Childminder in Gloucestershire

Inspection date

Previous inspection date 21/07/2014 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

 The childminder encourages free play so children choose from a range of activities indoors and outdoors, which keeps them motivated and interested to learn.  The childminder encourages messy play for children to explore using their senses, which encourages their creativity.  Independence is taught by the childminder so children learn to do things for themselves; this prepares them well for school and develops their self-care skills.  The childminder uses networks of other childminders to reflect and develop her own practice, which continuously improves her service.  The childminder promotes good social skills and teaches children to take responsibly. As a result, children play well together and behaviour is well managed.

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It is not yet outstanding because

 The children do not have sufficient quiet areas to relax in or to focus on their learning. The childminder does not always promote parents enough to celebrate their children's interests and achievements from home.

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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 viewed all areas accessed by the children.

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Inspection activities

 The inspector observed interactions, play and learning opportunities for the children indoors and outdoors and sampled documentation records.  The inspector carried out a joint observation with the childminder.  The inspector spoke with the childminder at appropriate times during the inspection.  The inspector took account the views of parents through documentation.

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Information about the setting

The childminder registered in 2014. She lives in Gloucester with her husband and three young children. The family has a pet cat, two guinea pigs and tropical fish. The whole of the house may be used for minded children. There is an enclosed rear garden for outside play. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. Currently, there are two children on roll in the early years age group.

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

 further develop areas for children to sit quietly and relax with their friends

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

 enhance the systems for parents to celebrate their children's interests and achievements at home.

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who attend

The childminder has a good understanding of the importance of play and how young children learn. She is knowledgeable about the learning and development requirements of the Early Years Foundation Stage. The childminder is able to organise and select a good range of resources around her home, both indoors and outdoors so that children can make independent choices in their play. In planning, the childminder records children's interests from her observations, and uses this to plan suitable activities. As a result, children are engaged and eager to join in with the activities. However, the childminder does not fully promote parents to share their observations of their children's interests and achievements from home to further broaden their learning experiences The childminder offers a good balance between adult-led and child-led activities, which meets the needs of the children effectively. The childminder regularly observes and plans for children and

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who attend

uses assessments to identify their next steps in learning. As a result, children make good progress and are acquiring the skills they need to embark on their next stage such as starting school. Although children are making good progress, are interested, and enjoy the activities on offer, further opportunities to learn in quieter cosy spaces are not available help children to make even more rapid progress. Children make choices in their play and are confident in seeking attention from the childminder. The children have many opportunities to develop their health hygiene and dressing skills through everyday routines such as making their own sandwiches at lunchtime or changing their clothes. Such activities that the childminder provides give children confidence and the skills that they will require when starting school.

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who attend

Interactions with children are good. The childminder is actively involved in children's play and teaching is effective. For example, the childminder uses strategies such as getting down on their level and allowing children to take the lead. Children respond well to the childminder's interactions and often choose to play alongside her; this supports children's progress in their personal and social development. Children attend to activities for long periods of time and become fully engaged in messy activities such as making fairy mud and planting seeds for the nature garden. The childminder provides many experiences to promote children's language development and encourages children to have the confidence to engage in conversation with others. The childminder incorporates a good range of activities to support children's mathematical development. For example, as children prepare their snack she teaches them to count four crackers for their plate. The

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who attend

childminder encourages the children to learn about the environment using a nature patch in the garden where children can play and explore. The childminder chooses plants that attract butterflies so that they can learn about living things and are stimulated as they watch them fly, which effectively captures children's interests.

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who attend

The childminder completes progress checks for children aged two and shares this information with parents and other settings the children attend. Parents are well informed about what the children have been learning and how they are progressing. Overall, parents are actively involved in their child's learning. They feel well supported by the childminder and give positive feedback about their children's progress. For example, one parent states that the childminder 'always communicates with us, in person, by phone and email'. They state that the childminder 'offers an excellent service'.

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

The childminder has well-established systems and procedures to ensure that children are happy and settled. For example, prior to starting, the childminder seeks information about children's interests, likes, dislikes and care routines to help children feel secure. She sends out regular electronic information to ensure that she engages well with parents and they take children's learning journals home regularly. The childminder adapts her practice skilfully to meet the needs of the range of children that attend.

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

Children's behaviour is good. The childminder promotes turn taking and house rules, which teach the children positive behaviours. For example, children have a rota to take turns preparing lunch and cleaning tables. They win marbles which they exchange for a treat for when the jar becomes full. Children are taught to independently resolve some of their own conflicts as the childminder consistently uses and models this strategy with them. The childminder continuously praises the children for working together and following instructions. She is calm and consistent in her expectations of the children. The childminder encourages children to think about their behaviour and reflect on what they could have done. She manages behaviour by focusing on their positives aspects rather than negatives. The environments are inclusive for children's needs. For example, the childminder supports children to learn about the wider world and celebrates cultural differences with

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

them. The childminder has created environments that enables children to fully access and participate in the activities on offer. Children have many opportunities inside and outside. The environment is equipped with high-quality toys and resources, which challenge children's development successfully. The childminder consistently reminds children how to keep themselves safe, such as regularly practising fire evacuation drills and talking about fire safety. Children have a good choice of snacks and mealtimes are a social event. The childminder teaches children to make healthy choices as they choose from a variety of fillings for their sandwiches.

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

There are robust safeguarding procedures in place to keep children safe. The childminder supports children's emotional well-being; this helps them in their transition from home and other settings. Children's self-esteem is highly developed by the childminder and the children respond well to the praise and attention that they receive.

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provision

The childminder demonstrates a good understanding of her responsibilities in meeting the safeguarding and learning and development requirements of the Early Years Foundation Stage. She maintains good up-to-date professional knowledge and attends regular networks that continuously develop her own skills and in response to the needs of the children that she supports. She has current knowledge of child protection and has good systems in place to identify and effectively keep children safe from harm. She is aware of the signs and symptoms of abuse and clear policies and systems outlining the agencies to contact for dealing with concerns that may arise. The childminder has a good range of policies and risk assessments in place, which she regularly reviews; this minimises the risk of accident or injury to children and supports keeping children safe.

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provision

The childminder uses a self-evaluation tool, which has enabled her to reflect on the educational programmes for children and this process clearly identifies her strengths and areas for future development. The childminder is a reflective practitioner.

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provision

The childminder effectively monitors the educational programme and keeps track of individual children's progress to ensure that that are always developing and to ensure any areas of needs are identified and supported effectively. The childminder strives for continued improvement to support children's learning and her evaluations ensure that the children receive good quality care and learning opportunities. Planning is evaluated and based on children's interests and stages of development; this supports children effectively in making good progress in all areas of learning. However, this is not always focused enough on the information from parents about them at home.

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provision

The childminder is part of the local childminder network that works in partnership with the local settings. The childminder is fully committed to maintaining a high standard of service for children and their families; she makes good use of her professional development to ensure continuous development.

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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 EY474414 Local authority Gloucestershire Inspection number 957136 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 3 Number of children on roll 2

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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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