Childminder in Bournemouth, Christchurch and Poole

Inspection date

Previous inspection date 22/07/2014 15/03/2012

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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 understands children's interests and plans well for their play in all seven areas of learning. Therefore, they are making good progress in relation to their starting points.  Children enjoy a broad range of activities, play experiences and outings that promote their all round learning and development.  The childminder forms good partnerships with parents. She provides them with effective information about her service and their children's time with her.  Children have equal access to a good range of resources, which are well organised to enable children to make independent choices.

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It is not yet outstanding because

 The childminder provides a range of play resources for babies and young children's to use, however, there are fewer collections of natural materials and objects of various textures and weights to excite and encourage babies to investigate.

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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 and in their interactions with the childminder and her assistant, both indoors and outdoors in the garden.

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Inspection activities

 The inspector spoke to the childminder about how she plans for children's play and how she works in partnership with her assistant.  The inspector read the childminder's self-evaluation form and took this into account.  The inspector spoke with children, parents and the assistant.

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Inspection activities

 The inspector sampled the childminder's documentation and children's development records.

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Information about the setting

The childminder registered in 2011. She lives with her husband, and their three children. The childminder works with her husband and her mother, who are her assistants. The family lives in a three-bedroom semi-detached house in the Kings Park area of Bournemouth, Dorset. All areas of the home are used for childminding purposes, with a living room and kitchen/diner used as the main accommodation. Rest and toilet facilities are available upstairs. There is an enclosed back garden available for outside play. The family has three cats, a dog, three hamsters, five African land snails and a tank of tropical fish.

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Information about the setting

The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. There are currently 20 children on roll, 12 of whom are in the early years age range.

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

 strengthen opportunities for babies to investigate and explore a wide range of different natural materials, and objects of various textures and weights to excite and encourage babies to investigate.

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who attend

The childminder has a secure understanding of the learning and development requirements of the Early Years Foundation Stage. The good quality of teaching and play- based activities supports children securely to develop the skills they need for their future learning. Children enjoy and benefit from a broad range of activities, play experiences and outings. This promotes good progress in their learning and development. The childminder plans with a flexible approach for children's learning and development, taking into account seasonal times of year and children's individual interests and ideas. The childminder completes regular observations on children and uses her observations to compile delightful learning journals, complemented with photographs. She encourages parents to take an active part in their children's learning and in contributing to the learning journals. Parents are encouraged to take their children's learning journals home and contribute with their

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who attend

own comments. The childminder helps parents to develop their children's learning at home in different ways. For example, she gives parents a list of useful websites showing activities based on literacy and numeracy that they may like to do with their children. Additionally, when the children made seaside boxes they initially collected shells with their parents to enable them to make their seaside scene. The childminder plans effectively for children's next steps in learning, based on her observations of children's achievements. She is confident to complete the progress check for two-year-old children as required. This is completed for children aged between two and three years of age and is shared with parents. Overall, children are making good progress in relation to their starting points.

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who attend

Children develop an understanding of the natural world around them as they regularly go for walks and outings to local parks. Here, children's physical skills and confidence develop as they play on a range of small and large equipment. They frequently visit the beach where they play in the sand and learn about the sights, and sounds around them. The local children's centre provides children with the opportunity to acquire valuable social skills as they mix with different children. In the childminder's garden children enjoy sand and water play. The childminder extends this activity so that the children learn different ways to experiment with the water, such as, adding bubbles or using paint brushes and water to 'paint' the chairs. When the children step into the paddling pool and then onto the path she shows them the shapes their wet footprints make. They look at each other's footprints and talk about how they are bigger or smaller than each other, and how many

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who attend

toes they can see on the footprints. This helps children develop their mathematical skills, of comparing and counting, in fun ways. Children have planted tomato plants in the garden and in the coming months they hope to be able to pick the tomatoes of snack. The children help to decide where to put the bug boxes in the garden, in the hope that they will entice some bugs in for them to examine. Meanwhile, they enjoy bugs hunts when they go for a walk instead. Chalk pictures on the patio and blackboard allow the children to be creative, as well as, promoting their early mark making skills.

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who attend

Children frequently take part in cooking activities which introduces them to a range of mathematical processes, including weight and measure. They make cookies and learn how to sprinkle flour on the table to stop the dough sticking, so that they could roll it out. Once cut into shapes, each child put their initial on their cookie. This develops their creativity and their understanding of letters and mathematical concepts, such as, shape, size and the letter their name starts with. Daily stories encourage a love of books and reading, and are combined with interactive puppets so that children are fully included in the story. Children have many opportunities to develop their creative skills. They paint, draw, experiment with colour and a range of materials. Children learn to explore and differentiate between some textures in a tray filled rice crisps, pasta, glitter and couscous. However, there are fewer resources collected together that enable babies to explore

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who attend

natural objects and a variety of textures and shapes. Therefore, there are fewer opportunities for babies to explore and investigate resources that develop their curiosity and investigative skills. The children's communication, language and literacy skills are developing very well. They chat away, sing spontaneously and are very confident in their surroundings, demonstrating that they feel safe and have a good sense of belonging.

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

The childminder has a friendly and caring approach. She listens to children and helps them to thrive within the welcoming home environment both she and her assistants provide. The childminder and her assistant remain close to the children, engaging and cooperating in their play. Children obviously enjoy their time at the childminder's home. Consequently, they are relaxed and play well together in the calm and positive atmosphere the childminder promotes.

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

Children enjoy an excellent range of stimulating toys and resources, which they can easily access. These toys and resources are in good condition, and suitable for their ages and stage of development. The premises are clean and well maintained providing a hygienic environment for young children's care. The childminder adheres to children's routines and nap times according to their individual routines. Therefore, children sleep when tired, and awake feeling refreshed and ready to resume in their play. Sensible hygiene routines are followed and children demonstrate their increasing knowledge of good hygiene practices. Children enjoy food provided by their own families, and drinks are available throughout the day. The childminder provides a range of healthy snacks consisting of fruit and toast or a combination of seasonal foods. Children are learning the importance of using 'please' and 'thank you', as the childminder serves their snack. This effectively develops their

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

social skills and awareness of good manners. Together they count how many pieces of apple they each have on their plates and how many slices of toast. This demonstrates how the childmidner skilfully weaves learning opportunities into everyday routines.

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

Children's behaviour is positively promoted. Children are encouraged to share, take turns, be kind to each other and follow the house rules. The childminder uses the 'Well Done' behaviour management system used by the school the children will be moving onto. This helps children to learn the system prior to going to school, as well as, promoting a continual approach to behaviour management between the childminder's provision and school. Children point out excitedly how many ticks they have on the 'Well Done' chart and know that once they have reached 10 ticks they will receive a small certificate and a 'Gold Card'. This card can then be exchanged for a small reward, such as, a bottle of bubbles or a pencil. The childminder praises the children frequently for their achievements. Children are affectionate towards her, the other children and her assistant. This demonstrates the strong personal bonds, and their sense of security in the childminder's care. Children enjoy

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

regular opportunities for outside physical play, as part of a healthy lifestyle. For example, in the garden they whizz around in the cars, bounce about on the space hopers, and use the trampoline and basketball net. Overall, children are making secure progress in their physical, social and emotional development.

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provision

The childminder has a secure understanding of her responsibilities for meeting the requirements of the Early Years Foundation Stage. She use of risk assessments help maintains her home effectively to minimise potential risks and hazards to children, such as, using appropriate safety equipment. The childminder is vigilant in supervising children to promote their safety. She and the children practise the evacuation drill, which promotes children's good understanding of safety procedures. The childminder has a secure understanding of her safeguarding responsibilities, and what steps to take in the event of concerns about children's welfare arising. The childminder's documentation is well organised and she shares all policies and procedures with parents. This helps them understand more about how she cares for their children.

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provision

The childminder forms very good partnerships with parents, which promotes a consistent approach to supporting children's care and learning needs. She is open and approachable, encouraging an important two-way flow of information. The childminder provides effective information to parents, such as written policies, daily diaries, and children's progress records. The childminder makes time to talk to parents each day to discuss their child's day, or any issues they may have. Parents provide positive comments through cards, letters and review documents. For example, parents state 'my children have enjoyed a secure, friendly and safe service'. Other statements mention how happy children are in the childminder's care and the positive progress parents can see their children are making. The childminder welcomes parents' views and ideas about her service and uses these effectively to support her self-evaluation process. Children are asked to share their ideas

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provision

and the childminder takes into account their interests and wishes. For example, children share they like to go to the park or that they want to share their science experiment. Sensible settling-in routines help to make children's moves from home into her care, or on to their ongoing education, an enjoyable experience. The childminder and her assistant work well together, bouncing ideas off each other and sharing the care of the children. Therefore, between the childminder and her assistants they effectively meet the needs of all the children in their care. The childminder has very good links with the local schools. She has visited the schools the children will go to and exchanged information with the teacher. This helps children to smoothly move into the school environment.

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provision

The childminder has started to complete a written self-evaluation to aid her in identifying the strengths and areas of development further. The childminder has support from the local authority early years consultant advisor and has acted upon the suggestions made to improve her practice. This means she is able to successfully support children's individual learning and progress towards the early learning goals. The childminder demonstrates a strong commitment to developing her practice and service. This shows a good capacity to maintain ongoing continuous improvements to benefit children in her 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 EY434358 Local authority Bournemouth Inspection number 845515 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 12 Number of children on roll 20

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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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