Moon, Nicola Jean

Inspection date

Previous inspection date 21/05/2014 12/01/2009

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early years provision

This inspection: 2 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 2

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This provision is good

 The childminder knows the children well and they develop secure attachments with her, enabling them to thrive.  There are strong partnerships with parents and their contributions enable the childminder to plan suitable activities for children so that they make good progress.  The childminder manages behaviour effectively, supporting and developing children's personal, social and emotional skills.  Children are taken to toddler groups and sessions at the local children's centre, which develops learning and social skills in the wider community.

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It is not yet outstanding because

 The resources in the outdoor provide good opportunities for physical development but area do not fully support the children in all areas of learning.  There are some missed opportunities to develop social skills and independence at snack time.

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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 viewed all areas used by the children.  The inspector observed activities indoors and outside.  The inspector spoke to the childminder at appropriate times during the inspection.  The inspector sampled appropriate documentation.  The inspector spoke to a parent and the children.

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Information about the setting

The childminder registered in 2007. She is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder lives with her partner and their three children in a bungalow in the Beacon Park area of Plymouth. All areas of her home are used for childminding. Children have access to a level, enclosed garden at the rear of the property. The front of the property is accessible by four steps and a hand rail. There is a level entrance at the back of the childminder's home. Family pets comprise of a cat, and two rabbits that are housed in a hutch in the garden. There are currently two children on roll in the early years age range.

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

 review and increase the range of resources available to enhance the children's learning and development in the outdoor environment

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

 further develop snack time routines to enhance the development of children's independence and social skills.

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who attend

The childminder plans activities according to the interests of the children, making precise observations and taking note of those made by parents. This ensures that activities are suitable for the age and stage of development of the children, and they are eager to play and explore. Consequently, they make good progress and are able to acquire skills needed to progress towards the next stage, such as starting school.

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who attend

The childminder has a good knowledge of child development and how children learn. She interacts well with children during activities, extending skills in various areas of learning. For example, as children play with a farm, she encourages them to talk about big and small animals. She encourages the children to identify the names of the animals and the sounds they make. The childminder motivates children well, supporting their play and praising them as they try new activities or meet a new challenge. As a result, they are confident learners and make good progress.

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who attend

The environment is welcoming and well organised. There is a good range of resources, which the children can access for themselves. This encourages them to become independent and to explore and develop their own interests and ideas. For example, the childminder praises children as they spontaneously find a tool kit and begin to try to 'repair' a door. Encouraged by the childminder, they go on to find more items to repair, showing delight at their success in working together. Children enjoy the childminder's interactions and she uses effective strategies to engage them and develop learning, such as getting down on their level. She is also skilled at allowing children to take the lead and knowing when to stand back and let their play develop naturally. As a result they are confident and develop creative skills and critical thinking.

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who attend

The childminder uses every opportunity to promote children's language development. She is skilled at using a mix of commentary and questioning to enhance the development of vocabulary. Parents appreciate the homely and comfortable atmosphere provided, so children feel secure, relaxed and ready to learn. The childminder is very effective in providing opportunities for physical development, particularly outdoors. There are lots of balls and a football net, ride on toys, trampoline and climbing equipment. However, although resources outdoors promote physical development, there are few resources to help children develop skills in other areas of learning.

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who attend

The childminder makes regular observations of the children, linked to the areas of learning and these help her identify the next steps for each child's development. She uses summative assessments to ensure children are making progress and developing in all areas of learning. The childminder uses learning journeys very effectively to document accurate assessments and plan activities. The learning journeys include comments from parents and children through observations and questionnaires. Children's art work and 'super moments' are celebrated, which helps children develop self-esteem and confidence. The childminder has close relationships with the children. Because the parents are involved in contributing to children's initial records and learning journeys, the childminder is able to tailor planning to individual children's needs. She completes comprehensive checks and assessments when children are two years old, which are shared with parents

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who attend

and the health visitor and clearly identify their stages of development and next steps for learning. The childminder uses her knowledge and experience of how children learn and develop effectively. She knows the children well and is able to develop areas of learning skillfully.

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who attend

Parents make positive comments about children's developing confidence and independence. Children and consequently they feel secure and happy as they play and learn. Children are supported with hygiene and dressing skills so that they develop independence and confidence.

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

The childminder forms close and secure relationships with children. This enables them to feel happy and safe, and allows them to become independent. For example, children are happy to arrive and rush in to play, finding favourite toys and activities. Parents state that their children do not want to leave at picking up time. This gives parents confidence that their children are happy and safe. The childminder displays information encouraging healthy eating and children enjoy healthy snacks at snack time. However, the childminder does not routinely encourage children to help to prepare food and help themselves to further develop their independence.

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

The childminder manages children's behaviour well and acts as a good role model. She encourages children to think about how their actions may affect others. For example, children are encouraged to cooperate as they play together with cars and a garage, by sharing and taking turns. The childminder also understands the need to help children to manage their feelings by supporting them when they need to wait. She explains and talks to them about the importance of using resources safely.

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

The environment is warm and welcoming, with a good range of resources, which the children can choose for themselves. The part of the house used for childminding is very well organised and there is a spacious garden with lots of opportunities for physical play. The childminder is fully aware of her responsibilities for keeping children safe. She ensures that the environment is safe for children to explore by regularly and effectively assessing risk. She encourages children to be safe, but allows them to develop their own sense of risk when exploring, ensuring that they develop personal, social and emotional skills. For example, outside she supports children as they climb, encouraging them to tackle challenges and reminding them about using equipment safely.

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

The childminder supports children well when they first attend, working with parents to ensure that they settle happily. She encourages parents to visit and to stay to reassure children for as long as necessary. She values the contributions parents make when children first attend. This helps children feel safe and secure, enabling them to make the most of activities and learning opportunities. Children are well prepared for school, and there is good liaison with other settings the children attend. The childminder takes the children to school daily for pick ups and supports them with visits when they are about to start school.

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provision

The childminder has a good understanding of how children learn and develop. She uses assessment effectively to plan interesting and age appropriate activities, ensuring that children's individual needs are met. She seeks help and advice from outside agencies when necessary and supports parents when children need the help of other professionals. She is aware of the importance of this so that children with additional needs can receive prompt attention and make good progress.

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provision

The childminder understands her responsibilities for keeping children safe and the safeguarding and welfare requirements of the Early Years Foundation Stage are fully met. She has attended up to date and appropriate training and knows what to do if she has any concerns about a child. The childminder has clear policies, which include details of agencies to contact if concerns arise. The childminder has strong relationships with parents, and they value her dedication. They make very positive comments on parental questionnaires, saying that she 'goes the extra mile for children', and she 'helps them develop and thrive'. They feel that their contributions towards children's learning and development are valued. Parents also said that they are very happy with their relationship with the childminder. They have daily conversations concerning children's well-being and progress. This shared approach to learning enables children to make good progress towards the early learning goals.

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provision

Children's views are valued and their comments are recorded on a children's questionnaire. The childminder displays information for parents and involves them in children's learning and development by giving them information about the Early Years Foundation Stage.

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provision

The childminder is reflective of her practice and monitors and evaluates her practice so that she can improve and move forward in order to benefit the children in her care. She regularly meets with other childminders for support and the sharing of ideas and good practice and also attends training. She is knowledgeable, experienced and committed to maintaining a good service for families.

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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 EY359550 Local authority Plymouth Inspection number 844188 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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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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