Childminder in Somerset

Inspection date

Previous inspection date 08/05/2013 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 has developed strong links with other early years settings, to effectively promote continuity in children's care and learning.  The childminder works closely with her co-childminder and assistant to develop the learning environment through accurate reflection and monitoring of children's interests and stages of development.  Children enjoy a wealth of experiences and make good progress in their learning and development.  Children are happy and settled. They thrive because of the individual attention they are given.

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It is not yet outstanding because

 The childminder does not consistently engage all parents in sharing their children's achievements from home, to further influence future planning.  Occasionally, children are not fully challenged in their communication and language development.

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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 completed the childminder's and co-childminder's inspections on the same day.

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Inspection activities

 The inspector made observations of the childminder's interactions and children at play in the playroom and outside.

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Inspection activities

 The inspector talked with the childminder, children and parents at convenient times during the inspection.

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Inspection activities

 The inspector viewed a sample of documents including children's personal learning records.

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Information about the setting

The childminder registered in 2012. She works with her co-childminder and assistant in the co-childminder's home in Merriott, Somerset. All areas of the house are used for childminding purposes. There is an enclosed garden and orchard for outdoor play. The family has cats, chickens and rabbits.

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Information about the setting

The childminder is registered on the Early Years Register and on both the compulsory and voluntary parts of the Childcare Register. Currently, the childminder has 43 children attending on a part-time basis, of whom 25 are in the early years age range.

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Information about the setting

The childminder has a level 3 early years qualification.

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

 develop the systems to engage all parents in sharing their children's home achievements, to further influence the planning of suitable experiences

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

 enhance children's communication and language skills by consistently introducing new vocabulary in context and accurately repeating words to model building sentences.

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who attend

Overall, children enjoy a broad and balanced range of experiences that challenge them effectively. For example, the childminder plans an activity to support children's current interests in body parts. They draw round each other and use different writing tools to decorate their images to make them unique. Children are aware of keeping themselves safe, reminding the childminder not to cut their fingers off when using the 'sharp' scissors. Children happily talk about their discoveries; for example, they identify that the rubber is in the shape of a football and comment that 'it is a circle'. Occasionally, the childminder does not extend children's communication skills fully. For example, she does not point to body parts that the children do not know so that they can learn new vocabulary or model sentence building to help them make comparisons, such as identifying similarities and differences in hair colour. Younger children thoroughly enjoy exploring the musical

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who attend

instruments. In particular, they enjoy the shakers, tapping them together to make different sounds. The childminder interacts well to encourage the children to make collections of similar instruments to compare. She supports children to learn new skills, such as pressing the buttons on the guitar and sliding the switch so that they learn how things work. Young children copy the action independently and enjoy watching the pictures spin. The childminder explains to the children what their actions have achieved and praises their accomplishments. Children thrive on the individual attention they are given, which has a positive impact on helping them develop the skills they need to become active learners.

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who attend

The childminder uses her observations and knowledge of children's interests to plan interesting activities to provide challenge to promote children's development. She monitors children's progress well and identifies their next steps in learning, to influence future planning. Generally, the childminder involves parents well in their child's learning and development. Flexible settling-in arrangements encourage parents to share children's interests and starting points, for example through the completion of a detailed 'all about me' form. Some parents share children's achievements at home with the childminder by using a daily communication diary or through discussions when sharing the 'personal pathway' assessment record. However, the childminder does not fully encourage all parents to do this.

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

The childminder supports children well in their next stages in learning. She has carefully considered the learning environment to help children make decisions. Parents comment favourably about this, describing how the environment is 'clean and well organised' and how children have the 'freedom to explore'. An abundant range of high quality toys and resources is easily accessible in a dedicated playroom. The childminder has labelled each container with a photograph, which helps children to identify where toys and resources belong when it is time to tidy away. Children become aware of routines and the structure of the day, therefore becoming more independent.

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

Children are happy and settled as the childminder has established positive and caring relationships. The childminder has good knowledge of children's individual needs through the detailed discussions she has with the parents on children's daily routines, interests and preferences. For example, she is aware of tell-tale signs when children become tired and ensures they have the correct comforter to soothe them to sleep. The childminder keeps a careful eye on children while they sleep, checking on them routinely. Children become aware of their own safety as the childminder discusses road safety with them when they are on numerous local outings, so that they become aware of safe places to cross the road. The childminder replicates these activities in children's imaginative play so that she can build on their understanding, such as how to react when there is a road traffic accident. Children learn how to move safely. For example, when playing outside a young

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

child carefully descends the steps backwards while older children are mindful of babies who may crawl on the path when they are on the ride-on tractors.

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

Children enjoy a variety of home-cooked snacks and meals prepared in a scrupulously clean kitchen. The childminder is aware of children's preferences and special dietary requirements, and adapts meals accordingly. Parents comment favourably on the freshly prepared food. Mealtimes are a sociable occasion and children are polite and respectful, because the childminder is a good role model. The childminder supports children to improve their knowledge of hygienic practices. For example, children are aware that they need to wash their hands before eating and that they have their own towel with which to dry their hands. They are becoming aware of their own needs. For example, a child comments that they are 'too hot' and removes their jacket confidently, asking the childminder for support when needed.

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provision

The childminder works closely with her co-childminder and assistant to provide a safe and secure environment that is thoroughly risk assessed. She supervises children well and carefully considers organisation when visiting the orchard, where there is a larger space to explore with animals and large play equipment. The childminder has a good understanding of child protection issues, including possible signs and symptoms, to enable appropriate action to be followed should an incident occur. The childminder has good knowledge of who may collect the children. She has met the adults who are authorised to collect and are listed on children's individual records.

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provision

The childminder has established good relationships with the local pre-school and school to support children's development further. As some children are preparing to move to the pre-school, the childminder has spent time visiting this with the children, for example attending a music session, and getting to know the staff and the environment. The childminder has regular discussions with the reception class teacher so that she is aware of expectations for when the children start school. The childminder has developed strong relationships with parents. She regularly shares information both verbally and through the daily communication diary, which children help to complete by reflecting on the enjoyable day they have had.

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provision

The childminder provides children with a broad and balanced range of experiences across the areas of learning. She monitors assessment arrangements effectively. Therefore, children make good progress in their learning and development. The childminder has competent knowledge of the safeguarding and welfare requirements. She ensures that policies and procedures, which the team regularly reviews, underpin the good childminding service provided.

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provision

The childminder works effectively with her co-childminder and assistant to promote consistency in children's care, learning and development. She is committed to her professional development and has enrolled on an early years foundation degree course. She ensures that relevant training is attended by herself and her assistant, such as safeguarding and paediatric first aid to protect children further. She has good understanding of the strengths and weaknesses of the provision through self-evaluation. She makes effective plans to drive improvement, such as the reorganisation of the play space to allow children to make decisions. She uses the early years local authority advisor well, to monitor the provision and take prompt action to address any issues arising.

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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 Satisfactory Satisfactory provision is performing less well than expectations in one or more of the key areas. It requires improvement in order to be good. 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 the Early Years Foundation Stage. It will be inspected again within 12 months of the date of this inspection.

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Grade Judgement Description

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 EY455368 Local authority Somerset Inspection number 890553 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 43

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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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