Childminder in Hampshire

Inspection date

Previous inspection date 14/07/2014 12/01/2009

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

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This provision is good

 Children are very happy and behave well as they learn through active play. They have good relationships with the childminder and each other, and play amicably together.  The childminder organises her practice effectively to provide children with a welcoming, stimulating environment for their care and learning.  Children have access to a good variety of resources and activities that support their all- round development.  Children benefit from the childminder's positive relationships with their parents, which promotes a consistent approach to meeting each child's needs.  The childminder's capacity for ongoing improvement is good. She reflects on her practice and makes changes to improve outcomes for all children.

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It is not yet outstanding because

 The childminder does not make full use of opportunities to develop children's understanding of words and print carrying meaning.  The childminder obtains some information from parents about their children when they initially start in her care. However, this does not include detail about children's skills and abilities in all areas to enable her to pre-plan for children's development.

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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 children's play indoors and outside.

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Inspection activities

 The inspector sampled the childminder's documentation, including children's learning records.  The inspector discussed the childminder's practice with her.  The inspector took into account the written views of parents.  The inspector viewed all areas used for childminding.

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Information about the setting

The childminder registered in 2005. She lives with her husband and two school-age children in Fleet, Hampshire. The whole of the childminder's house is used for childminding and there is a garden for outside play. The childminder currently has four children in the early years age range on roll. The childminder is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. She has a childcare qualification at level 3 and receives funding for the provision of free early education to children aged two, three and four. The childminder minds children Monday to Thursday for most of the year. The family have pet guinea-pigs.

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

 maximise children's opportunities to learn about words and the use of print in the environment

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

 extend the information gathered from parents about what children can do to enhance the planning for their development when they first start.

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who attend

The childminder organises her practice effectively to provide children with a welcoming, stimulating environment for their care and development. Since her last inspection the childminder has further developed her knowledge and understanding of the different learning areas. She is an enthusiastic teacher and sensitively interacts with children's play, knowing when to support learning and when to step back and allow children the freedom of independent exploration. Children make good progress with their learning in all areas as they take part in a variety of activities within and outside the home. For example, children learn about nature and the wider world on nature walks in the woods and to the local pond. Children mix socially with others at the library for rhyme time and at soft-play sessions, where they can also develop their physical skills.

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who attend

The childminder obtains some initial information about children although, this does not include details of their starting points in all areas to enable her to pre-plan for their future development. Once in her care, the childminder observes and assesses children's play and keeps parents involved with their child's learning by sharing information on day sheets. She links activities to the different learning areas and verbally shares children's next steps with parents. The childminder also completes and shares with parents the detailed written progress check for two-year-old children. The childminder provides children with equal opportunities to learn and achieve and each child's learning journal includes photographs of children engaged in a range of activities. Children develop their creative skills making collage pictures and learn about diversity through activities associated with the Chinese New Year.

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who attend

Children have great fun as they play with musical instruments. They energetically shake maracas, listening to the sounds they make. They communicate confidently as they approach the childminder correctly stating, 'I've got a triangle'. The childminder demonstrates how to play it and children show they have listened and understood as they imitate her actions. Children take turns using their hands to pat a bongo drum. The childminder uses the opportunity well to demonstrate how they can make quiet and loud sounds according to how hard they pat the drum. Children show an understanding of technology as they hold a microphone to their mouth as they spontaneously sing a nursery rhyme into it. They press the buttons on a music player and enjoy dancing to the music. Children show a strong motivation to learn as they move from one activity to another. The childminder notes their interests and plays with children, at their level,

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who attend

asking questions to make them think. Children go over to a number mat and the childminder asks them if they know what the numbers are. She points to the numbers and children correctly name all numbers to nine. The childminder encourages children who are not so confident to repeat the numbers after her, gently leading them to achieve. She claps and praises children's efforts, which instils in them the confidence to try different things.

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who attend

Children thoroughly enjoy play outdoors. They use paint to make marks and shapes, such as a square and circle, and have fun playing with figures in the water tray. The childminder sets out a variety of equipment to enable children to freely develop and reinforce their physical skills. They confidently climb up the slide, show good coordination as they throw, catch and kick balls, and demonstrate good balance as they stand on the centre point of a rocker. The childminder fosters children's interest in literature as she share books with them. She teaches children letter sounds and shapes and encourages children to repeat words after her to familiarise themselves with the word sounds. The childminder has some educational posters on display showing the alphabet and numbers but has no key-word labels in her minding environment, or on resources, to maximise children's opportunities to learn about words. Children join in with singing the alphabet

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who attend

song to reinforce their understanding of letter names. They are very happy in their play and enjoy being able to be active or rest according to their individual needs.

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

The childminder's policies and procedures are effective in supporting children's emotional well-being. A gradual settling-in procedure successfully enables children to familiarise themselves with the childminder and her home before entering her care full time. Children have very good relationships with the childminder and each other, and relax within her home environment. The childminder has organised her space well so children can free- flow with their play from indoors to outside. Children have access to a good variety of resources to support their all-round skill development in readiness for their eventual move to school. They behave very well as they are purposefully occupied with play that interests and stimulates them. Children play amicably together and happily share resources. They show friendship towards one another as they snuggle down under a blanket to rest and quietly chat in a break from more active play.

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

Children are developing a good understanding of a healthy lifestyle. The childminder provides children with a variety of healthy snacks and meals. Children wash their hands before eating, saying it is so they do not get, 'Germy germs'. They enjoy a snack of banana and raisins and the childminder sets their drink bottles out so they can freely drink when thirsty. They have fun playing with a small-world doctor's set and the childminder uses this as an opportunity to talk to children further about health. Children have daily opportunities for fresh air and exercise to strengthen and develop their bodies. The childminder makes sure they dress appropriately for the weather, for example, putting hats on children to protect their heads from the sun. She practises her fire drill with children on a regular basis to teach them how to keep themselves safe in the home. Children move safely around the childminder's home and demonstrate an understanding

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

of safety. For example, as they firmly hold the handles on the rocker before carefully climbing down.

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provision

The childminder is very kind and caring and provides a nurturing, home environment for children. She has a good understanding of her responsibilities in meeting the requirements of the Early Years Foundation Stage. The childminder has a comprehensive range of policies and procedures that underpin her practice and she maintains all required documentation. She safeguards children's welfare well. Since her last inspection, she has updated her safeguarding training to secure her knowledge of the procedures to follow should she have any concerns. The childminder risk assesses her home and outing venues, all adults in her household are vetted and she keeps her premises secure. Partnerships with parents are good and children benefit from the joined-up approach to meeting their individual needs. Parents are very happy with the childminder's service and confirm they receive both verbal and written feedback about their children. The

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provision

childminder understands the importance of working in partnership with others and obtains permission from parents to liaise with other settings, as appropriate.

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provision

The childminder continually monitors children's play to enable her to plan to meet their individual needs. She tracks children's development in all areas so she can identify their future learning needs. The childminder has a very positive attitude towards continually improving her practice to benefit all children. She has addressed all recommendations raised at her last inspection. These related to medication documentation, self-evaluation, the positioning of the fire blanket and learning and development. The childminder has been proactive in continuing with her professional development to enhance further the outcomes for children. She has gained a childcare qualification at level 3 and attended various workshops, for example about sensory play and phonics. The childminder has completed a detailed written evaluation reflecting on her practice and seeks feedback from parents via questionnaires.

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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 EY320096 Local authority Hampshire Inspection number 815067 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 10

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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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