Childminder in Gloucestershire

Inspection date

Previous inspection date 22/07/2014 01/02/2011

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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 has a good understanding of safeguarding and child protection, which enables her to protect children and keep them safe from harm.  Children have strong bonds with the childminder who offers them good emotional support.  The childminder has close working relationships with other agencies such as schools and the local authority, which ensures both her practice and the exchange of information provides the best care for the children.  Children make good progress in their learning as the childminder provides well-planned and stimulating activities, which meet each child's individual needs.

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It is not yet outstanding because

 The childminder does not always ensure toys and resources to help children develop mathematical awareness are easily available to play with during their free play, especially outdoors.  The childminder does not fully extend children's understanding of how to further protect themselves when play outdoors in the sun.

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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 at play, indoors and outside, and the childminder's interactions with them.

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Inspection activities

 The inspector sampled documents including policies, registers, and records of children's learning.  The inspector held discussions with the childminder.  The inspector had a tour of the premises and looked at resources and toys.  The inspector took account of the views of parents.

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Information about the setting

The childminder registered in 2010. She lives with her partner in a three bedroom semi- detached house in Winchcombe, Cheltenham in Gloucestershire. Childminding mainly takes place on the ground floor in the dining room and the large enclosed garden. Children use the upstairs for toilet facilities. There is an enclosed, rear garden with grass for children's outdoor play, a trampoline and slides. The house is within easy walking distance of shops and a library. The childminder takes and collects children to and from a local primary school. She is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register, and offers childcare before, during and after school, and in the school holidays. The childminder offers overnight care for two children under eight years. There are currently three children under two-years who attend on a part time basis. The childminder also cares for older children.

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

 encourage children's mathematical development further by providing opportunities for them to recognise numbers, shapes and quantities freely throughout their day

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

 enhance children's awareness of how to keep themselves safe during outdoor play.

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who attend

Children are happy and enjoy their time with the childminder. They participate in a range of activities indoors and outside, and enjoy regular visits to local events such as toddler groups. The childminder has a good knowledge of the learning and development requirements of the Early Years Foundation Stage and takes into account the different ways children learn. The childminder teaches well-planned activities, which reflect children's needs and stages of development. For example, older children paint paper hats made as part of a circus theme and younger children and babies explore toys that engage all their senses, such as dry pasta play and using water and brushes to make marks. This helps them to investigate and become active learners.

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who attend

Children are making good progress with their speaking and listening skills. The childminder has a good understanding of how to develop children's language. She faces them when she speaks and holds babies up to her face so they can see how she moves her mouth to form sounds. She offers lots of praise and asks questions of the older children to encourage them to think and respond. This supports children's developing communication skills well

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who attend

Children have good opportunities to develop their drawing and writing skills by making use of the many resources available to them indoors and outside, such as marker pens, chalk, crayons and pens. Children of different ages often sit together drawing on paper and colouring in with the older children, providing positive role models for the younger ones.

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who attend

Although the childminder plans some mathematical activities, children have fewer opportunities to engage in this aspect of their learning and use resources during their free play because toys are stored in a closed cupboard. This makes it difficult for children to engage in mathematical learning in their everyday play.

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who attend

The childminder has good systems in place to plan for and assess children's learning and development. Weekly planning is effective. It takes into account the children's interests and next steps in learning. As a result, children make good progress in the prime and specific areas of learning. Effective teaching methods, such as using open-ended questions and providing activities that challenge children helps to ensure they are constantly moving forward in their learning. For example, the childminder supports babies and toddlers to use water pens. They delight in seeing the marks they can make on the special mat. This helps to introduce them to early writing.

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who attend

The childminder is aware of the progress check for two-year-old children and this complements the assessments she currently uses for older and younger children. The childminder provides parents with information about activities their children take part in. A comprehensive learning journal contains observations of children's play and learning, both written and photographic, which supports this well. She provides a regular summary of development in all the areas of learning. Parents can contribute to the learning journal and support their children's learning at home by following the next steps written by the childminder. The childminder communicates well with the local school and often supports their specific focus for individual children by incorporating these into her own next steps and planning.

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

The childminder has close relationships with the children and is caring towards them. She continually gives positive praise to children saying, 'well done' and 'you are very clever', which children respond well to. This positive praise shows the childminder understands how to support children effectively to ensure they are successful in their activities, which helps to develop positive self-esteem. The childminder offers continuous support to children. For example during a craft activity, she constantly asked them how they were getting on, and helping them when they need it. The children respond very well to the childminder's instructions and show pride in their completed task.

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

The childminder has close relationships with parents who feel their children are well cared for. The childminder communicates with parents in a variety of ways, including daily conversations, texts and emails, and through sharing the learning journals. This open communication ensures both parties can quickly address and meet children's needs. Parents comment the childminder is 'a second nana to my children' and feel their children 'settled really quickly' under the childminder's care.

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

Children and babies show they have secure attachments to the childminder when they snuggle up to her for a cuddle or when they find her to share a story. Children know the familiar routines, which make them feel secure. For example, they know to wash their hands before and after meal times, which encourages good self-care skills. Children demonstrate a good level of independence and the childminder knows how much support each child will need and varies her approach accordingly.

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

Children behave well due to the clear boundaries set by the childminder. For example, older children know to always close the stair gate when they go outdoors to prevent the younger children following them. This shows their increasing understanding of safety precautions too. The childminder is a positive role model by always listening attentively to children and speaking to them in a friendly and calm way. This encourages children to speak to each other in a positive way, and as a result, children of mixed ages get along very well together.

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

Children enjoy playing outdoors. The childminder helps babies and toddlers put on sun cream and reminds them to play in the shade. However, she does not extend their learning further about playing safely in the sun by offering more explanations and opportunities for discussion about appropriate clothing, rest and drinking plenty of water. The outdoor space is well resourced. It offers children opportunities to exercise and to develop their physical abilities. For example, children enjoy using a safe and well maintained trampoline, push along toys, scooter toys and a variety of balls and hoops. This helps them develop new skills and gain control and coordination of their bodies.

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

Children enjoy a wide variety of healthy snacks, such as bread sticks, cucumber, carrots, and cheese on crackers. Parents are encouraged to supply healthy lunchboxes and the childminder works closely with them to support 'fussy eaters' to try new things when with her.

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provision

The childminder has a good knowledge and understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage. She implements these well in practice. For example, the childminder safeguards children. She recognises the signs and symptoms of abuse and knows what to do if she is worried about a child in her care. The childminder uses a good range of policies and procedures to underpin her practice, for example keeping children safe. Effective risk assessments of her home and any outings and her vigilant procedures and supervision ensures children's safety. She seeks parental permission to take children on trips and has safety equipment, such as stair gates to restrict children's access to safe areas of the home. Procedures, such as ensuring she accompanies visitors, ensure children remain supervised and safe at all times from un- vetted people. The childminder's house is clean and uncluttered, meaning children can

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provision

move about safely. These effective practices demonstrate the childminder has a solid understanding of the importance of providing a safe environment for children to explore and play.

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provision

The childminder is very well organised and regularly reviews her written policies, which she shares with parents so they have up to date information about her provision. This means parents are clear about her practices when caring for their children, providing reassurance. The childminder has robust systems in place for reviewing and evaluating her provision and frequently takes advice from external agencies such as the local authority, which ensures her provision is constantly improving. Since the last inspection, the childminder has successfully built upon her knowledge regarding risk assessments, record keeping and observing children. This means children are safe and enjoy positive learning experiences based on their individual needs. The childminder demonstrates a commitment to embedding further professional development, and as a result, children benefit from a continually improving setting.

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provision

The childminder has strong partnerships in place with parents, the local authority and local schools to ensure they promote children's care and learning well. The childminder is clear about the benefits of sharing information to better promote children's individual learning. She provides a welcoming home where children flourish and make good progress.

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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 EY406522 Local authority Gloucestershire Inspection number 816269 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 8

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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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