Childminder in Devon

Inspection date

Previous inspection date 23/07/2014 16/05/2011

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early years provision

This inspection: 3 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 3

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This provision requires improvement

 The childminder establishes warm relationships with children and supports them to undertake small self-care tasks, which builds their confidence and encourages them to explore the environment independently.  Children are becoming confident communicators due to the childminder's positive teaching strategies.  The childminder supports children well to behave, use good manners and play agreeably alongside each other.

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It is not yet good because

 At times, the childminder exceeds the maximum ratios for early years children, which is a breach of a statutory requirement.  The childminder does not plan activities that sufficiently and consistently challenge the older children within the early years age range.  The childminder does not form relationships with all other early years settings that children attend, to plan complementary experiences.  Self-evaluation systems are not successful in identifying all areas for development and implementing action plans to address these.

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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 sampled documentation including children's observation records.  The inspector held discussions with the childminder to confirm procedures.  The inspector took account of the views of parents.  The inspector observed children indoors.

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Information about the setting

The childminder lives with her husband and adult son in Barnstaple, Devon. She mainly uses the ground floor of her home to provide childcare, and there is an enclosed garden suitable for children's use. The family have a pet rabbit, guinea pigs and lizards. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She is currently minding seven children in the early years age group at different times and five school-aged children under the Childcare Register. The childminder currently cares for children with English as an additional language and offers overnight care.

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must:

 maintain appropriate adult-to-child ratios at all times to enhance the quality of learning opportunities, particularly for the more able children

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must:

 improve the education programme for older children within the early years age range to include engagement in adult led activities, which are based upon children's next steps, to provide appropriate levels of challenge and extension to their learning and development.

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

 develop partnerships with all other early years settings children attend to promote complementary learning opportunities to enhance children's development

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

 develop self-evaluation systems to identify breaches of statutory requirements and implement priorities for improvement.

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who attend

The childminder discusses children's starting points with parents and completes observations during settling in sessions, to identify children's interests and current level of development. She compares their achievements to an appropriate educational programme and creates an annual summary of their learning, to ascertain whether children are developing in line with the expected age-related indicators. The childminder provides activities based on children's interests, which means they enjoy their experiences at the setting. This encourages their interest and participation in play, which gives children the skills required for the next stage of their learning. However, she does link her planning closely enough to children's ongoing development. For example, the childminder identifies gaps in children's development to focus on over a six-month period, but fails to update this as individual children make progress. As a result, older children within the early years

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who attend

age range are not routinely challenged to further their learning. Additionally on occasion, the childminder exceeds appropriate ratios of early years children, and although they play happily during these times, they are not all suitably challenged relevant to their individual stages of development. The childminder shows a sound understanding of her responsibilities in completing the required progress check for tow-year-old children, to monitor their early learning and development. She creates a scrapbook containing photographs of children to share their experiences with parents. The childminder keeps parents informed of their children's care routines and experiences through daily discussions. This helps to make parents feel involved in their children's learning. She is aware of the importance of working closely with other professionals to provide consistent approaches to better support children with special educational needs and/or disabilities.

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who attend

The childminder effectively supports children's language development. For example, she frequently asks them open questions such as 'what happened?' to further children's thinking skills. Additionally, she supports children who speak English as an additional language through repetition and signing actions, for instance, she rubs her hands together to indicate washing hands. This helps all children to become confident communicators. Children enjoy listening to stories selected by the childminder. She involves them well in the story by using different voice tones, and by asking them to complete rhyming sentences. This promotes children's communication and language skills well as the childminder effectively encourages their involvement in the activity. The childminder teaches children the true value of numbers to help them learn to count correctly, for example when singing favourite nursery rhymes.

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

The childminder offers snacks to children to supplement their packed lunches from home. Children are learning about making some healthy choices, as the childminder teaches them the nutritional value of different food. For example, children know to eat their fruit before chocolate. The childminder reminds children to wash and wipe their hands at appropriate times. This helps children learn how to keep themselves healthy. The childminder teaches children how to look after themselves and keep safe. They look out for moving vehicles when crossing the road, and wear luminous jackets so that they are clearly visible to drivers. Children practise emergency evacuation procedures so they understand how to leave the premises safely in the event of a fire. The childminder has appropriately risk assessed her home to ensure the environment is suitable for young children. She has a good understanding of the systems to follow to refer safeguarding

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

concerns to relevant professionals for support and advice. Children are developing independence through their involvement in self-care tasks, such as cleaning the table following craft activities and wiping their hands before eating. This helps them learn to take responsibility for their basic care needs.

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

The childminder establishes warm relationships with children. Consequently, children choose to invite the childminder to participate in their play. For example, those children who speak English as an additional language use body language to indicate to various resources, to prompt the childminder to pronounce what they are. She supports children to become familiar with routines and teaches them to tell the time, to help them feel settled and secure. For instance, when children anticipate lunchtime, they are encouraged to look at the clock to clarify the schedule. As a result, children behave well and build confidently on their personal and social skills, which helps to prepare them for the next stage in their learning. The childminder is a positive role model for children's behaviour. She encourages them to use good manners and play agreeably alongside each other. The childminder acknowledges their achievements through frequent and meaningful praise and

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

encouragement, such as encouraging a child to give a 'high five' following an achievement. This helps to build their confidence and self-esteem.

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provision

Overall, the childminder has an adequate knowledge and understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage. She has a clear understanding of her role and responsibilities to help safeguard children's welfare and the correct procedures to follow in the event of any concerns. The childminder completes risk assessments of her home and the outings children go on. She holds and implements suitable policies and procedures for all aspects of her provision, and maintains appropriate documentation, such as registers, which document children's times of attendance. This further helps to safeguard children's welfare. However, on occasion, the childminder exceeds the appropriate ratios of early years children for short time periods. This is a breach of a statutory requirement. Children are well cared for during this time and enjoy the opportunity to engage in self-selected play. However, the childminder does

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provision

not successfully meet the developmental needs of all children within the early years, as she does not ensure that activities provide appropriate levels of challenge. For example, all children dress dolls whilst watching television after an outing to collect older children from school, but the childminder does not provide additional challenge to extend the learning of the more able children.

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provision

The childminder has made some improvements to her provision since the last inspection. For example, she has revised systems to monitor children's achievements. However, weaknesses still exist to plan activities that build on all children's current next steps. This means that teaching does not always sufficiently focus on individual children to help them make progress in their learning. Although the childminder identifies strengths in her provision and some areas for development, she does not implement identified actions. For example, she recognises the need to undertake training to enhance her knowledge of the learning and development requirements but fails to do this. As a result, she does not have a full understanding of how to extend all children's learning through purposeful planned activities. The childminder establishes suitable partnerships with parents, providing them with information about children's experiences. Parents state that their children 'feel very much

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provision

at home' at the setting and children 'adore' the childminder. The childminder does not establish links with some of the other early years settings that children attend. As a result, she is unable to exchange accurate information regarding these children's development to further promote their learning in all areas.

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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 EY413332 Local authority Devon Inspection number 816404 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 12

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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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