Childcare on Domestic Premises, Full day care in Devon

Inspection date

Previous inspection date 14/05/2014 04/07/2012

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early years provision

This inspection: 2 Previous inspection: 2 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 are happy, secure and explore confidently, while being eager to learn. They have good relationships with the staff and each other, and are progressing well in their learning.  Staff form strong relationships with the parents and therefore, they contribute and engage well in children's learning. This partnership very securely promotes children's individual needs.  Children access a good range of resources and toys; therefore they explore and engage well as these are used effectively to support their learning.  The staff are skilled at following the children's interests and as a result, they receive good first-hand experiences and develop good communication and language skills.

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It is not yet outstanding because

 The staff do not always successfully organise the adult-led activities to ensure that younger children remain engaged and focused in their learning.

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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 activities in the indoor and outdoor areas.

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Inspection activities

 The inspector held meetings at appropriate times with the manager and invited her to carry out a joint observation.

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Inspection activities

 The inspector looked at assessment records, planning documents and a sample of documentation relating to children's welfare.  The inspector checked evidence of staff's suitability and qualifications.  The inspector took account of parents' views and of the provider's self-evaluation.

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Information about the setting

Dart Bridge Childminders registered in 2012 and operates from purpose-built rooms within a family home in Buckfastleigh, Devon. The setting is open each weekday from 7.15am to 6.30pm, for 51 weeks of the year. The setting is registered as childcare on domestic premises. The manager of the setting and some of the staff team are also registered childminders. They occasionally operate under their childminding registrations, but inform parents of when this arrangement applies. The setting is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. There are currently 31 children on roll, of whom 19 are in the early years age range. The setting receives funding to provide free early education for children aged two, three and four years. There are six members of staff who work directly with children, four of whom hold early years qualifications at level 3. The setting is able to support children with special

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Information about the setting

educational needs and/or disabilities and children who speak English as an additional language. There are pet rabbits, a lizard, a hamster and fish at the setting.

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

 strengthen the organisation of group activities to further support the younger children's learning.

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who attend

Children are motivated to learn and make good progress as the staff have a clear understanding of how to plan activities to support children's individual needs and interests. As a result, there is a good balance of purposeful free choice play and adult-led activities in the planning and the quality of teaching and learning is good. Tracking processes are effective and the clear system means that the staff identify and plan for the children's next steps well. Therefore, staff implement observations, photographs and the required progress check for two-year-olds well. The staff effectively include the parents and share information well with them about their children's progress and this means they are fully involved in their learning.

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who attend

Staff enthusiastically take the lead from the children's and babies' interests and therefore they engage in many creative activities. For example, they make planets linked to the space theme and engage in sensory experiences with lights, sounds and dressing up. Children confidently engage and recall what they have made. For example, they tell you about their bird model and share what colour feathers they have put on it. Good support by the staff means children access further information to extend their learning from the internet. Children learn to express themselves well through sound and rhythm, as they listen to music and move with the ribbons while demonstrating good coordination and control.

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who attend

Children confidently engage and use numbers, for instance when the staff challenge them to count the legs on the bug. They take turns to observe the different insects introduced in a magnifying bug box. The staff skilfully engage and ask questions and therefore children respond and confidently use language and are inquisitive. For example, they express their fears commenting 'do not take the lid off' while others confidently hold the insects and ask questions. As a result, children are introduced well to the living world through good first-hand experiences. Staff effectively use books associated to the current theme and activity and therefore children learn about new facts and information and demonstrate eagerness to learn. Staff spontaneously adapt the activities and encourage the children to use their imagination well. Therefore, children are eager to act out how the insects move. They confidently use their body movements enjoying physical play, for

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who attend

instance, as they jump like a grasshopper. They use their knowledge and experiences well in other activities, being sociable with adults and the other children, for instance during role play they make cups of 'beetle juice'. However, at times, planned activities do not fully meet the needs of all the younger children to encourage them to remain engaged and focussed. For example, younger children occasionally leave the activity as they lose slight interest and later return when they engage again. Children learn to solve problems; for instance, they listen well to instructions and match the sound lotto cards while identifying familiar noises in the environment. Children are therefore prepared well for the next stage in their learning and eventual move to school.

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

Children are happy and have good relationships with the key person and the staff and this supports their emotional well-being and confidence to engage. Good information from the start, for instance in an all about me form is used to effectively settle children and babies and to take account of their routines and individual needs. For instance, children bring their comforters and are highly monitored while resting so they are secure and feel safe. They enjoy quieter play, with the sound lotto. The rich learning environment is welcoming and children make choices within their play as they confidently explore a good variety of displayed toys and resources which are clearly labelled for all the children to see.

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

Children develop good independence in the routine and with their self-care. For example, they confidently wash and dry their hands and younger children are supported efficiently. Children develop good awareness of their own fluid intake as they access their own drinks and younger children are frequently given these to help maintain their fluid levels. Nutritious foods and snacks provided by the parents meet all the children's dietary requirements well.Children receive daily fresh air and exercise which promotes their health and physical development. They engage in exercise, for example, climbing, manoeuvring the swing, riding wheeled toys and engaging in bug hunts. Outings in the local community include visiting the zoo and local places of interest to learn about the world around them. Children develop a good awareness of safety procedures through staff's gentle guidance and explanation about consequences, for example what will happen if they run around the

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

room. The children learn about rules to keep themselves safe, such as road safety procedures and this includes visits from the police to reinforce messages, such as how the children can keep themselves safe.

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

Children are cooperative and well behaved as they are supported well in the routine of the nursery. The staff act as good role models and use effective strategies to manage and recognise children's achievements. For example, staff use sticker charts to recognise and value children's toilet training successes. Children engage in a tidying up as they learn to care for their environment and are consistently praised and encouraged. As a result they have good self-esteem and confidence.

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provision

The nursery management is strong and, as a result, has good systems to monitor the educational programmes. The registered owner/manager demonstrates a clear understanding of the implementation of the safeguarding and welfare requirements of the Early Years Foundation Stage. The inspection took place following concerns raised to Ofsted. The concerns related to children's supervision while using the toilet. The manager investigated and reviewed these procedures and toileting arrangements to ensure children are supervised well while still allowing them to develop independence in their care routine and needs.

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provision

A key person system is effective in monitoring and supporting the children's good progress. Good deployment of staff means children are supervised well within high adult to child ratios, helping to ensure they are safe and enjoy the activities. Staff receive regular training which includes child protection training. Consequently they clearly understand their roles and responsibilities and are vigilant if they have a concern, knowing what procedures they must follow to safeguard children's well-being. Comprehensive risk assessments are regularly reviewed and implemented well. As a result, staff carry out daily checks and minimise potential dangers to children so they remain safe and well cared for.

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provision

Effective recruitment and induction processes support the staff in understanding their roles and responsibilities. The owner/manager further enhances this by undertaking regular supervision of staff and conducting appraisals. As a result, she is able to clearly identify training needs and areas to support the staff's progress and continued professional development to improve outcomes for children. The majority of staff are qualified and all their individual skills and knowledge contribute to their clear understanding of their responsibilities in meeting the learning and development requirements to ensure children make good progress.

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provision

The systems to monitor and evaluate the setting's practice are effective. Staff work together well as a team and proactively contribute to the setting's self-evaluation process. Parents are also fully involved through questionnaires and discussion. As a result, the staff and parents feel valued and successful changes have meant a greater focus on reviewing and planning. Therefore, activities focus more effectively on all areas of children's mathematical development and this enhances their learning within the daily routine. This has a positive impact on the quality of teaching. Good information is included in newsletters such as top tips to involve parents well in supporting children's learning at home. This contributes effectively to the open communication with parents and to the children's good progress.

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provision

Good partnerships and relationships with parents contribute to meeting the children's individual needs and to their good progress. Parents readily access the children's developmental folders and feel fully involved and informed about the children's learning. Parents comment very positively about how well the children are progressing in all areas of their learning, and in regard to the high level of information provided. Staff share information effectively with other early years settings and good links with the local schools support the children's moves.This promotes a good sharing of information and continuity in children's learning and development support the children's individual needs.

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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 EY440980 Local authority Devon Inspection number 967762 Type of provision Childminder Registration category Childcare - Domestic Age range of children 0 - 8 Total number of places 18 Number of children on roll 31

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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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