Childminder in Suffolk

Inspection date

Previous inspection date 13/06/2014 11/03/2010

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early years provision

This inspection: 2 Previous inspection: 2 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 has a deeply rooted knowledge of the children's age and stage of development, ensuring he provides challenging activities that are built upon children's interests. As a result, children are making good progress in their learning.  Children have good emotional attachments to the childminder, and are happy and settled in the friendly and inviting setting. Children have developed a sense of belonging because consistent routines are followed that help them know what happens next at any point in the day.  Children's transitions from home to the childminding setting are managed well because there is a shared approach between the childminder and the children's parents, ensuring that children's individual needs are met.  The childminder has a good understanding of his duty to safeguard children, and demonstrates how children are being kept safe with a shared approach to safeguarding.

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It is not yet outstanding because

 There are opportunities to improve the links between the home learning environment and the childminder's setting, so that parents can become even more engaged in their children's learning.  There is scope to extend the information shared with other settings that children attend, in order to further embed a shared approach to learning.

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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 activities in the play room.  The inspector conducted a joint observation with the manager.  The inspector had discussions with the childminder and co-childminder.  The inspector looked at children's assessment records and planning documentation.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of adults working with children and the childminder's self-evaluation form.  The inspector took account of the views of parents and carers spoken to on the day.

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Information about the setting

The childminder was registered in 2008 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. He lives with his wife and child. The childminder is registered to work with an assistant who is a family member, who lives in an annex attached to the house. The whole of the house is used for childminding except the lounge. The childminder collects children from the local schools. There are currently 17 children on roll, 14 of whom are in the early years age range and attend for a variety of sessions. The childminding provision operates all year round, from 7.30 am to 5.30pm, Monday to Friday, except bank holidays and family holidays. He supports children with special educational needs and/or learning disabilities and children who speak English as an additional language. The childminder receives support from the local authority but does not currently offer the two-, three- and four-year-old funding.

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

 provide parents with further opportunities to extend their children's learning, by sharing what they know about their children's progress, to better inform next steps for learning

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

 extend the information that is shared with others who also provide care and learning for children, in order to help them make the best possible progress in their learning.

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who attend

The childminder gathers useful information from parents, about their children's interests and what they can already do, when their children first attend. He uses the information and knowledge obtained from observing children's play, to plan the next steps in their learning and track their progress. This means that the childminder is tailoring learning opportunities, which cover the seven areas of learning, to meet children's individual needs. Consequently, children are engaged in meaningful activities that provide sufficient challenge. Therefore, children are making good progress in all areas of their learning.

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who attend

The childminder uses relevant guidance to assess what children are achieving, and carries out a progress check when children are aged between two and three, to carefully review their development, ensuring that he is providing appropriate support. The quality of the childminder's teaching is good and, as a consequence, the children are fully engaged and confident. The childminder extends young children's learning by encouraging them to use their own ideas, and to try and have a go. For example, when the childminder sees a child self-selecting a toy, he skilfully listens to the child's ideas before he joins in with the play. He extends the activity by making good use of language, supporting the child to set up the activity based on her own ideas. As a result of this good practice, children are constantly stimulated and absorbed by activities which interest them and help them to acquire the skills to be ready for the next stage in their learning. The childminder responds

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who attend

to individual children's interests by getting out toys that they request. When children ask to listen to music he sits at the same level as the children, helping them to listen to the music that they have requested, and encouraging them to join in with singing and dancing. The activity is very effective because the childminder allows children to lead the play, thus supporting their imaginative skills. The childminder supports older children to begin to recognise letters and sounds, using appropriate cards. As a result, children are confident to have a go at pronouncing letters and show early stages of reading. Consequently, effective teaching skills are underpinning this activity and demonstrate how children learn when they have good attachments, and when their self-confidence and self- esteem are supported.

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who attend

The childminder provides children with the opportunity to get involved in the community in which they live. He regularly takes children out to a variety of early learning groups. This provides the children with the chance to socialise with other young children and engage in a wealth of challenging age-appropriate learning experiences, which cover the seven areas of learning. As a result, children's interests are captured because they are encouraged to explore and experiment with the different stimulating activities. The childminder uses an effective approach to support children who speak English as an additional language and children with special educational needs and/or disabilities. Consequently, all children are progressing well towards the early learning goals, given their starting points.

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who attend

The childminder has developed good strategies to engage parents in care routines of individual children, ensuring their well-being is continuously being prioritised. However, strategies to engage parents in children's learning are not always as effective, to be sharply focused, so that parents share more about what they know with regards to their child's development, to inform the next steps in their children's learning.

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

Children are happy and settled in the childminder's care, and demonstrate that they feel secure as they share warm, affectionate relationships with the childminder. Children feel safe, and use the emotional security and confidence they gain from the childminder to explore their learning environment. The childminder supports children's play and is sensitive to their individual needs. He has consistent routines, which he encourages the children to follow. As a result, they know what is going to happen next, at any point in the day. Children demonstrate a good sense of belonging and, are prepared emotionally and equipped with the necessary skills to help them embrace new experiences with confidence. This results in smooth transitions between the childminding setting and nursery, or ultimately school.

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

Children benefit from accessing a wide range of age-appropriate toys and resources, which support their learning and development. Toys are stored well, so that children can choose what they want to play with, meaning children are able to quickly become engaged in play. The childminder is a good role model and, together with his co- childminder, follows an effective behaviour management policy which promotes positive behaviour. Children are given consistent messages and, as a result, unwanted behaviour is rarely seen. The childminder supports children to understand the importance of physical exercise through dance, which is many of the children's favourite activity, and by using the local amenities, such as the local beaches and parks. The childminder also promotes a healthy and balanced diet during snack and lunchtimes. Children are encouraged to be independent in hand washing and toileting, when they are at an appropriate age to do so.

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

As a result of these effective routines, children are competent at managing their personal needs relative to their ages.

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provision

The childminder has a good knowledge of the safeguarding and welfare requirements of the Early Years Foundation Stage, and consequently, children's safety is well promoted. The childminder is fully aware of his duty to keep children safe, and closely follows his robust safeguarding policy and procedures. He has attended the appropriate safeguarding training to inform his practice, and as a result, his knowledge of safeguarding practice is up-to-date. The childminder carries out risk assessments, to ensure that any hazards to children in the environment are identified and steps are taken to limit risks. This means children can play safely indoors and outdoors, and that they are safe on regular outings. A record of all visitors to the premises is visible and the childminder ensures that he checks each person's identity before admission. Visitors are supervised at all times and never left alone with children.

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provision

The childminder demonstrates a good understanding of his responsibilities to meet the learning and development requirements of the Early Years Foundation Stage. Effective observations of children's play are used to assess their development, and appropriate next steps for their learning are generally well planned for by the childminder. This, along with effective monitoring, means that children are making good progress and are supported in all areas of their development. The childminder continuously reflects on his own practice, and that of his assistant and co-childminder. As a result of this ongoing self-evaluation, he is able to identify what works well and what needs to be improved with regards to his practice. Consequently, he has identified some specific training to improve his already good practice, with regard to supporting children with special educational needs and/or disabilities which.

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provision

The childminder has developed good relationship with the parents who use his service, and also with the local schools where he picks up and drops off children. He also liaises with the local nursery to ensure continuity of care is being provided for children who attend other settings. Parents comment positively on the childminder's support and how they are kept well informed about their children's care routines. This good practice is having a positive impact on children's well-being and confidence. The childminder has developed arrangements, including a written summary of children's progress, with the local school to work in partnership when children move on from the childminder to the school. However, this written record currently focuses on the three prime areas of learning, rather than all of the areas of learning and, as a result, there is scope to further improve this summary to provide a full picture of each child's stage of learning.

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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 EY384133 Local authority Suffolk Inspection number 873893 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 17

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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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