Hamilton-Clements, Lisa Maria

Inspection date

Previous inspection date 23/05/2014 09/12/2008

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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 uses good teaching techniques as she joins in with children's play and learning. She introduces new language, encourages children to explore new ideas and sets challenges.  The childminder supervises children appropriately at all times, which effectively promotes their safety.  The childminder's home is welcoming, comfortable and well resourced.  Children show concern for others and cooperate well during their play because the childminder is a calm role model and has well-targeted expectations of them.

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It is not yet outstanding because

 When planning activities, the childminder does not always specifically focus on what children need to develop further.

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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 made observations of children's play activities and all areas which children use.  The inspector spoke to parents to collect their views on the provision.

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Inspection activities

 The inspector sampled a range of documentation such as personal suitability checks, policies, risk assessments and children's learning records.  The inspector accompanied the childminder on the school run.

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Information about the setting

The childminder registered in 2004. She is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She lives alone with her two children aged eight, and six years, in Long Hanborough, Oxfordshire. Shops, toddler groups, a park, a mobile library and other amenities lie within walking distance. The childminder can take children to and collect them from, local schools and pre-schools. The family keep a dog and there are also four fish in a tank upstairs. Minded children may use the entire house, although in practice remain mostly downstairs. A fully enclosed rear garden is available for outside play. The home is accessed from street level and bathroom facilities are on both levels of the house. The childminder is a member of the National Childminding Association. She currently minds eight children who attend on a part-time basis. The childminder holds a relevant early years qualification.

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

 strengthen the systems used for assessments and planning, to have a clearer focus on what children need to learn next.

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who attend

The childminder knows the children well. She meets with parents before their children start to talk about what their children can do. She notes children's interests and assesses their starting points in their learning. She uses regular discussions with parents and her own observations to plan activities to support children's next steps in learning. However, the next steps do not always focus precisely on what children need to learn next to help them make rapid progress towards the early learning goals. The childminder records what she observes children are interested in doing and comments about their development. The childminder organises the day so children have appropriate time for free play. During this time, they can make their own choices of activities and time for more adult supported games such as board games. This freedom to make choices successfully promotes children's confidence to become independent learners. For example, children choose to

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who attend

play with knights and dragons and get out dinosaurs to be the dragons. The childminder is sensitive in knowing when to intervene in children's play, which helps children focus. For example, when children are playing with the knights and dragons, she provides a book on castles to deepen their learning and curiosity. The childminder promotes children's communication and language skills very well through ongoing, high-quality discussion. For example, while playing with knights, the children engage in a conversation about a recent visit to a local castle. They describe what they are doing clearly and think carefully about their answers to questions. As a result of these strategies, children express themselves confidently, learn readily about the world around them and develop an extensive vocabulary. The childminder extends children's mathematical thinking routinely through activities, such as counting their wellies, and through planned activities such as shape

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who attend

games which children enjoy. Children have many opportunities to develop their creative skills and enjoy making knights shields using collage materials. They are keen to show their parents the collage they have created. Children of all ages develop their imagination, physical skills and senses when they play in the garden. The childminder works well in partnership with parents and other early years settings that children attend to exchange information about progress. She then uses this information to plan relevant activities, such as focusing on numbers and literacy to support children as they progress towards school age. Overall, children are making good progress in preparation for their next stages of learning.

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

Children enjoy warm and genuine relationships with the childminder. They clearly enjoy her company and the attention she gives them. The effective support they receive from the childminder during play activities, results in high levels of motivation and interest in their learning. Children demonstrate good levels of behaviour, such as responding well to instructions. They learn about safety effectively as the childminder supervises them closely and provides clear messages when away from the home. For example, children learn to hold hands on the way to school and never to cross roads without a grown up. Children benefit from the family style approach which the childminder promotes. For example, older children play sensitively with younger children and help them in taking coats off. The childminder has a thorough knowledge of the routines of children through good partnership work with parents. For example, she knows children's eating preferences and

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

adjusts her provision to accommodate this. This ensures that children's individual care needs are well met. Children learn about staying healthy and the importance of physical exercise because the childminder regularly takes them on outings to local parks. The childminder supports children to use the garden throughout the day where they can use a wide range of equipment to develop physical skills. They can also explore using water, sand and mud. The childminder provides children with healthy snacks and keeps the environment clean. Children learn to wash their hands carefully under close supervision and to drink plenty of water to stay hydrated. These routines contribute to children's healthy lifestyles. The childminder's successful partnerships with parents and other early years settings contribute strongly towards children's well-being. For example, they all share clear information about strategies to support children's toileting requirements, which

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

provides good continuity in children's care. Such processes support children effectively in developing independence in managing their personal needs. The childminder regularly takes children to group activities at the local children's centre. This prepares younger children for transition to preschool or schools as they learn to sit in larger groups and share with bigger groups of children.

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provision

The childminder demonstrates a clear understanding of her responsibilities to keep children safe. As well as providing close supervision, she ensures that her home is safe by undertaking daily checks and reviewing her risk assessments regularly. She demonstrates a good understanding of safeguarding procedures and has attended relevant training. She is aware of possible symptoms of children at risk and how to respond to concerns. The childminder monitors the educational programmes and children's progress sufficiently well. She records her observations and she tracks the progress children make in their learning. This provides her with an overview of her provision and enables her to identify any gaps in children's learning to ensure that children receive appropriate support. She demonstrates a good understanding of children's individual achievements and expectations for their ages. She ensures that toys, resources and activities she provides cover all areas of

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provision

learning and is successful in helping children to make good progress overall. The childminder establishes good partnerships with parents who are complimentary about her care of their children. She has information files for individual children, which she shares with parents. The childminder communicates well with other settings which children attend to share assessment information. This process allows the childminder, parents and staff at other settings to contribute and share their observations and knowledge of the children. As a result, there is good continuity for children in both their learning and care. The childminder has made successful improvements since the last inspection and has updated her paperwork and some of her processes. She is much more aware of legal requirements and her improvements support her practice well. She has developed observations of children to improve her assessment procedures. She is proactive in

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provision

seeking ideas to improve outcomes for children further, such as consulting the local authority childminding networks and internet childminder blogs and forums.

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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 EY292362 Local authority Oxfordshire Inspection number 814772 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 5

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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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