children feel extremely comfortable with the childminder and her exceptional knowledge of the individual child enables them to thrive in her care.  Children are offered an excellent range of interesting and exciting activities that keep them fully engaged, which effectively supports their learning.  The childminder has a very thorough understanding of how children learn and successfully links this to the areas of learning.  The childminder is very dedicated to offering a high quality practice to the children and their parents. This effectively promotes a successful partnership with the parents who are kept fully informed of all aspects of their child's daily 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 interaction between the childminder, assistant and children.

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Inspection activities

 The inspector sampled some of the documentation held by the childminder in particular regard to the children's progress and achievements.

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Inspection activities

 The inspector read and discussed the evaluations the childminder had made on the activities and service she offers the children and their families.

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Inspection activities

 The inspector read the questionnaires and comments the children and parents had completed.

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Inspection activities

 The inspector read some of the planning documents which highlighted the children's next steps in learning.

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Information about the setting

The childminder registered in 2002. She lives with her husband and four children two of whom are adults and two are in full time education. They live in a house in Southsea in Portsmouth. The house is accessible from the road. Minded children have access to the ground floor and an upstairs bedroom for sleeping. There is an enclosed rear decked and paved garden to the rear of the property for outdoor play. She has two assistants she works with on different days. This provision is registered by Ofsted on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. The childminder has a NVQ level 3 qualification in Childcare and is registered to receive free nursery funding for two, three and four year old children.

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

 ensure that the boxes have labels so that children can see what is inside to enable them to make more choices from the resources.

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who attend

Children flourish under the care of the enthusiastic childminder. Their learning and care are the childminders top priority. This results in children being offered an extensive range of worthwhile activities throughout the day that fully promotes their all round development.

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who attend

The childminder creates plans and uses themes which offer the children a wealth of different activities to enjoy. Her excellent skills and knowledge enables her to differentiate the activity to suit the learning needs of the individual child. Children also thoroughly enjoy and actively engage in free play where they choose for themselves what they want to do. The interaction of the childminder and her assistant make use of all opportunities planned or incidental to promote the children's learning. For example, children choose to dress up as witches and the adults promote the child's vocabulary by introducing words such as cauldron. When investigating the jelly the more able children can confidently talk about the different colours. Younger children are helped to identify and pronounce the different colours building on their knowledge and vocabulary.

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who attend

The adults are inspiring and resourceful, when supporting children to act out a favourite story they use resources in the garden to create different aspects of the story. Children clamber up the climbing frame which becomes a hill. Matting on the floor becomes a river, the underneath of the climbing frame becomes a cave and the decking becomes a bedroom when they all snuggle under a blanket. Children are supported to remember the words of the story, which they confidently recite with expression and call out 'we can't go under it, we can't go over it, oh no! we have to go through it. They have great fun and activities like these effectively supports children's literacy, imaginary, language and personal and social skills. Children understanding of number, colour and shape are increased or consolidated each day through open questions from the adults who make significant use of incidental activities like laying the table. Consequently children are fully

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who attend

prepared and very confident to move onto their next stage in learning.

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who attend

The childminder creates comprehensive learning journeys for each child, which is filled with accurate observations of their achievements. The childminder evaluates and undertakes regular assessments on the children and uses this information and her excellent knowledge of the individual child to extend their learning. The two year old assessments are fully in place and are discussed with the parents so that both parties know what the child has achieved and their next steps are identified.

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who attend

Parents are fully involved with their children's learning from the moment they begin. The childminder spend time with the parents gathering information about the children's learning, development and welfare. This ensures she can accurately track the children's progress. Parents have access to their children's records regularly and have daily discussions about their child's progress and make written contributions to their children's records. Parents are able to extend their children's learning at home because they share information routinely about their child's next steps and progress.

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

The extensive knowledge the childminder has of each child, results in her being able to meet their care and learning needs accurately. Children follow their own care routines having their sleep when they need to. These close relationships support the children feeling safe and form highly secure bonds with the childminder. Young children have regular hugs and cuddles and older children are happy to request for example resources they have misplaced knowing that they will receive a positive response. This gives children a secure sense of security and emotional well-being.

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

The childminder fully fosters children confidence through the calm and fun interaction of the childminder and her assistant. She is a good role model, talking to them clearly and calmly praising their achievements and building on their self-esteem. The children show respect for each other as they take turns. Older children are aware and allow time for the younger children for example when they climb the steps or examine and talk about the resources they have found in the jelly. They are active in learning how to stay safe as they draw pictures about people that help you and read stories about why for example there are smoke alarms in homes. They learn how to call the emergency services and when the emergency services arrive in the street they go and watch to observe them in action. This give children first hand experiences of the role of the emergency services. Regular opportunities are created for the children to practise evacuating the home. When out and

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

about in the community they know they need to wear high visibility jackets and why and they respect the boundaries given to them by the childminder.

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

Good, stimulating, high quality resources are displayed in the play room to encourage children to help themselves to resources. However, some of the boxes are not labelled which prevents young children knowing what is inside. If the resource is not down low then there is a picture book showing other resources that the children can choose from. The outdoor area has many exciting resources for the children to engage with, which helps develop their physical skills. The childminder makes excellent use of the space she has and rotates the resources regularly to meet the needs of the particular children she is caring for which will promote their learning.

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

The childminder uses meal times to discuss about healthy eating and lifestyles. Young children know that you need to wash your hands 'to get rid of germs or else you will get a bad tummy'. The children confidently talk about using muscles then you get hot because your blood is pumping fast and 'then you need a drink'. They help put on their lotion to stop them burning in the sun and help themselves to drinks when they get thirsty.

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

The children's behaviour is very good. There are clear systems in place to ensure that children and parents are aware of acceptable behaviours. The childminder and her assistant reinforce the good behaviour by praising the children building on their self- esteem. Young children are learning to manage their behaviours through consistent handling. They are given choices when they don't get their own way learning how to manage their frustrations and cope with the boundaries which protect all the children. All these highly effective strategies and interactions help children prepare for their next stage in life.

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provision

The childminder has an exceptional understanding of how to safeguard children and the procedure to follow if she had a concern about a child. Her assistants have undertaken safeguarding training resulting in all the adults have a clear understanding of their role and responsibilities. Her fully comprehensive safeguarding policy includes when she needs to contact Ofsted and other relevant agencies of any significant events. All the adults in her home and who work with her have been checked and approved for their suitability. Her policy is shared with the parents so they both have an understanding of each other's responsibilities. She undertakes formal risk assessments and daily checks so that all the environments the children use both inside and outside the home are safe.

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provision

The dedicated childminder has a thorough understanding of her responsibilities regarding children's development. She has extensive information about learning outcomes for the children and she uses this information to effectively monitor the children's progress. Her experience and skills result in her having the knowledge to teach children and promote their learning in all areas. This enables her to identify any child that may need extra help. She is proactive in after speaking to the parents in contacting and working with other agencies to help the child to move forward to the best of their abilities. The childminder is extremely organised and continually evaluates how and if the children have achieved, asking whether the activity met the planned outcomes and how could it have been improved. She continually evaluates her practice using information gained from her assistants, parents, the children and her own observations. Her comprehensive

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provision

understanding of her role results in her ensuring that she continually offers the children an enabling environment. This includes having the tools and resources in place to enable the children to achieve. She creates action plans to develop her practice further identifying for example that the children going off to school need to be school ready. She has therefore included in her daily plans more opportunities and experiences for those children so that they will go off to school confident, capable and excited about the new challenges.

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provision

The childminder is proactive in undertaking training to develop her knowledge and skills further. In addition, she has ensured that her assistants have undertaken relevant training so that all the adults caring for the children have skills and knowledge to help the children achieve. She attends training that will help the children she is caring for. For example, she has recently undertaken training linked to speech and language development, which has in turn helped her understand better how to help children with limited communication skills.

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provision

Partnership with parents is extensive and purposeful. In addition to daily discussions and diaries they are aware of the week's plans. They are encouraged to share and comment on the information about their child in their individual learning journeys. They are given good quality information about the childminder's practice, making them fully aware of each other's responsibilities. Parents state how happy they are with the care and education their children receive. They are extremely pleased with the rapid progress their children are making. Partnerships with others are extremely strong and beneficial. This results in children having consistency supporting them to make significant progress in their 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 EY233163 Local authority Portsmouth Inspection number 960743 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 9 Number of children on roll 8

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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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