Childminder in Torbay

Inspection date

Previous inspection date 15/05/2014 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 Children are happy and settled and show close relationships with the childminder and their friends.  The childminder has good teaching techniques to promote children's language and mathematical development.  The childminder has strong partnerships with parents.

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It is not yet good because

 Assessment is not used effectively to identify where children are in their learning and to plan the next steps to ensure they make consistently good progress from their starting points.  The childminder has not developed opportunities for children to take part in physical activities indoors.  The childminder does not fully share and gain detailed information from all early years settings children attend to further support their learning experiences.

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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 interactions between the children and the childminder.  The inspector held discussions with the childminder throughout the inspection.

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Inspection activities

 The inspector looked at a selection of children's assessment records, accident forms policies and procedures.  The inspector reviewed the childminder's self-evaluation.  The inspector considered the views of parents through their written comments.

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Information about the setting

The childminder registered in 2011. She is registered to mind from a semi-detached house in Kingsteington, Torbay. She is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. Children are minded on the ground floor of the house. The garden is not used for minded children. The childminder operates Tuesday, Wednesday and Thursday from 8.00am to 6.00pm and Monday and Friday before and after school. The childminder is open all year round. There are currently 11 children on roll that attend a variety of sessions. The childminder takes children on trips and to local parks and toddler groups. The childminder has tropical fish and a cat.

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must:

 ensure ongoing assessment is used to accurately identify where children are in their development and use this information to identify and plan for the next steps in their learning.

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

 develop opportunities for children who wish to take part in physical activities indoors.

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

 strengthen partnerships with other settings that children attend to share information to further support their learning and development.

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who attend

The childminder has a sound knowledge of the Early Years Foundation Stage. She creates a warm and welcoming environment and understands that children learn best through play. Overall she provides appropriate activities to promote their learning. The environment is organised to enable children to freely explore the wide range of resources. This encourages child-led play and helps children to make decisions in their learning. The childminder fosters children's communication and language skills well and provides suitable experiences to extend these skills. For example, when reading stories to the children she encourages them to choose the book and then involves them further by asking questions which encourage them to think. The childminder listens to the children's responses and repeats back key words, encouraging them to do the same which helps them to develop their vocabulary and understand how words are used to make sentences.

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who attend

Children feel valued when they are encouraged to participate in conversation by the childminder, as she repeats their comments. This technique helps to develop their confidence and extends their thinking skills.

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who attend

The childminder provides children with a range of resources to support their learning, modelling ways to play to encourage them to explore and learn. The childminder confidently uses numbers in children's play, encouraging them to help her count items and praising them for correctly counting. Children are excited to see how many blocks they can use to build towers before they fall, counting each block as it is added. The childminder records what children have done each day to share with parents. She also obtains relevant information from parents about their children's likes, dislikes and capabilities which she uses to plan activities that children enjoy because they are based on their interests. The childminder's focus on developing children's language and communication, confidence and independence provides young children with skills that underpin their future learning. However, the childminder does not use ongoing observations of what the children know

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who attend

and can do to routinely assess children's development to identify their next steps in learning or to ensure that they are making consistently good progress from their starting points. The childminder does, however, understand her responsibilities to complete the progress check for children aged between two and three years.

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

Children are happy and contented in this friendly home. They form secure attachments and relationships with the childminder and quickly become engaged in their play. Children's routines are discussed with parents when the child starts and at regular intervals to help staff to ensure their changing needs are met. Visits and home visits for new children and parents are also offered to ensure that families settle with the childminder. Children show good manners and learn to play well together but are also happy and confident to play independently.

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

Children have daily opportunities to be outdoors. As well as longer trips to broaden their experience of the environment, children are taken for walks, visit local parks and join toddler groups to take part in a range of physical activities. This supports their physical development as they gain an understanding of the importance of regular exercise and a healthy lifestyle. However, the childminder does not provide the children with opportunities to take part in larger scale physical activities in her home to further support those children who prefer regular physical play.

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

Children develop an appropriate understanding of safety through daily routines and the use of stair gates in the home. The childminder has a thorough understanding of procedures to promote children's safety and well-being, for example, through conducting risk assessments and following her own policies.

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

The childminder develops positive relationships with children which gives them the confidence to become independent learners. She frequently praises the children to recognise their achievements and enhance their self-esteem. They select resources from low level storage which allows them to engage in entirely child-led play. The childminder demonstrates how to use equipment, such as push button toys, which encourages the children to try things out for themselves and to develop their dexterity. She encourages children to take an active role in their personal needs to help them develop independence in self-care tasks. For example, the childminder expects them to attempt to wipe their hands with a flannel before snack. This all supports children's emotional development in preparation for the next stage in their learning and effectively role models good hygiene practices to help the children learn how to keep themselves healthy.

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

Systems are in place to record any health or dietary issues the children may have and there are thorough records of accidents and any medication administered. At the snack table, children are offered a choice of fruits, milk and water to help them make healthy choices from a young age. The childminder also provides nutritious and healthy cooked meals for the children. She encourages healthy eating with parents as she provides them with information leaflets on this topic and encourages them to bring in healthy packed lunches if they choose not to have cooked meals.

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provision

The childminder has a sound understanding of her statutory responsibilities with regards to the safeguarding and welfare and learning and development requirements of the Early Years Foundation Stage. She has a secure knowledge of how to safeguard and protect children in her care. She also knows to notify Ofsted of significant events within required time frames. The childminder has attended relevant safeguarding children and first aid training to help promote children's welfare and is able to use this training to support children when needed, for example, when a child has an accident. The childminder risk assesses her home setting and trips out and implements comprehensive policies and procedures to promote children's safety and well-being. She reviews policies and risk assessments regularly, making any changes that might be needed.

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provision

A suitable system of self-evaluation is in place, in order to identify priorities for development and to improve the quality of care and children's learning. The childminder is mostly aware her strengths and areas in need of further development. For example, she has identified the need to improve the processes she uses for observation, assessment and planning. However, the implementation of action plans for improvement is slow and although the childminder knows what she needs to do, improvement has been limited.

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provision

The childminder provides information for parents in writing, such as key policies and procedures that support her childminding practice. Diaries and daily discussions enable the childminder to share information about the events, routines and the activities children have engaged in. The childminder encourages parents and children to provide feedback on her provision and uses this information in her self-evaluation. Parents can feedback either written, verbally or through one-to-one meetings with the childminder. Parents comment that their children are very settled with the childminder and they look forward to attending. The children also enjoy the visits and outings to support their understanding of the local community. However, although the childminder is aware of her responsibility to form relationships with other settings children attend, and provides information to enable parents to do, she has not yet established secure relationships to fully support continuity

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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 EY438253 Local authority Devon Inspection number 971417 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 11

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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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