Childminder in Gloucestershire

Inspection date

Previous inspection date 22/05/2014 Not Applicable

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early years provision

This inspection: 3 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 3

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This provision requires improvement

 The childminder has good relationships with parents, which benefits children's emotional well-being.  Children have opportunities to be physically active.  Children receive support to develop their increasing language skills.  The childminder promotes children's confidence and self-esteem through effective support and a close, caring relationship.

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It is not yet good because

 Planning systems are not successful to ensure all areas of learning are equally covered, and include activities that provide suitable challenges to support children's next steps for learning.  The childminder does not track children's progress to help identify any potential gaps in children's learning to support planning.  The childminder does not gain written permission from parents for regular outings.  Systems to find out from parents about children's starting points when they first start with the childminder are not fully effective.

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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 interacting and playing with the childminder both inside and outdoors.

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Inspection activities

 The inspector sampled a range of documentation including policies and children's development records.

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Inspection activities

 The inspector observed care routines such as snack, nappy changing and sleep times.  The inspector spoke to parents on the day of the inspection.

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Information about the setting

The childminder registered in 2013. She lives in Hucclecote, Gloucestershire with her husband and school age child. She is registered on the Early Years Register and the voluntary and compulsory parts of the Childcare Register. Children have access to the lounge, dining room, kitchen, a purpose built conservatory and a room on the first floor for undisturbed sleep. There is an enclosed garden for outdoor play. The childminder has a pet tortoise. Children take part in regular visits to a local nature trail, park, the library and a bounce and rhyme music session. The childminder offers care on a daily basis, before and after school, and during school holidays. There are currently four children in the early years age range on roll and the childminder also cares for a small number of older children. The childminder is able to take children who receive two and three-year-old year funding for early education and has an appropriate level three qualification.

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must:

 implement a planning system that ensures all seven of areas are equally covered and includes activities to provide suitable challenges to support children's next steps for learning

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must:

 devise a system to monitor children's progress to identify and action any potential gaps in their learning

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must:

 ensure written permission from parents is in place and up-to-date for children to take part in outings

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

 improve systems to find out more detailed information from parents about children's starting points in all aspects of their leaning to inform planning.

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who attend

The childminder provides an environment that is welcoming and safe. Children enjoy exploring age appropriate and stimulating resources. They collect items out of accessible boxes and the childminder names these items to expand children's language development. The childminder uses this game to model language as she discusses how to cook the toast, asking if it is ready yet. The childminder develops children's mathematical concepts as they count pieces of toast together. When children look in a different box, the childminder asks what they want to play with, naming the fire engine. As children play with shakers, the childminder repeats children's language 'stuck,' then adds more words, 'is it all stuck in there? This helps to develop children's language and confidence.

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who attend

Children enjoy the range of activities they engage in as they support their interests. However, most activities do not successfully provide children with suitable challenges to support the next steps of learning. The childminder sits with the children giving them attention that ensures they develop confidence to explore independently. She supports young children to not to put items in their mouth, and removes resources, such as chalk, so they can explore other resources safely in a developmentally appropriate way. Other children still have access to the chalk and learn to give it back to the childminder when they have finished. This means that older children learn how to keep others safe. The childminder fully understands the children's interests. She supports children who like nursery rhymes by singing songs with them that they choose from a poster. When looking at books, children choose a nursery rhyme book and the childminder sings songs from

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who attend

here too. Children who are learning to walk receive support and encouragement as the childminder hold their hands as they take their early steps, and she encourages them to try independently. They childminder gives them lots of support and praise to develop confidence in their abilities.

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who attend

The childminder does not plan successfully to promote all areas of learning equally and to meet children's individual learning needs. The childminder makes observations on children's progress and identifies clear next steps. However, she does not use this information to plan suitable challenges to help children make progress. Instead, she focuses on children's interests, which means that whilst children enjoy the activities, they do not always make the best possible progress. The childminder does not successfully monitor children's development to identify and address any potential gaps in children's learning. The childminder gathers some information from parents when children first start, which covers some areas of what children can currently do. However, this is not thorough to provide her with details across all areas of learning to inform her initial planning. The childminder provides parents with a quarterly newsletter that makes them aware of

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who attend

planned themes. She provides them with photographs of children's activities and records details of children's experiences in a daily diary. This allows them to support any learning at home.

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

The childminder develops secure, close relationships with the children in her care. She has a good knowledge of their needs and interests due to initial discussions with parents to settle children when they first start, and regular ongoing communication. Children use the childminder as a secure base for exploration and regularly return to her for comfort. The childminder supports shy children as they settle with her, spending time reading to them with other children as they develop their confidence to be around others. The childminder has flexible settling in sessions that allow time for children and their parents to feel comfortable and confident. The childminder further supports the development of children's social confidence through introducing them to other children during regular trips. Children take part in a local song time at the library and they visit other childminders. As a result, children develop confidence in playing with other children of a variety of ages.

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

Consequently, children develop their social skills that will support them in their move to pre-school or school.

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

Children have free access to the garden, letting the childminder know when they want to go out. Children who are not yet walkers access this environment using a ramp. They are encouraged to climb over the doorframe carefully but independently. Children use ride on toys and shopping trolleys to further develop their physical skills. Children use a trolley to go shopping; the childminder supports his play asking if they can get her some milk. A child becomes frustrated as they try to manoeuvre a wheeled toy onto a decking area. The childminder allows them to try for themselves and offers verbal support and encouragement. To help them achieve their goal, the childminder gently positions the toy so they can push it more easily where they want to go. This ensures that children feel a sense of achievement through sensitive support as they develop their physical skills. The childminder supports older children to learn how to care for younger children as they turn

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

vehicles around without bumping into them.

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

The childminder ensures children develop appropriate behaviour through support and effective modelling. Children are encouraged to share, if smaller children are in the way of older children they learn to go round or to ask for what they want. Children who are not sharing a box of resources appropriately receive support from the childminder who models how to share. As a result, children learn to develop behaviour that will enable them to socialise effectively with others, further supporting their move on to their next stage of learning.

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provision

The childminder has good relationships with parents who are confident that their children are happy in her care. Following a detailed induction process, parents understand all policies and procedures. They can choose how long the settling in process for their child will take. Parents appreciate the childminder's enthusiasm and care that she shows their children and feels she occupies their children well. As a result, parents request extra sessions for their child. The childminder informs parents about news and themes through a quarterly newsletter. A diary book completed weekly means parents are aware of what their children have been doing.

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provision

The childminder has a secure understanding of safeguarding procedures. She is aware of who to contact should she have a child protection concern and has attended training to support her. The childminder has a range of permissions from parents that cover most areas of her provision. However, she does not gain written permission from parents for the outings she takes children on to secure children's safety and welfare. This is a requirement of the Early Years Foundation Stage. The childminder provides a safe and secure environment for children to play and explore in under her close supervision.

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provision

The childminder is enthusiastic and keen to improve her provision through self-evaluation. She gains parental views and ideas from other professionals. The childminder has provided a purpose built room for the children and as a result, her provision is enhanced and developing. The childminder does not use secure systems to successfully plan for, monitor and extend children's learning.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are

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actions)

The requirements for the voluntary part of the Childcare Register are

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To meet the requirements of the Childcare Register the provider must:

 provide parents with information about the activities children will take part in (compulsory part of the Childcare Register)  provide parents with information about the activities children will take part in (voluntary part of the Childcare Register)

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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 EY469680 Local authority Gloucestershire Inspection number 943501 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 3

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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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