Childminder in Bournemouth, Christchurch and Poole

Inspection date

Previous inspection date 03/07/2014 09/08/2011

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 The childminder offers a warm and welcoming environment for children in which she provides close comfort and reassurance. As a result, children develop warm and trusting relationships with her.  Children benefit from regular outdoor play in the childminder's garden. This promotes their health and physical development well.  The childminder provides a safe and secure home in which children move around and explore freely and confidently.

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It is not yet good because

 The childminder does not consistently make good use of the observations and assessments to identify gaps in children's learning and to promote their next steps for learning effectively. As a result, not all younger children are making good progress with their speech and language development, and independence skills.  The childminder does not always respond quickly to some younger children's interests and choices. Consequently, learning opportunities are missed and children's independent exploration is not promoted well.  The childminder does not successfully engage all parents in contributing information about what their child can do at home to further promote children's 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 and the quality of the childminder's interaction with the children.  The inspector observed the management of children's care routines.  The inspector looked at children's assessment records.

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Inspection activities

 The inspector sampled the childminder's documentation and discussed her knowledge of the requirements of the Early Years Foundation Stage.  The inspector viewed the areas of the property used for childminding.

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Information about the setting

The childminder was registered in 2010. She lives with her partner, who is also registered as her emergency assistant, and son in Bournemouth, Dorset. The accommodation is situated on the first floor and children have access to the sitting room, bathroom, kitchen and childminder's bedroom. There is a garden for outdoor play. The childminder keeps two small dogs.

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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. The childminder has five children on roll in the early years age group.

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must:

 improve the use of assessments to identify the gaps in children's learning more accurately and to promote children's next steps for learning more effectively; this especially applies to promoting younger children's speech and language, and independence skills.

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

 develop the interactions with children further in response to their interests and choices to enhance their independent exploration and learning

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

 encourage all parents to contribute more information about what their child can do at home, to promote their child's learning further.

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who attend

The childminder has a suitable knowledge and understanding of the learning and development requirements. She provides parents with records to complete when children start. These include details of their child's needs, interests, routines and family background, but less about their child's stage of development. This helps the childminder to settle children in and assess some of their developmental starting points. The childminder observes children in their play and keeps written records of their achievements to monitor their progress. She identifies next steps of learning for some children which she plans for each week to help them achieve. However, she does not use these assessments consistently to accurately identify gaps in every child's learning and prioritise next steps for their learning to help children achieve better in these areas. As a result, some younger children are not making good progress in some aspects of their

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who attend

learning. The childminder keeps parents informed of their child's progress through discussion. She is also aware of the need to provide them with the required progress check for two-year-olds. However, she is not always successful in engaging all parents to contribute information about their child's learning at home to help them promote their child's learning further.

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who attend

The childminder promotes most children's communication and language skills appropriately. She asks children questions about what they are doing in their play, which instigates discussions and questions from children. For example, children tell her what they are doing in role play and recall past events when they have enjoyed eating things 'at the birthday party' and tried different foods at Chinese New Year. This encourages these older children to think and express themselves. The childminder feeds back what she thinks younger, less verbal children are saying. However, she does not always allow these younger children time to answer her questions or to make the links between words and meanings. This does not help to promote these younger children's speech and language skills.

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who attend

The childminder interacts with enthusiasm in children's play, providing encouragement and support. She supports older children in developing independence, such as dressing themselves, serving their own snack and helping when asked. As a result, most children explore freely and with excitement and are developing the skills they need for starting school. However, the childminder does not encourage all younger children to develop good independence, but instead carries out tasks for them. Most children engage well in their chosen activities, which the childminder provides because she knows they enjoy them. However, she does not always respond quickly to some younger children's interests and choices. For example, children sit around a low table to draw and colour in, but there is not sufficient room for all children to join in and those who cannot become frustrated.

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who attend

Children investigate different media, materials and objects to explore with their senses and to create. For example, children join in water play with enthusiasm and remember they made 'witches' potions' the other day. They recall adding spaghetti, raisins, soap and water and ask if they can make more potions today. In response, the childminder adds small bottles to the water tray with soap, glitter, pasta and rice as suggested by the children. Younger children mix these together with spoons and in bowls under supervision, but are not encouraged to use all the dried ingredients they show an interest in. Older children skilfully pour the mixture into small bottles and show others proudly, 'Look, potion!' Children continue this creative play outside where they collect dried fallen leaves in a wheelbarrow which they mix up and tell the childminder it is 'roast dinner' and pretend to eat it. This shows how confidently children act out their experiences in their

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

The childminder provides home visits and settling-in sessions to help children get to know her, and for her to learn about their needs. She provides children with close support and affection. She scoops younger children up for a cuddle when they become tired or need comfort, and older children spontaneously rush to cuddle into her. This demonstrates children are forming warm and trusting relationships with the childminder, which helps to support them in the move between their home and the childminder's care. Children form friendships with one another. They link up with others to play, share lots of laughter and cuddle up to read together. The childminder helps children to develop positive attitudes and good behaviour through making her expectations clear. As a result, children are learning to share, take turns, negotiate roles in play and older children resolve some issues for themselves.

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

Children benefit from a warm and welcoming environment in which they choose toys from the low units and floor boxes. The childminder creates defined areas of play in the sitting room, such as a segregated home corner with a long mirror for children to look at themselves when dressing up. Children use the kitchen for messy play and meals. This allows children space to move around and play under her supervision. The childminder teaches children to learn about keeping themselves safe through her house rules, such as how to use the trampoline safely and guiding children on managing the steps to and from her home. The childminder carries out thorough daily health and safety checks throughout her home and garden. This helps to ensure safety measures are in place and the premises are clean and secure to allow children to move around safely.

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

The childminder provides children with lots of outdoor play time. In her garden, children run around freely, bounce on the trampoline, pedal and push wheeled toys and play with natural resources. This helps to promote all children's physical development successfully. The childminder provides children with healthy meals and snacks which they all eat together at the table to promote good eating habits. She takes water outside to ensure children have regular drinks in warmer weather. This helps to promote children's health.

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provision

The childminder has an appropriate knowledge and understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage. She has a secure understanding of her role and responsibilities to help safeguard children's welfare and the correct procedures to follow in the event of any concerns. The childminder completes risk assessments of her home and the outings children go on, and implements her policies and procedures for all aspects of her provision. This further helps to safeguard children's welfare.

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provision

The childminder has some systems for evaluating the quality of her provision and to drive improvements to her childminding practice. For example, she has been working towards the local authority quality standards self-assessment scheme, from which she has created an action plan. This has resulted in the provision of an improved outdoor play area for children's physical development. In addition, the childminder has introduced planters for children to learn about growth. The childminder has addressed most of the recommendations raised at the last inspection. This includes re-organising the play space to promote children's learning more effectively. The childminder has also attended several training courses relating to children's learning, health and welfare to further help her meet children's needs.

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provision

The childminder establishes suitable partnerships with parents, providing them with information about her provision, including her policies and procedures. She keeps parents informed with displays and face-to-face communication. Some parents share their views of the childminder's provision by completing comments in the parent involvement book. They state their children love attending and they are 'happy knowing they are well looked after'. The childminder establishes links with the other settings children also attend to promote continuity of their learning and well-being.

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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 EY402382 Local authority Bournemouth Inspection number 844894 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 5

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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

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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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