Childminder in Somerset

Inspection date

Previous inspection date 10/06/2014 06/10/2009

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early years provision

This inspection: 2 Previous inspection: 3 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's early communication and language skills are promoted particularly well through the childminder's positive interaction.  The childminder has a good understanding of how children learn. She successfully engages children in fun activities, which promote learning in all skill areas.  Children have access to a good variety of resources and enjoy a broad range of activities that enable them to continually develop.  The childminder is a good role model and children's behaviour is very good. Children are thoughtful and kind and play happily together.

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It is not yet outstanding because

 Children do not make independent choices to move freely inside and outside during their play and this limits their opportunities to learn.  The childminder has not practised her emergency evacuation drill with children to develop further their understanding of safety within the home.

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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 the children at play both indoors and outdoors.

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Inspection activities

 The inspector discussed the provision with the childminder at appropriate times during the inspection.

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Inspection activities

 The inspector sampled paperwork including policies, risk assessments, and children's learning files.

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Inspection activities

 The inspector sought the views of parents from letters of recommendation and comments in children's files.

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Information about the setting

The childminder registered in 2009. She lives with her husband and one child, aged eight years, in the town of Frome, Somerset. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register.

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Information about the setting

There are currently four children on roll; all of whom are in the early years age range. The children have access to the whole of the childminder's home, except for the computer room. There is easy access to the childminder's property, which has a drive for parking. The family own a pet cat.

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

 increase the opportunities for children to make independent choices about when to play indoors or outdoors, or move freely between the areas

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

 increase children's understanding of safety by practising the emergency evacuation procedure with them.

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who attend

Children make good progress with their learning as they actively engage in a variety of fun activities. The childminder has a good understanding of how children learn and teaches them to develop their skills and knowledge as she interacts with them as they play. She gathers initial information about children from their parents, both verbally and through completing an 'About me' form about their child. The childminder obtains information about children's starting abilities across all areas of learning and of their current skills. She uses this information well to plan initial activities that build on what children already know and can do. The childminder carries out regular observations and assessments of children's development that enable her to plan children's next steps in learning. Parents can access children's learning files when they choose and the childminder makes sure they know this. She is evolving her current systems to include online access for parents. As well

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who attend

as ongoing assessment, the childminder has completed a summary of children's progress in all areas. The childminder has completed developmental checks and identifies gaps in their learning effectively.

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who attend

Children happily absorb themselves in imaginary play and set out the doll's house with furniture and characters. They are confident and sociable and call to the childminder to join them. This enables the childminder to engage in conversation about the game and the doll's house. She skilfully extends their learning and encourages their collaborative skills. The children work together to set out the game. Conversation flows freely and the childminder uses descriptive language effectively to further children's vocabulary. Children are observant, count the people in the house, and talk about sizes of the furniture. They are learning about mathematics as they indulge their creative minds. Children's communication skills are good and they order their thoughts well before talking. The childminder seizes opportunities as they arise to promote discussion and extend children's thinking, listening and talking. For example, she talks to them about a local event and this

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who attend

leads to discussion about 'world records.' The childminder gives children explanations that they can understand and helps them to learn about their community. The conversation talks about characters in a story, children listen with complete engagement adding their thoughts. The childminder sensitively ensures that children listen to each other and take turns to speak. This makes certain they are developing good communicative skills to help them in future, for instance in a classroom situation.

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who attend

Children use a good range of equipment, such as the bicycles, rockers and wheeled toys, promoting their physical development. Children develop their small muscle skills as they confidently and safely use small equipment, such as scissors. This helps children to learn about how things work and helps to develop skills for the future. Although children have access to the outdoor area, there is scope to enhance this further by having more free access to the garden to enable children to continue their learning outside when they wish. Children enjoy role play activities as they play with dolls, the game progresses to include all children. Children each have a role in the game and they talk together about who will do what, they pretend to iron and clean and later they play shops. The childminder immerses herself in the play without any inhibitions and this encourages children to use their creativity and supports their imagination.

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

The childminder's positive practice effectively supports children's emotional well-being. Children are at ease, relax in the childminder's home, and have positive relationships with her and other children. They confidently turn to her for support, secure in the knowledge they will receive her full attention. The childminder is a good communicator and uses sign language to enhance children's understanding. This means children have clear support throughout the routine of the day. The childminder sets clear guidelines for behaviour and acts as a good role model regarding manners. As a result, children behave very well and show care and consideration for others. This is because the children have participated in making the house rules and made posters of the rules to display. They are polite, amicably share resources and help to tidy away toys. For example, when a new activity is starting children enthusiastically help to clear the area. Children move freely and confidently inside

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

the childminder's home. They have access to a good variety of resources, which support learning in all areas in preparation for the next stages in their education. The childminder labels the resources and they are stored at low levels for easy access.

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

The childminder takes children out daily so they have regular opportunities to develop their physical skills and develop good habits for a healthy lifestyle. Children can play on the variety of apparatus in the childminder's garden. Indoors, they develop their small muscle control as they use a range of tools and small scale equipment during play. The childminder teaches children about where food comes from. They do this by growing their own vegetables and collecting these for meals. They eat home cooked meals and healthy snacks and make independent choices about what they will eat. Children follow good hygiene regimes as they wash and wipe their hands before and after eating. The childminder teaches children about safety as opportunities arise, For example, she discusses road safety on walks to the school and gently reminds children to play carefully with skipping ropes. She encourages children to think about their own needs and asks 'do

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

you think we need sun hats today?' Likewise, there is consistent support for children learning to use the toilet; support and encouragement to think about managing their needs is sensitive. The childminder has discussed her fire drill with children but has not practised it with them to further develop their understanding of safety within the home.

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provision

The childminder has a good understanding of her responsibilities in meeting the requirements of the Early Years Foundation Stage. She maintains a detailed range of documentation in support of her practice. The childminder monitors children's development closely and keeps learning records so she can clearly identify any gaps in achievement and implement plans to address them. She has good relationships with parents and works in partnership with them to ensure a consistent approach in meeting children's individual needs. Parents are very happy with the childminder. They say their children 'gain lots of social and emotional skills' while in her care. The childminder has a positive attitude towards working in partnership with other providers or agencies involved with children's care and education, should the need arise.

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provision

The childminder has a secure knowledge of the possible signs of abuse and the procedures to follow should she have concerns about children in her care. The safeguarding policy is shared with parents so that they understand the childminder's role in protecting children from harm. Detailed risk assessments and daily checks promote children's safety both at home and on outings. This helps to minimise potential hazards so children are able to play and explore in a safe and secure environment. Effective procedures are implemented to ensure the childminder has relevant checks to confirm suitability and the necessary experience to care for young children. This means children's welfare is promoted as they continue to develop and enjoy learning.

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provision

Self-evaluation is robust and accurately identifies the strengths and weaknesses of the provision. The childminder has acted upon recommendations from the previous inspection and this shows a positive attitude to continually improve. She works closely with other childminder's and shares good practice, which supports her personal development. This further supports her to acquire the necessary skills and experience to support young children to learn and develop to their full potential.

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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 EY391226 Local authority Somerset Inspection number 844662 Type of provision Childminder Registration category Childminder Age range of children 0 - 5 Total number of places 6 Number of children on roll 4

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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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