Childminder in Devon

Inspection date

Previous inspection date 12/06/2014 10/11/2011

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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 1 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The childminder has a good understanding of the Early Years Foundation Stage requirements and of how children learn and develop. As a result, children make good progress.  Children learn through play and are provided with exciting and challenging activities to support the next steps of their development. Children engage well in activities with the childminder and benefit from the experiences with her.  The childminder provides children with an exceptionally welcoming environment. Children are confident and secure in her care. Children benefit from the childminder's excellent understanding of their individual needs.  There is a strong partnership with parents and carers and they are involved in their children's learning. This helps to meet their individual needs well.

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It is not yet outstanding because

 The childminder does not always extend children's counting skills.

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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 playing indoors and outside.

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Inspection activities

 The inspector held conversations with the childminder at appropriate times during the inspection.

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Inspection activities

 The inspector sampled the childminder's documentation including children's learning records, risk assessments, policies and qualifications.  The inspector took account of the views of parents through their written feedback.

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Information about the setting

The childminder registered in 1997. She lives with her two teenage daughters in a three bedroom semi-detached house in Exmouth, Devon. All areas of the home are used for childminding. There is an enclosed back garden available for outside play and the family has one pet guinea pig. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. There are currently eight children on roll, seven of whom are in the early years age range. The childminder has a childcare qualification at level 3. The childminder is open from 8.00am to 6.00pm on Monday, Wednesday, Thursday and Friday all year. The childminder takes children on walks around the local community and on trips to the park, beach and common.

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

 strengthen the use of numbers in children's play so they are able count in sequence confidently.

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who attend

The childminder has a good understanding of how children learn and develop. She makes clear links between observation, assessment and planning to identify and support children's next steps, to move their learning on. Consequently, children make good progress towards the early learning goals and are well prepared for school when the time comes. The childminder also completes the required check for children aged two. The childminder keeps a learning record for each child that includes frequent observation of their responses to the activities as well as termly development summaries. Parents are also encouraged to record children's achievements at home and link these to the areas of learning using stickers. Consequently, parents are kept well informed of their child's progress and the childminder has a full picture of children's learning both in and outside her care.

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who attend

The childminder is confident in her teaching and successfully supports children to become active learners who are creative and learn to think critically. The childminder gives children time to explore and play on their own. However, she knows when to join in to extend their learning, which ensures that children stay fully engaged and excited by what they are doing. For example, when the children are playing in the water, mixing to make cakes, the childminder talks to them about what they might actually need to make cakes. This encourages the children to stop and think and link prior learning to the activity. The childminder has a good range books available and children select from these freely. The childminder encourages children to take books home in their book bags to read with their families. This not only involves parents in their children's learning but also supports the children in developing a love of books. Children talk about different sized objects as

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who attend

they build train tracks and they count as they jump through hoops in the garden. This enables children to develop an interest in early mathematics. However, the childminder does not always actively encourage their counting or help them to count in sequence.

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who attend

The childminder supports children's development in communication and language well. She constantly engages them in conversation, so they develop good listening skills and increase their vocabulary. This results in children being confident communicators that appreciate conversations they have with the childminder. For example, when looking back at photographs on the wall, the children respond to the childminder when she asks them what happened when they grew the butterflies. Children remember the language that they used with the childminder and talk about the chrysalis and the changes they saw in the butterfly. These are communication skills that they will need on their eventual move to school.

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

The childminder and children have created very strong bonds. She provides children and parents with a very thorough settling-in procedure. This ensures children's emotional well- being is supported from the very beginning of their experiences with the childminder. The childminder has an outstanding knowledge of the families that she works with which means she is able to meet the families and children's needs exceptionally well. The childminder and parents very effectively share information about children's care needs and this means that their individual needs are extremely well met. The childminder maintains effective records of children's individual routines. She shares all aspects of children's daily experiences with parents, every session they attend. Parents and the childminder maintain routine discussions and records of children's needs in the children's books, which she keeps for each child in her care.

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

Children's wellbeing is supported further as the childminder arranges for children with parents in the forces to video call while in her care. This enables the children and parents to see each other while fitting in with both their routines and time zones. The childminder skilfully encourages children in her care to be independent. For example, before mealtimes and after feeding the guniea pig, children independently wash their hands. Children eat independently from healthy snacks that their parents have provided with support from the childminder. They enjoy eating these in the den outside that they built in the morning. Children learn about healthy living because the childminder provides them with great opportunities to exercise and to enjoy the fresh air outdoors. Children choose to spend the majority of their time in the childminder's extremely well resourced garden. The childminder helps them to make hoops to practise their ball throwing skills. She is quick to

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

praise the children when they throw the ball through the hoop and to encourage them to try again. They also often visit local parks and the beach where they are able to explore further. Children behave exceptionally well. They independently use good manners saying 'please' and 'thank you' as they pass toys. The childminder is very reassuring with children. She is kind and always supports them when needed. Children show very close friendships with each other and this is supported by the 'thoughtful tree'. The childminder uses this to celebrate when children have been kind or thoughtful with their friends. Children work together well to make up and play their own games, inviting the childminder to join in so that she is also involved. This is supported further as children have a very strong sense of belonging as there are many photos of themselves and their families displayed in the childminder's home.

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

The childminder provides children with an extremely well-resourced learning environment, indoors and outdoors. The play room is full of children's work celebrating their achievements and helping them to feel proud. This also helps them to develop social skills that they will need on the eventual move to school. Children recognise their own achievements asking the childminder to record them in their 'wow' books so that they can share them with their parents.

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provision

The childminder has a secure knowledge and understanding of the Early Years Foundation Stage. She meets all the requirements and promotes children's learning and development well. All the required documentation is in place and is well organised. The childminder is fully aware of child protection issues and knows what to do if she has concerns about a child in her care. The childminder has a clear understanding of safety as comprehensive risk assessments are in place for her home and trips. The childminder also carries out monthly fire drills with the children so that they also learn how to keep themselves safe. A detailed range of policies and procedures, which all parents have access to, meet all the safeguarding and welfare requirements to support the safe and efficient management of the setting.

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provision

The childminder is keen to maintain a good quality of care for children. She has made progress since the last inspection by reviewing her planning and assessment systems and by involving parents in their children's learning. Both of these have meant that children are making better progress in their learning and development. The childminder evaluates her practice through asking parents and children for feedback. She uses this, along with visits from the local authority and childminder support groups to complete her self- evaluation. This ensures that the childminder focuses on continual improvement for the children in her care. Parents provide very positive feedback regarding children's learning and their experiences with the childminder in questionnaires, comments slips and children's progress records. Parents state that they are very happy with the care she offers and that they feel fully involved. The childminder is also conscientious in sharing

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provision

children's development summaries with other settings that children attend so that she can work in partnership with them to further support children's learning and development.

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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 104187 Local authority Devon Inspection number 911315 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 8

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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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