Childminder in Devon

Inspection date

Previous inspection date 03/06/2014 Not Applicable

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early years provision

This inspection: 2 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 2

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This provision is good

 The childminder provides children with a broad range of outings and activities. This means that children enjoy their time at the setting.  Children's communication and language skills are well supported by the childminder, which increases their engagement in activities and develops their social skills.  The childminder encourages children to take responsibility for their own self-care, which helps to develop their independence skills.  Partnerships with parents are strong. They routinely share information with the childminder about children's home experiences, to provide consistent learning opportunities.

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It is not yet outstanding because

 There are few words displayed in play areas to fully support children's understanding of print.  The childminder has not fully established systems of evaluation to clearly focus on the effectiveness of all aspects of practice.

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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 compulsory part 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 in all areas of setting, both indoors and outdoors.

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Inspection activities

 The inspector took account the views of parents through a feedback survey and letters.

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Inspection activities

 The inspector sampled documentation including children's assessment records, planning and daily dairies.

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Information about the setting

The childminder registered in 2013. She lives with her husband and three children aged two, four and five years old. The family live in Newton Abbot, Devon. All of the downstairs of the childminder's home is used for childminding purposes, with a living room, kitchen and designated play room. Toilet facilities are available on the ground floor. Children sleep in the main living room. There is a split-level garden available for outside play. The family has two guinea pigs, kept in a hutch in the garden. The childminder is registered on the Early Years Register and the compulsory part of the Childcare Register. There are three children on roll, two of whom are in the early years age range.

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

 strengthen children's understanding of words and print within the environment, to fully support their early reading skills

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

 continue to develop evaluation systems to provide a broader overview of the strengths and weaknesses of the practice, to enhance children's experiences at the setting.

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who attend

The childminder ascertains relevant information about children's starting points and interests before they start in her setting, which helps her to provide activities they will enjoy. She plans a broad range of activities based on children's interests and next steps. For example, she plans mini-beast activities after noticing children's fascination with the natural world. Children benefit from regular outings to a variety of destinations, which extend and complement their learning experiences. This all means that they enjoy their time at the setting and develop a positive attitude to learning. As a result, children are well prepared for the next stage in their learning and development. However, there is limited text on display for them in the play areas of the childminder's home, to extend their learning through play that words carry meaning.

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who attend

The childminder routinely records observations of children's achievements, which she adds to individual learning journeys. She regularly shares these with parents and invites them to insert photographs and children's comments. This enables the childminder to build upon children's home learning experiences. Additionally, parents are given daily information regarding their children's care routines, the activities they have participated in and their progress, through day diaries. The childminder has a good understanding of her responsibility with regards to progress checks for children aged two years, and shares these with parents. This keeps parents involved and helps to provide a complementary approach to children's learning. She also demonstrates strong relationships with parents and other professionals as necessary, to support children's individual needs. This all means that children are working securely within their expected age-related indicators.

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who attend

Children's language is developing effectively because the childminder constantly talks about what they are doing. She introduces new words in to their play to increase their vocabulary. For example, when children explore the texture of paint with their hands, she supplies words such as 'tickly' and 'squidgy'. When children pronounce words incorrectly, the childminder repeats their sentences appropriately to role model the relevant sounds. For example, when a child declares 'I've found a flug!' the childminder repeats 'You've found a slug!' She also introduces mathematical language into children's everyday activities to enhance their understanding of numbers and shape. This all helps children develop confidence in their language and mathematical skills.

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

The childminder provides a good range of resources, which excite and interest children. They are stored at a low level to encourage children to make independent choices in their play. Children form warm attachments to the childminder and she uses every opportunity to develop this relationship further. For example, when changing children's nappies, she continues to talk to them and maintains eye contact. This means that children feel valued and secure. As a result, children rarely become upset and the childminder is able to quickly soothe them after minor accidents.

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

Children learn to develop respect for living things. For example, when handling the pet guinea pigs in the garden, the childminder encourages children be gentle so as not to hurt or startle them. They are also learning social skills such as sharing and taking turns, which helps children to establish friendships with others. The childminder gives clear and consistent messages to remind children of their expected behaviours. For example, during snack time she reminds a child to sit down as they eat, and names other children at the table as good examples. This successfully helps children to understand appropriate conduct.

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

The childminder frequently praises children's achievements, to help nurture their self- esteem and engagement in activities, aiding further concentration. As a result, children are confident to try new things and to undertake small self-care tasks. For example, they enthusiastically pour their own drinks and cut fruit during snack time. This means that children are developing independence skills.

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

Children know to wash their hands before and after certain activities, which is further encouraged by the childminder as she sings a washing hands song. Fresh drinking water is made available throughout the day to ensure children are appropriately hydrated. The childminder provides a nutritious selection of food at snack time, such as different fruits and bread sticks, and children are able to make their own choices. This helps them learn to make decisions and develops their understanding of how to keep themselves healthy.

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

The childminder helps to keep children safe throughout the day. For example, she reminds them to walk carefully in the garden so they do not slip on the incline. Additionally, she recaps with children how to safely use knives in an attempt to prevent injury. This means that children are gaining an understanding of risks and how to promote their safety.

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provision

The childminder understands her role well and meets all learning and development requirements appropriately. She regularly observes children and records their progress in a learning journal to monitor their progress. The childminder is able to highlight children's changing interests and can plan activities to suit these well. For example, she provides cars for a printing activity to engage a child with a fascination in vehicles. As a result, children make good progress in their learning and development.

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provision

The childminder is vigilant in her supervision of children, in order to promote their welfare. She uses risk assessments to identify and minimise potential hazards indoors, outdoors and on outings, in order to prevent accidents and to promote children's well-being. She also carries out regular fire drills with the children so they learn how to evacuate in an emergency. The childminder implements appropriate procedures to safeguard children. For example, visitors are asked to sign in and out of the setting, and are not left alone with unsupervised access to children. She has attended relevant training to help her understand how to raise concerns regarding children's welfare with outside agencies. As a result, she successfully meets all statutory requirements.

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provision

The childminder maintains a range of documentation to support her practice and to promote children's wellbeing. For example, she records occasions of administering medication and obtains appropriate consent from parents. She also details accurate information regarding the dates and times of children's attendance, which enables her to consider and plan to meet each child's individual needs.

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provision

The childminder shares information with parents regarding the monthly theme and daily activity planning, to keep them involved in their children's experiences. Parents take home children's learning journeys each term, which provides an overview of children's progression. They learn about their children's day-to-day care routines, activities and achievements through the use of a 'day diary'. The childminder also shares written policies and procedures with all parents to provide information regarding her practice. This all means that partnerships with parents are effective in enhancing children's learning opportunities. Parent's feedback that they 'can be sure that our child is in the best of care in a lovely, safe and friendly environment'. The childminder also has a good understanding of how to work in partnership with other settings that children attend, to provide complementary experiences and consistent approaches.

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provision

The childminder encourages parents to contribute towards her self-evaluation process through the use of a feedback questionnaire. She uses this information to identify the strengths of her practice. However, the childminder has not fully established systems of evaluation to clearly focus on the effectiveness of all aspects of her provision.

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The Childcare Register

The requirements for the compulsory 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 EY470711 Local authority Devon Inspection number 948991 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 3 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

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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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