Childminder in Devon

Inspection date

Previous inspection date 01/07/2014 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

 Children's learning is purposefully promoted as the childminder has a secure knowledge and understanding of how children learn through supported child-led play and free exploration.  Young children are confident in making decisions about their play. They are keen to take part in activities, which extend and support their learning, so they make good progress. The childminder provides varied experiences, which ensure that children are prepared and ready for the next stage in their learning.  The childminder develops strong working relationships with the parents to help support and extend children's care, learning and overall development.  Children are settled and secure because they have formed close bonds and attachments with the childminder. There is a relaxed, friendly atmosphere and children are treated as part of the family.

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It is not yet outstanding because

 The childminder misses opportunities to extend children's mathematical vocabulary by introducing key and new words in the context of their 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 interactions between the childminder and children inside and in the garden.  The inspector spoke to the childminder at appropriate times through the inspection.

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Inspection activities

 The inspector sampled the childminder's paperwork including policies and children's learning records.  The inspector reviewed the childminder's self-evaluation.  The inspector considered parents views through their written feedback.

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Information about the setting

The childminder registered in 2014. She lives with her partner and daughter in Exeter, in Devon. The whole of the house is used for childminding and there is a garden for outside play. The childminder is registered on the Early Years Register, and both the compulsory and voluntary parts of the Childcare Register. The childminder is open Monday to Friday from 7.30am to 5.30pm all year round. There are currently five children on roll. The childminder takes children to local toddler groups, on outings and for walks around the local area.

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

 provide more opportunities for children to broaden their mathematical language development by introducing key and new words in the context of their learning.

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who attend

The childminder has a good understanding of the Early Years Foundation Stage learning and development requirements. She demonstrates that she knows children well. The childminder provides settling-in sessions before children first start, so that she becomes familiar with their individual needs and capabilities through discussion with parents and observations. She talks confidently about children's starting points in learning and the progress they have made with her. She assesses children's progress on an ongoing basis, carefully identifying their levels of development and next steps in learning. The childminder uses this information to plan relevant activities that reflect children's interests and learning requirements. The childminder has a good understanding of her responsibility to carry out the required progress check at age two years. The childminder plans a broad range of experiences, inside and outside, according to children's interests and themes,

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who attend

such as animals. The childminder shares information about children's progress with parents on a daily basis through discussion and daily diaries. She keeps parents up to date with children's ongoing development and sends home wow cards detailing children's achievements. This keeps parents very well informed of their child's activities in her care. She shares her regular reviews of children's achievements with parents and encourages their comments. This effectively promotes positive partnerships with parents. Children's individual learning journals are comprehensive and provide parents with a good oversight of their children's progress and future targets.

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who attend

The childminder promotes children's learning and development effectively through their play. She uses her observations of children's achievements to identify their level of ability and how she can continue to challenge their skills. Children have many opportunities to play and explore. Resources are stimulating and well organised, allowing children to make independent choices. Children play happily with puzzles and concentrate well as they try to fit pieces together. The childminder plans engaging activities that stem from children's interests. For example, after reading an animal story, the childminder organises an animal hunt in the garden. The children are excited to see which animals they can find. The childminder interacts effectively with children during activities, using good questioning strategies to challenge their thinking. However, she misses opportunities to extend children's mathematical language by introducing words to extend their vocabulary. For

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who attend

example, while looking for the animals she does not use language such as behind, next to or under when explaining to the children where the animals are hidden. Children show high levels of confidence and self-esteem in exploring the play environment with close support from the childminder. They benefit greatly from the quality teaching that she uses throughout their activities and daily routines. In response, children are starting to talk readily and with confidence. In the outdoor area, children have good opportunities to be physically active and enjoy manoeuvring around the garden. They become independent, investigative learners as they check on their strawberry plants, watering them and picking the fruit.

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who attend

The childminder reads stories with expression, including children equally, so that they all learn to enjoy books. Children enjoy listening to music and moving their bodies to the rhythm. They learn about rules and turn taking as they play matching games with the childminder and respond well to the praise she gives them. The childminder takes the children on a variety of outings where they meet other people, use an extended range of play equipment and explore the world around them. Children learn the skills they will need to move on successfully in their learning and to school.

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

Children are happy and settle quickly into the daily routines because of the warm, welcoming environment that the childminder creates. Children enjoy positive relationships with the childminder and other children in her care. They show that they feel safe and secure as they interact and play confidently in the childminder's care. The childminder gets to know children's individual needs very well through her ongoing liaison with their parents, which enables her to follow children's routines. This means that they sleep and eat according to their individual needs, which supports the smooth move between home and the childminding home and their emotional well-being. The childminder encourages children to be kind to one another. She gives focus to supporting children's strengths, so they gain a positive sense of achievement. The childminder has a kind, patient and caring approach, which supports children's personal and social skills well. She praises children

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

often for their positive behaviour, such as when they naturally use good manners. The childminder helps children know what to expect through familiar routines and clear explanations and consequently, they behave well. She praises children's efforts and achievements regularly, which helps boost their self-esteem and confidence. The childminder promotes anti-discriminatory practice through her own positive role modelling and talks with children about their feelings and those of others. This effectively promotes children's good behaviour and encourages them to play happily together. As a result, the childminder provides good support to help children prepare for the next stages in their learning and development.

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

The childminder encourages children to be independent through activities, such helping themselves to their water bottles when they want a drink. Children learn about good hygiene procedures under close supervision of the childminder, such as washing their hands after coming in from the garden. These skills effectively support children's preparation for their move to school. The childminder sits with children at the table as they eat and drink, supervising them closely. The childminder provides outdoor play on a daily basis, so that children benefit from fresh air and physical activity. She routinely takes a variety of toys into the garden for children to explore and plans interesting activities, such as sand and water. The childminder supports children's understanding of safety successfully. She carries out fire drills with the children, reminds them not to climb on the furniture and wear their shoes in the garden. The childminder also takes children to local

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

community amenities, such as the library, toddler groups and local attractions. This enables children to enjoy a rich breadth of learning experiences beyond the childminder's home.

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provision

The childminder demonstrates a good understanding of her responsibilities in meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. She has formed the required safeguarding policies and is aware of possible signs that may indicate child protection issues. In addition, she is aware of procedures to follow to manage any concern arising. She has attended training in safeguarding to support her practice. The childminder maintains comprehensive written risk assessments for the premises and outings, so that she is clear about safety procedures. She supervises children well and follows effective safety precautions, such as using stair. The childminder monitors her educational programme effectively, ensuring that she is covering all areas of learning well and is meeting children's individual needs. She assesses children's progress effectively and is able to identify aspects of learning where individual children require additional support.

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provision

The childminder is then able to plan effectively and work well in partnership with parents and other settings to support children's progress further. This effectively supports children in making good progress in their learning.

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provision

The childminder evaluates her practice carefully. She maintains a detailed self-evaluation document, which demonstrates that she is aware of the strengths in her practice and areas for further development. The childminder welcomes feedback from parents and she routinely asks them to complete questionnaires evaluating her practice. The childminder is proactive in developing her professional practice and she receives good levels of support from the local authority consultant and attends meetings with another local childminder.

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provision

The childminder works well in partnership with parents and other settings. She shares her policies with parents and provides clear information about her practice to encourage their involvement. The childminder initiates contact with other settings children attend. She shares relevant information on children's development through her discussions with staff there. In addition, she plans related activities to follow on from those provided at these settings. This supports a continuous approach to children's care and learning needs. Parents are overwhelmingly positive about the high quality of provision the childminder provides. They particularly comment on the childminder's professionalism, the strong relationships and high levels of communication between the childminder and parents. They stress that their children are extremely happy and settled within the childminder's care.

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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 EY471350 Local authority Devon Inspection number 951717 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 5

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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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