Woodcock, Elena Livioara

Inspection date

Previous inspection date 29/01/2014 Not Applicable

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early years provision

This inspection: 4 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 4 The effectiveness of the leadership and management of the early years provision 4

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This provision is inadequate

 The childminder does not always use risk assessments effectively in practice to reduce hazards and maintain children's safety.  The childminder puts too much emphasis on teaching children about number and colour within all activities, which means they are not provided with sufficient challenge in all areas of learning.  The childminder does not always give children time to think, talk and express themselves to develop their communication and language skills.  Children's progress is limited because the childminder does not get involved in children's independent play to help them to use the play equipment or ask open questions that focus on a wide variety of learning outcomes.  The childminder has not reflected sufficiently on her practice, which means that some welfare and learning and development requirements have not been met.  The childminder has not established links with other early year's provision that children

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This provision is inadequate

attend to promote continuity in their care and learning.  The playroom is disorganised and cluttered, which restricts the space available for children to play and explore freely.

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It has the following strengths

 The childminder establishes on-going communication with parents and involves them in children's care and learning  The childminder completes regular observations and assessments of children's progress which she uses to identify their next steps for 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 indoor activities in the childminder's home.

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Inspection activities

 The inspector talked with the childminder and children at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at a sample of documentation, including children's developmental records and self-evaluation.  The inspector took account of parent's comments within documentation.

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Information about the setting

The childminder registered in 2011. She lives with her husband and two children in Farnborough, Hampshire. The premises are close to shops, parks, schools and public transport links. The childminder uses the sitting room, playroom, dining room, kitchen and downstairs cloakroom for childminding purposes. There is a garden available for outdoor play. The childminder's provision operates from Monday to Friday, for most of the year. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder is registered to work with her husband who is her assistant. There are currently four children on roll in the early year's age range, most of whom attend part-time. The childminder also offers care to children aged from the end of the early years to 11 years. She collects children from the local school and attends several toddler groups on a regular basis.

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must:

 ensure risk assessments are used effectively in practice to reduce hazards and maintain children's safety

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must:

 ensure each area of learning is equally promoted during play and children are provided with sufficient challenge that meets their individual needs

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must:

 ensure children are given more time to think, talk and express themselves to develop their communication and language skills

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must:

 ensure children are supported and guided with using play equipment to help them achieve their aims and ask open questions that focus on a wider variety of learning outcomes to help children make good progress

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must:

 ensure communication is established with other early years provision that children attend to promote continuity in their care and learning

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

 use self-evaluation more effectively to reflect on weaknesses in the provision and to address aspects that require improvement

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

 improve the organisation of the playroom so it is less cluttered and provides more space for children to play freely and explore the resources.

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who attend

The childminder encourages children to be independent and choose their own activities and play equipment. However, she does not always help children persist with using resources by joining in their play and asking open questions to extend their learning. Consequently, children do not concentrate for long, do not persist when they find something difficult and are not presented with sufficient challenge. For example, when they choose and attempt to complete puzzles the childminder does not help them to join the pieces and they quickly lose interest. The childminder attempts to get involved in their learning, for example, she reads stories as they all sit together on the sofa. She praises them enthusiastically for what they know, but does not stimulate their interest by asking a range of open questions to promote their learning in all areas of their development. Consequently, although children make steady progress, they are not stretched in their

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who attend

learning to help them reach their full developmental potential. Children generally enjoy their time at the setting and are occupied, although on occasion activities lack a good level of challenge due to the childminder's overemphasis on teaching children numbers and colours.

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who attend

The childminder frequently completes written observations and assessments of children's learning which she uses to identify their individual progress and next steps for learning. However, she does not have a secure knowledge of how to promote the next steps for children's learning during their play and does not give children enough time to explore freely without direction. In addition her constant supervision of babies to keep them safe restricts her getting actively involved in other children's play and meeting their individual learning and development needs. Consequently, the quality of teaching is variable and not all children make as much progress as they could. This restricts their readiness for their future and starting school. The childminder strives to involve parents in children's learning. She shares her observations and summaries of children's development with parents, including progress summaries when children are aged two to three years. The childminder

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who attend

asks parents to comment about children's development and progress at home. She responds to parents requests, for example, to delay starting potty training.

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who attend

Children listen and respond to what the childminder says. She constantly talks aloud and values what children say. However, she does not follow children's lead in conversation or give them time to respond so they can think about things together and explore ideas. Consequently, although children are developing a range of vocabulary they are not encouraged to talk about what they are doing. In addition, the childminder does not encourage children to listen and talk with each other. This limits sustained shared thinking that helps children make links during their play. Children make good progress in their physical development. They climb and jump during outings to a soft play facility and use large equipment with confidence at a local playgroup, which they visit every day. Babies are starting to move around and, with the support of the childminder, pull themselves up on furniture and play equipment.

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who attend

Children count confidently in numerical order when the childminder asks them. However, she does not notice when children show interest in number during other activities. Consequently, children's learning in this area of their development is unvaried, unexciting and limits their progress. Children handle a range of media which they use to make designs. For example, they manipulate modeling dough, help prepare dried spaghetti for lunch and make collages. Children use their imagination as they play musical instruments, such as an electric keyboard with a microphone and dress up. Children enjoy painting polystyrene eggs. The childminder praises them when they identify the color they want to use.

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

The childminder has a good knowledge of children's individual care needs and spends considerable time supervising babies, carrying them around and making sure they are happy. Consequently, other children are overly independent in their play and are not provided with a good role model, due to the childminder's lack of involvement in their learning and development. Children are well behaved and co-operative because the childminder implements clear boundaries that help them to understand what is expected. They enjoy playing with children of a similar age and show affection for babies as they stroke their hair and give them a kiss.

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

Children's good health is promoted through the provision of healthy food. They have regular opportunities to be active at playgroups, which the childminder takes them to every day. The childminder is aware of children's likes and dislikes and talks to parents about the food provision so children receive a balanced diet. Children are aware of their own personal care needs and ask the childminder for help with using the potty. Consequently, they quickly become toilet trained. Children are provided with a satisfactory range of indoor and outdoor resources that promote their independence during play. The childminder makes use of her kitchen and dining room for mealtimes and messy activities. However, some aspects of the premises are unsafe and the playroom is very cluttered with toys, which limits the space available for children to play and explore. As a result, children sometimes have to climb over play equipment to reach what they want and are

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

frequently asked to tidy up the toys before they have had time to use them because of the disorganisation.

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

Children learn about their own safety as the childminder talks to them about being careful whilst using the slippery wet steps in her garden. They are beginning to develop an awareness of differences in society. For example, they make lanterns for Chinese New Year and listen to the childminder explaining about the meaning of the celebration. The childminder makes resources available that reflect positive images, such as books and dolls and has created a 'My world' book with pictures of people from different backgrounds. Children move smoothly between the childminders provision and another early year's provision they attend because the childminder provides lots of reassurance.

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provision

The inspection was brought forward as a result of the childminder's notification to Ofsted about a minor incident involving her car while she was transporting minded children. This raised concerns about how well the childminder keeps children safe on outings and whether the childminder understood the requirement to notify Ofsted of any significant event, within 14 days. The childminder explained she slightly scraped a parked car while driving. However, as the incident did not involve any serious accident, illness or injury to, or death of, any child in her care, the childminder only notified Ofsted after the 14 days had expired, as a matter of good practice. She did this after receiving advice from childcare advisors. Ofsted are happy that the requirements relating to children's safety on outings and notification are met and no further action has been taken by Ofsted. The premises are secure and the childminder locks the front door when children are

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provision

present. She supervises children well and completes written risk assessments for the premises and outings. However, the childminder does not use these effectively to identify risks and reduce hazards to maintain children's safety. For example, she has not noticed that a large cupboard at children's level in the main play area has unprotected glass and that there is a large container of water at child height in the garden. This presents a potential risk to children's safety. The childminder has a good knowledge of child protection procedures approved by the Local Safeguarding Children Board and understands her responsibility to protect children's welfare. She understands the requirement to report any significant incidents to Ofsted within 14 days. Since registration, the childminder has attended safeguarding, food safety and self evaluation training sessions. She has partially completed a level 3 childcare qualification and is waiting to be

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provision

assessed in her home environment. She says this has helped her to work in partnership with parents.

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provision

The childminder monitors some aspects of children's developmental progress during their play and records her observations and assessments to ensure they are reaching expected levels of development. Self-evaluation is weak. The childminder understands the requirements of the Early Years Foundation Stage, but has not reflected on weaknesses in her practice to drive improvement. Consequently, requirements related to children's safety and learning and development have not been met. Since registration the childminder has made some improvements. She has introduced meetings with parents to share children's learning journals and discuss their progress. She plans to improve the way she promotes diversity and disability and wants to find a balance of how to meet the children's individual needs now she has a baby to look after as well as others. The childminder has not established communication with other early year's provisions that children attend, which

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provision

reduces continuity in their care and learning.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are

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actions)

The requirements for the voluntary part of the Childcare Register are

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To meet the requirements of the Childcare Register the provider must:

 undertake a risk assessment of the premises and equipment immediately where the need for an assessment arises to ensure that all necessary measures are taken to minimise any identified risks (compulsory part of the Childcare Register)  ensure that the childcare is inclusive by taking all reasonable steps to ensure that the needs of each child, relating to their childcare, are met (compulsory part of the Childcare Register)  undertake a risk assessment of the premises and equipment immediately where the need for an assessment arises to ensure that all necessary measures are taken to minimise any identified risks (voluntary part of the Childcare Register)  ensure that the childcare is inclusive by taking all reasonable steps to ensure that the needs of each child, relating to their childcare, are met (voluntary part of the Childcare Register).

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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 EY433522 Local authority Hampshire Inspection number 949251 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 3 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

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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