Childminder in Gloucestershire

Inspection date

Previous inspection date 08/05/2014 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 settle well in the care of the childminder and her assistant. They participate in a wide range of opportunities both in the home and on outings.  Clear systems of planning and assessment means that the childminder has a detailed understanding of children's specific learning needs, interests and next steps to help her accurately plan activities.  The childminder forms positive partnerships with parents and other providers to develop an effective shared approach that supports children's individual needs well.  The childminder has a secure understanding of safeguarding policies and procedures. She uses clear policies and her own good practice, to promote children's safety and well-being.

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It is not yet outstanding because

 The childminder and her assistant do not always encourage children to do things for themselves to develop their independence fully including during mealtimes.  The childminder does not make the best use of the garden as a learning environment for children to cover all the areas of learning, particularly during the winter months.

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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 in the house and garden.

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Inspection activities

 The inspector spoke with the childminder and her assistant at appropriate points throughout the inspection.

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Inspection activities

 The inspector reviewed a sample of records including children's learning records, and welfare documents.

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Inspection activities

 The inspector took account of the views of parents through questionnaires provided by the childminder.

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Information about the setting

The childminder was registered in 2013. The childminder lives with her husband and grown up and school age children in Cirencester. The family have a dog and a cat as pets. The whole downstairs is mainly used for childminding with access to the first floor for sleeping facilities. There is an enclosed garden for outdoor play. She is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. The childminder is in receipt of funding for the provision of free early education for children aged three and four years. Care is provided for children with special educational needs and/or disabilities.

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Information about the setting

There are currently 10 children in the early years age range on roll. The majority attend on a part-time basis. She is also caring for three older children. Local facilities are within walking distance, such as, parks, schools and shops. The childminder takes and collects children from local schools and pre-schools.

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

 provide children with more opportunities to develop their independence in readiness for the next stage of their learning

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

 develop a richer and more varied outdoor learning environment throughout the year to further promote children's progress.

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who attend

The childminder has a good understanding of how to implement the Early Years Foundation Stage so that children make good progress in all areas of learning and development. The childminder monitors children's progress effectively. She gathers information from parents before children first start about what they can do, and what they like to play with. She identifies their achievements and considers their next steps in learning. She then uses this information to help her plan challenging activities to support their learning. The childminder is aware of her responsibility to complete a progress check for two-year-olds and has procedures in place to do these. She is clear on where to go for support if she feels that a child is not meeting the appropriate stage in their development. The childminder keeps a record of children's progress using photos and short notes, which are available to parents. She also holds regular discussions with

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who attend

parents and others who share the care of children to discuss children's progress and what they will be learning next.

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who attend

Children enjoy exploring outside. They spend time pouring water between containers. The childminder provides some role-play toys and they pretend to cook. Children use paintbrushes to draw with water on the wall, which helps them develop their early writing skills. Children become engrossed with activities. They spend some time filling different containers with dried rice. The childminder supervises children appropriately and is skilful in her support, as she knows when and when not to intervene in their play. These positive interactions, ongoing discussions, praise and encouragement help to promote children's learning. The childminder provides time for children to freely choose activities and also some time for more focused activities. She also plans some activities along a theme, which she links to children's interests. For example, when children show an interest in cars she extends this to activities about transport. Children learn songs

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who attend

such as 'The wheels on the bus' and then go on a bus trip. They visit a local airfield and watch the planes. Children later link what they have seen and play with vehicles at the childminder's home and talk about things flying. They develop role play together. They use their imagination and use household items such as a wash basket for a car, and a plate for a steering wheel. The childminder encourages children's interest in reading and books. The childminder sits on the floor with the children and she reads to them. She asks open-ended questions to encourage them to think about what they can see in the book. This promotes children's language and helps them to understand that words have meaning. Children chose to do some painting. The childminder supports children in this activity and together they set out the equipment. Other children show an interest in the activity and are encouraged to join in. She encourages the children to consider the

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who attend

colours they use and talks to them about the name of the colours.

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

Children are happy and settled in the childminder's welcoming family environment. The childminder establishes warm and supportive relationships with children. This is because she actively listens to them and is quick to respond to their needs and to help them to understand and manage their feelings. The children learn to share as they play with other children and the childminder gently supports them in the level of behaviour she expects. As a result, children behave well and are well prepared for their future learning.

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

There is a wide variety of resources indoors to cater for all ages of children that the childminder cares for. These are labelled and well organised to promote children's independent exploration. As a result, children are confident as they move purposefully around the play areas, making independent choices about what to do which supports them in their future learning. However, there are fewer resources available in the outdoor area to fully support those children who prefer to play outside.

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

The childminder teaches children how to keep themselves safe. They regularly practise leaving the home in an emergency. They learn how to keep safe around the family dog and learn not to take toys from its mouth. They learn about road safety when out on walks. Children listen and respond well to the childminder, which contributes to their safety. For example, older children know they must stop and all cross together when they come to a road. The childminder supports children to develop healthy lifestyles. She provides daily opportunities for children to play outside and they benefit from the space and enjoy moving freely in the garden, balancing, jumping and running. Children eat a balanced diet and learn about the benefits of different foods.

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

Children start to develop self-help skills such as putting on their boots and coat, and helping to tidy away toys. However, the children are not involved in preparing snacks or pouring their own drink, which reduces children's independence and involvement with food. Nevertheless, children's discussion about the foods they eat contributes to their growing understanding about the importance of a healthy diet. The childminder takes positive steps to prepare children for their future transition to school. She talks to them about what they might expect and they use her toys, such as the back pack to develop stories about going to school in their play.

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provision

The childminder has a good understanding of her responsibilities to meet and maintain the safeguarding and welfare requirements of the Early Years Foundation Stage. She has a good awareness about the child protection procedures to follow should she have any concerns about the welfare or possible abuse of children in her care. She is aware of the procedures to follow should she receive an allegation of concern about herself or other adults. The childminder carries out risk assessments for her home, garden and for any outings, she takes children on. She takes steps to minimise the risk to children, for example by supervising the children with the family dog and ensuring children do not have access to the upstairs of the home. These steps contribute to keeping children safe when in her company. The childminder keeps clearly organised records. For example, she keeps an accurate record of children's attendance. There are clear procedures in place to record

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provision

accidents, incidents and the administration of medication. This helps to support children's ongoing welfare. She keeps detailed records of any accidents that children may have and shares these with parents on the day. The childminder shares policies and procedures with parents before a child starts attending to enable them to have clear expectations of the service she provides. The childminder is reflective about her practice and is keen to make improvements to the service she provides. She gathers feedback from parents and observes the children to identify strengths and areas for improvement. The childminder tracks children's progress, helping her to identify areas where children may need support or encouragement. The childminder effectively monitors the assessment, planning and delivery of the educational programmes so that all make good progress in relation to their starting points. This approach includes those who require additional support to make

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provision

progress in their learning. The childminder forms good relationships with parents. She communicates with them daily about their children's care, learning and development and issues a regular newsletter about activities. The childminder seeks parents' views, both informally through discussion and more formally through regular questionnaires. Feedback shows that parents are pleased with the progress that their children have made. They report that their children look forward to attending and that they have found the childminder's suggestions helpful to encourage their child's 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 EY469926 Local authority Gloucestershire Inspection number 941356 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 13

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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

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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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