Childminder in Cornwall

Inspection date

Previous inspection date 21/07/2014 13/01/2009

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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

 The childminder demonstrates a commitment to her professional development with a good capacity for ongoing improvement.  Children are very happy and settled with the childminder, which shows that they benefit from her nurturing care.  The childminder provides effective support to children's learning, so they make good progress in their development.  The childminder has positive relationships with parents, who provide complimentary feedback on the care given to their children.

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It is not yet outstanding because

 The childminder is less successful in acquiring parents' contributions towards their children's development records.  The initial information the childminder seeks from parents does not robustly cover each area of learning and development, to show a precise starting point.

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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 in their play activities and at lunchtime.  The inspector had discussions with the childminder.

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Inspection activities

 The inspector read a sample of children's records and reviewed childcare policies and procedures.

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Inspection activities

 The inspector read feedback questionnaires from parents and the childminder's self- evaluation form.  The inspector checked safety of the premises.

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Information about the setting

The childminder registered in 2008. She lives in a bungalow with her husband and two children in Parkham, Bideford. There are steps to the front of the property. Rooms used for childminding include the living room, dining area, children's bedrooms and the bathroom. There is an enclosed garden for outside play. The childminder is registered on the Early Years Register, and both the compulsory and voluntary parts of the Childcare Register. There are currently four children on roll, three of whom are in the early years age range. Care is available to children on a flexible basis, including weekends. The childminder takes children to and from the local primary school. Her husband acts as an assistant on an occasional basis. The childminder holds a relevant qualification at level 3. She is accredited to receive funding for the provision of free early education for children aged two, three and four years.

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

 devise an effective method to encourage and enable parents to take a more active part in the assessment procedures, to strengthen partnerships

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

 increase the information taken from parents when children first attend, to robustly identify children's developmental starting points, to enhance initial plans for progress.

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who attend

The childminder has a good understanding of children's learning and development. She provides a wide range of activities to help children learn through play. Children are inquisitive and show interest as they explore, which shows that they are developing skills for learning. They particularly enjoy imaginative games and focus well on their play people and dolls. The childminder sits close by children and engages effectively with them to support learning. For example, the childminder asks questions and encourages young children to repeat words and sentences. They listen to her and sing songs together, which promotes speech and language development. The childminder offers choice to children, such as music or drawing. Children decide to draw and sit eagerly at a low table to use drawing books or empty paper. Children learn to hold writing materials with competence and happily make marks on the paper. This activity links to literacy skills and children's

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who attend

creative development. Children concentrate well and finish one activity before starting another. They select musical instruments and learn action rhymes, which they confidently perform.

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who attend

The childminder provides activities and routines to meet the needs of the children attending. She has a good awareness of each child's development and plans for their next steps. For example, as young children become increasing mobile and adventurous, the childminder takes them to the park to use larger equipment and practise their physical skills. The childminder responds to children's ideas and comments to extend learning. For instance, children say 'it is muddy outside' and the childminder prompts an imaginary game. Children pretend to jump up and down 'in the mud' and shout 'splish, splash' in unison. Consequently, children have fun as they play and learn.

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who attend

The childminder links her observations on children to the areas of learning. She notes children's achievements and emails a regular summary report to parents, so they are well informed about their children's progress. The childminder compiles records of progress and provides a diary for each child. There is an option for parents to add information about children's development and achievements, although the method does not inspire a positive response. The childminder completes the required progress check report for children aged two years. Clear systems are in place to work in partnership with others who share the care of children. For example, the childminder has discussions with foundation unit teaching staff, to promote continuity of care and learning for children.

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

The childminder has a good awareness of children's individual needs and meets these well. During the introductory period, she asks parents about their children's requirements. The information covers routines and preferences, although is not concise on all areas of learning, to provide an exact starting point in development. Children enjoy being with the childminder and her family because they feel very much at home. They form warm relationships and are emotionally secure. The childminder teaches young children to 'share and swap', so they learn to play well together. Toddlers show their understanding as they repeat the word swap when they play. They help to tidy and sort toys into the appropriate place, which shows a developing sense of responsibility. Children behave well in response to the childminder's positive approach. She demonstrates in play how to be kind, caring and considerate. Children kiss the dolls and say they are crying. They talk about 'making

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

them better' and then say 'she's happy now.' The childminder gently interacts to suggest they 'find the mummy'. Children talks about different family members and show a clear understanding of feelings. They make good progress in their personal, social and emotional development. Children are secure and confident in the care of the childminder. They have close attachments and readily approach her, for example, toddlers say 'help, help' when they want some assistance.

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

The childminder helps toddlers to develop independence skills, to support them in their self-care. For instance, babies learn to hold a spoon and begin to feed themselves. At the appropriate time, the childminder and parents work together on potty training routines, to ensure a consistent approach for children. Suitable arrangements are in place for the provision of food and drink. The childminder encourages healthy eating and provides relevant information for parents. She enables children to take part in cooking activities, such as making pizzas and biscuits with healthier ingredients. To promote children's physical development, the childminder plans activities relevant to children's ages and stages. For example, babies enjoy a game with a soft ball, which they roll and then crawl forward to chase. They have a fun game as they play throw and catch with a balloon. Children frequently play outside, so they benefit from fresh air and exercise. The

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

childminder ensures that children wear hats, sun cream and play in the shade, to protect their health in hot weather. Outdoor activities promote continuity of learning for children. They readily explore and show interest in their surroundings. For instance, they notice animals and learn about the natural environment.

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provision

The childminder is thorough in her risk assessment procedure, which identifies potential hazards to children. She takes effective steps to minimise risks and promote children's safety. For example, the childminder has placed stickers on glass door panes, to alert children when the doors are closed. Single pane glass has been fitted with safety film and the childminder obtains relevant safety certificates. The childminder provides age- appropriate equipment, such as walking reins and car seats. She teaches children to hold hands, stay near to her and to look out for cars when they are on outings. The childminder considers the options for journeys and chooses the safest route. She completes relevant child protection training and has secure knowledge of the safeguarding procedures, to protect children's welfare. Use of the assistant is on an occasional basis, to offer parents flexibility in available places. As he does not have a first-aid qualification, the

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provision

childminder ensures that she is always present with minded children, to meet welfare requirements.

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provision

Records and documentation required for childcare arrangements are in good order, which contribute to children's well-being. The childminder updates her policies and procedures and shares these with parents. These include arrangements for working in partnerships with others, to support children's individual needs and development. The childminder continues to review and reflect on her practice. She has addressed previous inspection recommendations, making clear improvements to information sharing and planning. Since the last inspection, the childminder has achieved a recognised childcare qualification and is currently working towards a higher level. To involve parents in her self-evaluation procedure, the childminder provides questionnaires. Parents give positive feedback and are very pleased with the care given to their children. Remarks include that parents are 'very happy with the daily diary and email observations.' They describe how 'children love

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provision

coming to the setting and enjoy their learning and development in a flexible, caring and fluid way.' Parents say that children have improved and that they are so happy with the service and 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 EY375135 Local authority Devon Inspection number 815663 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 4 Number of children on roll 4

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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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