Childminder in South GloucestershireOfsted inspection, 5 Jun 2014

Inspection date

Previous inspection date 05/06/2014 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 parents with a wealth of information about their children's learning and daily activities, which promotes consistency in children's learning.  Planning and assessment arrangements are robust and help children make good progress in their learning.  Children form strong attachments with the childminder and confidently explore a well- organised and safe learning environment.  The childminder is committed to improvement and uses self-evaluation well to develop the service she provides.

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It is not yet outstanding because

 The childminder does not always provide children with an explanation to why they are doing things, such as washing their hands before eating and removing dirty shoes.  There are fewer opportunities for young children to explore number names and for the childminder to model counting.

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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 children playing inside and outdoors.  The inspector observed the childminder's interactions with children.

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Inspection activities

 The inspector sampled a range of documentation including learning diaries, parents' written views and self-evaluation.

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Information about the setting

The childminder registered in 2013. She lives with her three children in Chipping Sodbury, South Gloucestershire. The whole of the premises are used for minding with the first floor bedrooms being used to accommodate children's sleep. The bathroom is on the ground floor. There is an enclosed garden for outside play. The family have two cats, three gerbils and four chickens housed in a pen in the garden.

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Information about the setting

The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She currently has four children on roll in the early years age range.

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

 help children's understanding by consistently providing explanations, such as why they need to wash hands before eating

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

 develop children's mathematical language further by reinforcing number names.

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who attend

The childminder organises her time with the children well providing them with a variety a stimulating activities and experiences. She makes good use of the local environment to enhance children's opportunities, such as attending song and rhyme groups at the library. This helps children become familiar with the world around them. The childminder uses an activity planner well to enable a balance of experiences across the areas of learning. Parents provide initial information on children's interests and starting points to help the childminder plan activities that support children to settle quickly. From her ongoing observations of children, and photographs that capture children's engagement in activities, the childminder has good understanding of children's individual learning priorities in order to progress their learning. For example, knowing that some children do not like to get messy the childminder provides unusual sensory experiences, such as yoghurt with food

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who attend

colouring to tempt children. She enables children to explore mark making with their favourite toys, such as vehicles, to explore and investigate patterns.

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who attend

There are fewer opportunities for younger children to learn number names, as the childminder does not always reinforce counting and identifying how many objects. For example, children enjoy transferring the pom-poms in and out of the container. Although the childminder praises children for their good fine motor skills, she does not model counting to introduce number names.

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who attend

Children demonstrate good fine motor skills as they move objects. Younger children understand that they roll a ball and pull back and let a car go to make them move showing good problem solving skills. Children are excited to explore the ball run. They grasp the side to pull themselves up to standing placing balls at the top of the run and watching them roll down. They babble happily as they watch the lights flash and music play. Children repeat their actions and move in time to the music. Children thoroughly enjoy listening to familiar rhymes as the childminder pushes them gently on the rockers. Children know to hold tight and smile happily. Children benefit greatly from the individual attention the childminder gives them as they engage in hide and seek games. The childminder supports children's communication skills well providing children with an on- going commentary to their actions, such as describing their movements as they descend

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

The childminder provides a warm and homely environment. She takes time to observe the children and has good knowledge of their interests to adapt the learning environment accordingly. For example, observing that children thoroughly enjoy choosing favourite books she has created a comfortable area with a small sofa to accommodate children's needs. Children have access to an exciting range of stimulating toys and resources that meet their individual needs. For example, the childminder provides a range of treasure baskets developed in response to children's interests.

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

The children are happy and settled with the childminder and have formed secure attachments. The childminder knows children well as she completes thorough settling in visits and communicates very well with parents. Parents are very grateful for the regular texts and pictures they receive that make the transition easier. The childminder reassures children when unfamiliar adults are present and children confidently seek cuddles when they are tired. Parents comment favourably on how 'happy, confident and settled' their children are with the childminder.

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

Children develop a good understanding of hygienic practices. The childminder teaches children to wash hands at appropriate times, such as before eating and after stroking the pets. However, there are some occasions when the childminder does not make her intention clear, such as why children need to wash their hands before eating or remove dirty shoes. The childminder ensures that surfaces are sterilised and hands are washed before she prepares food. She has good understanding of children's special dietary requirements and adapts snacks and meals to meet children's needs. Children enjoy a healthy fruit salad for their snack and cheese and crumpets for their lunch. Through self- evaluation, the childminder has identified that children would benefit further from growing their own fruit and vegetables.

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

The childminder has good procedures in place to protect children on outings. For example, she carries identification cards for the children on her key fob in case of emergency. The childminder provides clear explanations to children to help their understanding of safe practices, such as explaining why children need to wear sun block when they are playing outside. These systems help children to develop a good awareness of their own personal safety and that of others.

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provision

The childminder demonstrates good understanding of the safeguarding and welfare requirements. She has developed and implemented comprehensive policies and procedures to safeguard children. The childminder has good understanding of child protection issues and her responsibility to report any concerns she has about a child in her care. She provides a safe and secure environment, which enables children to move freely and independently. The childminder completes rigorous risk assessments and includes parents in the process to ensure children's well-being.

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provision

There is a strong focus on partnership working with parents to enable continuity in children's care, learning and development. The childminder uses a communication diary effectively to provide parents with information and to obtain their thoughts on children's learning at home so that there is an effective two-way flow of information. The childminder ensures that she has good information on children's care needs and works with parents to enable consistency, such as baby-led weaning and sleep routines. Parents comment that they thoroughly enjoy looking through the scrapbooks that show that their children are involved in a broad variety of activities and experiences.

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provision

The childminder has good knowledge of the learning and development requirements of the Early Years Foundation Stage. She plans a broad range of activities that children are keen to participate in. She makes detailed observations of children's engagement in activities and tracks their progress well to identify their next steps in learning. Consequently, children make good progress in their learning from their starting points.

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provision

The childminder uses a variety of tools to evaluate her provision demonstrating a commitment to provide high-quality care. She consistently adapts the learning environment to accommodate children's individual needs and interests. For example, she is currently developing a resource catalogue of the wide range of toys and resources on offer so that children can make independent choices. The childminder is proactive in monitoring her professional development. She has attended required training, such as safeguarding and first aid, and she has enrolled in an early years training course to improve her understanding of how children learn.

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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 EY467179 Local authority South Gloucestershire Inspection number 946623 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 4

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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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