Childminder, Out-of school day care in Hampshire

Inspection date

Previous inspection date 14/07/2014 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 are happy and settled within the childminder's care. It is evident that they have developed secure emotional attachments with her as they enjoy her warm and positive interaction.  Children have good opportunities to make choices about their play as they confidently access their environment.  The childminder has a competent knowledge and understanding of how young children learn. Providing them with good opportunities to be active learners both indoors and outdoors.  The childminder has secure working relationships with parents, and their positive feedback reflects how much they value her service.

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It is not yet outstanding because

 There is little emphasis on providing children with opportunities to develop their early literacy skills through familiar words, print and symbols.  The childminder does not consistently share information regarding children's learning with other settings that children attend, to enhance their development further.

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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 interaction between the childminder and children during play in the main room and the kitchen.

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Inspection activities

 The inspector sampled children's learning profiles, planning documentation and a selection of policies and children's records.

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Inspection activities

 The inspector spoke with the childminder at appropriate times throughout the inspection.

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Inspection activities

 The inspector took account of the views of parents through looking at recent written communication.

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Information about the setting

The childminder registered in 2014. She lives with her partner and their young daughter in Basingstoke. The whole house is used for childminding with access to the first floor for sleeping. Local facilities are within walking/short driving distance, such as, parks, schools and shops. The childminder is able to take and collect children from local schools and pre- schools. She is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. There are currently four part-time children on roll in the early years age range.

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

 extend children's opportunities to develop their literacy skills by creating an environment rich in print to develop further children's recognition of familiar words and names

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

 develop the partnerships with other early years settings further in order to share information regarding children's learning to consistently promote their progress.

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who attend

Children's progress is good overall. The childminder assesses children initially in order to obtain detailed information from parents about what children know and can do. This means the childminder has a strong starting point on which to build children's learning. The childminder shares ideas to provide a wealth of exciting activities and learning opportunities for children. She reviews children's progress regularly so that she can identify and address any gaps in learning quickly. The childminder records detailed observations of children, which she uses to inform the next steps in their learning and development.

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who attend

The childminder supports children well, according to their individual needs. She provides a wide choice of resources and activities in response to children's current interests. She sets out her resources around the downstairs space so that children can move around and make their own choices. In addition she plans adult-led activities to fit in with children's interests and needs. For example, she organises a jelly activity to extend children's interest in sensory play. Children have already had opportunities to explore different coloured spaghetti so she organises another exploration activity. She allows them to take the lead, while offering appropriate support, as they feel the texture of the jelly together. In this way children are encouraged to develop their self-confidence, vocabulary and to complete a given task. They respond with enthusiasm and are attentive to the different objects brought into the jelly for mixing and making wheeled tracks through the jelly.

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who attend

Children are confident and active learners, which is supported by their accessible environment. They enjoy making choices about their play and spend extensive periods of time exploring areas of interests. For example, children play purposefully with a variety of musical instruments and homemade sensory resources. The childminder supports children to play cooperatively and to take turns with popular resources. These skills will support their readiness for their future learning; as they are able to sit and concentrate for small periods of time. Children have good opportunities to develop their physical skills as they regularly visit the local parks and soft play areas where they can climb, balance and develop their coordination skills. Children are developing knowledge and understanding of the natural world around them. For example, they take frequent trips out into the community and this enables them to meet people different to themselves. They explore

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who attend

different materials and their environment using their senses. All families are welcomed in this inclusive setting and are encouraged to share any special celebrations. Children have opportunities to be creative as they enjoy different art and craft materials. Younger children use their imaginations as the play with small world toys and become engrossed in pushing prams and talking on the pretend telephone. There are a wide range of resources that enable children to operate simple equipment, to make noises and press buttons for cause and effect.

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who attend

The childminder is focused on the needs of the young children in her care. It is evident through the positive relationships observed that secure attachments have been established with the children. The childminder works closely with parents to support children's individual needs. Good information is available for parents about the childminder's service, such as written policies and procedures. In addition, the childminder provides ongoing feedback about children through verbal feedback, daily diaries and access to the children's progress records. Comprehensive records of children's learning and development are regularly shared to promote the continuity of learning. This helps parents know what their child is achieving while in the childminder's care.

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

Children are content in the childminder's care and they confidently go to her for cuddles and reassurance. She provides them with a welcoming, accessible and safe home environment. As a result children are developing confidence in their own abilities. For example, children are confident to make requests for additional resources. They are motivated by the childminder's continual praise and encouragement which supports them to pursue their chosen activity.

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

Children are kept safe because the childminder maintains effective precautions, for instance she carries out extensive risk assessment procedures to monitor her home environment and resources so that all areas used by children are safe. Children's personal safety is monitored through practical experiences, such as reinforcing road safety. The childminder supervises children closely to give clear and consistent guidelines about how to play safely. Children are developing an understanding of safe behaviour. For example, they engage in regular emergency evacuation drills to support their understanding of an emergency situation. Consequently children are learning about keeping themselves safe. Children behave very well; they are developing polite and respectful behaviour, which is because the childminder is a successful role model. The childminder is careful to promote children's harmonious and collaborative play. They respond positively to the childminder's

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

clear and simple explanations. Praise and encouragement are regularly used to promote children's self-esteem and confidence. Children access a good range of resources, including those that reflect positive images, which the childminder uses to model with the children about respecting differences. Overall, children receive good levels of attention which supports their individual care.

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

The childminder supports children's physical development well, and they regularly visit local facilities to exercise in the fresh air. There are appropriate times for younger children to eat, sleep and rest. Children enjoy healthy snacks as they eat bananas for their morning snack. Children learn about healthy eating and enjoy a range of fresh and nutritious meals. There are sound hygiene practices in place, which promote children's good health and well-being.

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

Overall, the childminder offers an attractive play environment that provides good learning opportunities for children. Children are developing many appropriate skills and abilities which will help set secure foundations for their future learning.

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provision

Children's welfare is promoted well. The childminder has a good knowledge of the safeguarding and welfare requirements of the Early Years Foundation Stage. She has secure systems in place to promote children's welfare and keep them safe in her care. For example, she is confident of the procedures to follow should she need to report any safeguarding concerns. She is vigilant in her supervision of children. The childminder demonstrates a professional approach to working in partnership with parents. In addition, she understands the importance of developing effective relationships with other settings that children attend to ensure that children's individual needs are met. However, the childminder has yet to establish firm links with other professionals in order to support children's learning.

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provision

The childminder is committed to promoting good quality care and learning experiences for children. Since she became registered as a childminder she has embarked on a level 3 childcare qualification. This training has clearly had a positive impact on her provision. For example, she demonstrates a good knowledge and understanding of the requirements of the Early Years Foundation Stage and applies this knowledge into her planning and assessment systems. She knows her children well and consistently records her observations of their learning, starting from when they are new to her care, planning relevant activities to continually move them on in their learning. In this way she builds up a valuable record of children's progress, which she shares with parents on a regular basis. The childminder's documentation is effectively organised and provides a strong foundation for her practice.

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provision

The childminder is continuously reflecting on her practice so that she is thinking about how she can drive improvement. She has developed formal and valuable self-evaluation systems which support her to develop her provision for children. She makes the most of visits from her childminding coordinator to continually reflect on her practice and to work on aspects requiring further development. She is particularly keen on attending training courses to further develop her knowledge and understanding of childcare. She enjoys the opportunity to meet with other childminders and to pick up new ideas. Her commitment to further training helps her maintain a very good capacity for continuing overall improvement.

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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 EY474075 Local authority Hampshire Inspection number 953627 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 4

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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

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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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