Childminder in Devon

Inspection date

Previous inspection date 18/07/2014 04/04/2011

p.1

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

p.1

This provision is good

 The childminder is a good role model who teaches children to respect each other so they play well together, which helps their learning.  The childminder provides a good range of stimulating resources which appeal to children's interests, so they are well motivated to learn.  The children are helped to develop their language skills well by the childminder, and are becoming confident communicators, ready for the next stage in learning and school.  The childminder promotes children's physical skills particularly well through a good range of indoor and outdoor activities.

p.1

It is not yet outstanding because

 Evaluation systems do not provide a sharp focus on evaluating personal practice in order to raise teaching to a consistently high quality through setting high targets for professional development.  The childminder does not do all he might to encourage parents to contribute to their children's learning and development.

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

 The inspector gathered views from parents from written statements and discussions.  The inspector observed children engaged in activities with the childminder.  The inspector toured the areas of the provision used for childminding purposes.

p.2

Inspection activities

 The inspector sampled a variety of documentation relevant to children and the provision.

p.2

Information about the setting

The childminder registered in 2010. He lives with his wife and two children in Plymouth, Devon. The family has two dogs. The whole of the downstairs of the childminder's home is used for childminding purposes. The childminder works with his wife who is also a registered childminder. There are currently fifteen children on role, five of whom are in the early years age range. The provision is open from 7.30am until 6pm every day, all year round. The childminder also cares for older children during school holidays. The childminder uses a vehicle to drop-off and collect children from local schools. He also collects children from their home and drops them back at the end of the day. He attends local toddler groups and takes children on outings in the local area. This childminder is registered by Ofsted on the Early Years Register and on the compulsory and voluntary part of the Childcare Register.

p.3

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

 enhance learning and development procedures to enable all parents to contribute to their children's progress as well as possible.

p.3

who attend

The childminder provides a welcoming and homely environment for children. There is a good range of well-maintained resources which are appropriate for their age range. The childminder recognises the importance of outdoor play. He provides a particularly strong education programme for children's physical development. The childminder provides a fully enclosed and secure outdoor garden area where children can take their activities. This area appeals to children who prefer to be more active whilst they learn. The childminder encourages children to develop their coordination well, such as when they complete drawing or colouring activities. As a result, children gain greater control of these muscles and learn to hold the pens and pencils effectively. This ability helps children to practice their early writing, so they gain some useful literacy skills ready for the move to school. Children enjoy a wide range of physical play equipment, including climbing frames

p.3

who attend

and ride on toys, so they gain other physical skills and exert energy.

p.3

who attend

The childminder gains useful information about children's routines, and likes and dislikes before they start. These details help him to settle them well into a routine, for example, by providing them with a nap at the same time they would have at home. This means children are well rested, and ready to learn. He spends time with parents and talks to them about their needs too, which begins to build good partnerships. Children feel secure and form good relationships with the childminder as a result, which promotes deeper learning.

p.3

who attend

The quality of teaching is good. The childminder has a good understanding of how children learn, and which activities they enjoy. This knowledge helps him to draw learning experiences into their favoured activities. For example, when children enjoy make crispy cakes, the childminder helps them to understand mathematical ideas including 'add' and 'more', by using the words and demonstrating their meaning. This approach helps to familiarise children with increasingly complex mathematical language ready for school.

p.4

who attend

The childminder teaches children to enjoy books. There is a good range available, which are appropriate to the children's needs. The childminder uses a good range of teaching strategies to stimulate children's interest in books, such as providing a variety of story sacks which children also enjoy. The childminder encourages children to say the words as he points to them. This teaching helps children to recognise that words have meaning, and prepares them well for reading at school.

p.4

who attend

The childminder stores resources well at a low level which encourages children to select which toys they would like to play with. As a result, children become independent learners. They are confident to experiment with new things. The childminder builds on their curiosity, and encourages children to think for themselves. For example, children choose where they would like furniture to go in the dolls' house, and laugh together when they place a chair in the bath. The childminder skilfully interacts with them and asks questions about where they think 'a bed' or 'the toilet' should go. Such enjoyable conversations help children's communication and language development, as well as encouraging children to question their own understanding. The childminder occasionally uses sign language to support younger children who cannot talk to communicate their wishes. As a result children are happy, confident communicators and interact well with

p.4

who attend

each other. Such skills prepare children well for the move to school.

p.4

who attend

The childminder shares useful information with parents every day through discussion or text messages, so they know what their children do and the progress they make. He understands when children achieve significant milestones in their development and tracks their progress to decide what they need to learn next. However, parents are not provided with the opportunity to regularly contribute to their children's progress at home to help the childminder to hasten children's progress.

p.4

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

The childminder is a very good role model to children. He treats children with respect. As a result, children are polite and show respect towards one another, behaving well. The children are well mannered, and are rarely reminded to say 'please' and 'thank you'. The childminder has good relationships with the children. These help him engage well with children during activities, which both aids their emotional development and willingness to learn. For example, children are happy for the childminder to extend their ideas, such as when using sticks and shapes to make patterns or build objects. The childminder demonstrates clearly how these can be used to make a house, or a picture of their choosing. Consequently, hildren's learning experiences are positive because they have secure emotional attachments.

p.4

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

The childminder provides additional experiences to help children extend their physical skills. Regular excursions in the local area, such as to parks and play grounds, give the children opportunities to exercise their larger muscles in various ways as they run in open spaces learning to gain greater control of their bodies. The childminder teaches children to understand the impact exercise has on their bodies. For example, he explains they are 'sweating' because they are running around. The childminder makes effective use of resources, such as footballs, to teach children new skills, giving them time to practise these.

p.5

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

The childminder works well with parents to provide children with healthy lunches and snacks, as part of his programme to promote healthy lifestyles. He stores their food in a fridge reserved for this purpose, which helps to keep them fresh and maintains good hygiene standards. He provides children with nutritionally well-balanced snacks that include fruit and a carbohydrate, such as toast. He makes water always available for children in their own beakers, which is refreshed regularly. This stops children from being thirsty because they can choose when to drink. Children of all ages learn to enjoy fruit and healthy snacks in a variety of interesting ways, such as helping to make fruit smoothies.

p.5

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

The childminder prepares children well for the next stage in their learning, including the eventual move to school. Parents comment their children 'look forward to coming', and state that the childminder is 'lovely and bubbly'.

p.5

provision

The childminder understands his responsibilities well. He meets the safeguarding and welfare, and learning and development requirements of the Early Years Foundation Stage effectively. He mentally evaluates his practice, including what children have enjoyed daily, which helps him to plan new activities in response, such as relevant outings and excursions. However, this system does not help him to evaluate long-term actions to ensure he continually improves his practice to achieve high quality teaching skills. For example, he does not hold a relevant early years qualification. The childminder welcomes support from the local authority advisor and acts on advice when necessary, so demonstrating a good capacity to improve his provision for the children.

p.5

provision

The childminder understands the children. He takes times to form good relationships with them and their parents, so that good communications are established, which help the children to settle well. The childminder regularly shares information about children with parents. This is done mainly through chats and discussions at the beginning and end of each day. The childminder explains children's progress and development confidently. However, he does not use a range of strategies in order to engage parents as well as possible in their children's learning in the home and with him, in order to hasten progress by taking a thoroughly integrated approach. The childminder understands the requirement to provide parents of two-year-olds with a written report of their progress in the most important areas of learning. He has confidently compiled information to do this when needed.

p.5

provision

The childminder is aware of the necessary procedures to follow should he be concerned about a child's welfare. He keeps up-to-date with this area, and has attended safeguarding training. This helps him to deal confidently with child protection issues, and he is able to identify children who may be at risk of harm. He has a comprehensive list of telephone numbers for the appropriate organisations, should he need to make contact in such circumstances.

p.6

provision

The childminder works hard to keep children safe whilst in his care. He conducts effective risk assessments of his home regularly. He thorough completes risk assessments of places where he takes children on outings, such as the park and school runs. These are reviewed regularly, updated when necessary and well documented. This attention to detail helps him to provide areas which are safe for children to play, so they enjoy their learning experiences to the full.

p.6

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

p.6

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

p.7

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.

p.7

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.

p.8

Setting details

Unique reference number EY414323 Local authority Plymouth Inspection number 845126 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 15

p.8

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.

p.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.

p.8

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.

p.8

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.

p.9

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,

p.9

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’.

p.10

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.10