Childminder in Hampshire

Inspection date

Previous inspection date 02/06/2014 Not Applicable

p.1

early years provision

This inspection: 1 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 1 The effectiveness of the leadership and management of the early years provision 1

p.1

This provision is outstanding

 Teaching is outstanding because the childminder knows each of the children in her care extremely well. She makes excellent use of accurate assessments of their progress to plan further activities that are inspiring to their interests. This enables each child to make rapid progress in relation to their unique starting points and capabilities.  Children have use of the outdoors; this provides an extension of their learning environment. Outdoor activities support and extend all aspects of the seven areas of learning.  The childminder successfully encourages and enables parents to share what they know about their children when they first attend the setting. Detailed information is shared on a daily basis through verbal and written feedback, which ensures that each child's needs are met very effectively. Parents, therefore, feel highly valued and actively contribute to their children's learning and development.

p.1

This provision is outstanding

 The business side of the childminders practice is exceptionally well organised. She is enthusiastic and proactive in researching and incorporating different ways of working to benefit the children who attend her setting. Her knowledge and understanding of safeguarding and the practices she has to keep children safe, are excellent.  Children receive an inspiring early years education from a childminder who is extremely dedicated to, and passionate about, the children in her care.

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

 The inspector observed activities in the children's learning environment.  The inspector discussed operational activities with the childminder.  The inspector looked at children's assessment records and planning documentation.

p.2

Inspection activities

 The inspector looked around the areas of the home that are used during childminding hours.

p.2

Inspection activities

 The inspector discussed self-evaluation as a way of identifying improvement for future development of practice.

p.2

Information about the setting

The childminder was registered in 2013 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and twin children aged one year in a house in Hinckley, Leicestershire. The whole of the house and the rear garden are used for childminding. The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis. The childminder collects children from the local pre-schools. She operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder is a member of the Professional Association for Childcare and Early Years. At present there are two children in the early years age range on roll.

p.3

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

 continue to introduce resourceful ways to enhance partnership working with other early years providers to further extend continuity of learning for all children.

p.3

who attend

The childminder has an excellent understanding of how children learn and the support they need to enable them to do so. She uses her exceptional listening and teaching skills to support each child as they learn and develop the skills that form the basis for their future education. This childminder has created a vibrant environment where children are provided with exceptionally well-planned activities that cover the prime and specific areas of learning. At the end of each day, she evaluates her practice and plans for the next steps in children's learning. The childminder completes a termly tracker to ensure children are progressing as expected. This helps her to link achievements made by children within the early learning goals. This guarantees she is meeting the requirements of the Early Years Foundation Stage and enables her to see at a glance any gaps in individual children's development.

p.3

who attend

The children thoroughly enjoy being with the childminder. During free play sessions they actively seek her out to join in, enthusiastically getting her involved in their play and learning. For example, she asks a child who is singing if they would like a musical instrument. The other children see this and this results in a lively singing and music session that they enjoy with her. The childminder is very effective in providing high quality teaching. For example, she helps the children recall an outing to the children's centre and when they had visited a community group. This outing was linked to a current range of activities about books and storytelling. She shows the children a familiar book and the children eagerly join in asking the childminder to read the story to them again. They are keen to get involved in the next activity, which involves role play with small world characters from the story that they have just heard. The childminder's skills in linking

p.3

who attend

activities together through real events, looking at books, discussions and activities, promotes children's learning. Through this scaffolding and building on children's previous experiences these activities encompass a number of the different areas of learning and so are highly successful in helping the children to learn.

p.4

who attend

Children have an excellent balance of self-initiated play and adult-led activities. For example, children choose to put together puzzles, trying to help each other connect the pieces and eagerly engage the childminder for help. Children are actively encouraged to attempt activities and practise their skills. These developing skills thoroughly help to prepare children in readiness for school. Children that are identified with developmental needs, for example, children who need extra help with language and communication, are extremely well supported. The childminder is very knowledgeable about each child's individual needs and fully includes all children in the life of the setting. For example, she is able to care for children for extra hours to support the parents and reorganises her week to do so. She actively adapts activities to ensure inclusion by making sure all resources are appropriate for each child's age and stages of their development. They are given sufficient

p.4

who attend

time to attempt activities and practise their skills, and are able to select resources for themselves from the wide range stored at their level. The childminder instinctively knows when to intervene and when to allow children to solve issues themselves.

p.4

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

Children benefit from an excellent introduction to the childminder and her own children. They are positively welcomed into her home, where they spend time getting to know her. The childminder uses initial visits to thoroughly get to know the children and their families, the children's individual needs, interests and how their parents would like them to be cared for. As a result of this highly successful planning, the transition from home or other setting is smooth and children settle quickly. Children form extremely strong attachments with the childminder and her own children and she interacts positively with them, which enhances their strong sense of security and belonging. Children are also fully supported through further transitions to pre-school as the childminder openly communicates with early years workers to continue and extend children's learning within her own setting and talks to them about their experiences.

p.4

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

The childminder develops very close working relationships with each child's parents to ensure she has a clear understanding of their unique needs and how to meet them. She seeks detailed information from the start and ongoing as required, about children's needs to ensure they have a successful start to her setting. She is able to discuss any issues that arise with them and to share information from her observations to ensure she continues to exceptionally meet each child's needs. Children have healthy meals and snacks provided by their parents and the childminder promotes a healthy lifestyle. Children are extremely well supported to be aware of the benefits of having a healthy lifestyle. For example, young children are given the opportunity to wash their own hands there are displays in the bathroom demonstrating to older children how to wash their hands effectively. The childminder works very closely with parents with regard to toilet training. Children

p.4

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

thoroughly enjoy their daily opportunities to play outside and use the wider community. They go for walks around the local area and have regular, planned outings to community groups. The childminder's garden is spacious and is used to provide children with an excellent range of outside play experiences in the fresh air.

p.5

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

Children behave extremely well in the childminder's home because they have access to an excellent range of activities and resources that they are interested in, and this contributes to them demonstrating extremely good behaviour. They understand the expectations for behaviour because the childminder talks to them gently, reminding them about certain behaviour and the impact it may have on the other children. The children respond well to the childminder because she provides this consistent approach. The childminder meets the children's needs by allowing them to decide when they would like to 'cuddle up' on the settee and listen to stories. This quiet time after lunch enables children to have a rest and revive their energy without actually admitting that they are tired.

p.5

provision

The childminder's knowledge and understanding of safeguarding and her practices to keep children safe, are excellent. She has attended local child protection training and regularly reviews local information to make sure 'she doesn't miss anything'. She listens to children carefully and watches their behaviour closely, so that she is able to notice any changes. She keeps her policies updated whenever she learns about any new information. The childminder's home is set up so that the children are able to play independently while remaining safe. Everything the children come into contact with is risk assessed regularly and action is taken when anything becomes a potential risk. For example, as children gain more independence, items, such as door hinges, that may not have previously been an issue are risk assessed and made safe for the children.

p.5

provision

The childminder has recently completed a series of childcare courses and reports that this has had a significant impact on her understanding of how each child in her care is learning and making progress. She demonstrates an excellent understanding of the learning and development requirements. Through her observation and assessment of each child's progress in the children's files and the summaries of their progress that she produces, is clearly successful in planning appropriate activities that offer excellent, age-appropriate challenges for each unique child. She is consistently monitoring her activities and setting, and is eager to make changes to her planning systems, responding to the children's needs at all times.

p.5

provision

Partnership working with parents is highly effective. Documented comments from parents highlight that they believe they have the best possible working relationship with her. They feel she is very capable and professional and are confident to leave their children with her. They also comment that she is an excellent role model. The childminder fully understands the benefits of excellent partnership working to provide a consistent approach towards children's care and education The childminder works in partnership with the local pre- school and liaises closely with each child's key person, in order to full promote continuity in their learning. There is still scope to increase the range of ways to enhance partnership working with other early years providers, to further extend continuity of learning for all children and ensure that these are as highly effective as the ones she has established with parents. The business side of the childminder's practice is exceptionally well organised.

p.5

provision

She reflects and evaluates on a regular basis to ensure she is doing everything required of her and to the best of her ability. She is very proactive in researching and incorporating different ways of working to benefit the children placed with her. Her self-evaluation is true, robust and recorded. It very clearly includes the views of parents and her local authority adviser. The childminder thoroughly understands what events need to be notified to the regulator and the timescale inwhcihc this needs to be done.

p.6

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

p.6

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

p.7

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.

p.7

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.

p.8

Setting details

Unique reference number EY467050 Local authority Leicestershire Inspection number 946622 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 2

p.8

Name of provider

Date of previous inspection not applicable

p.8

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.

p.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.

p.8

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.

p.8

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.

p.9

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,

p.9

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’.

p.10

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.10