Childminder in Gloucestershire

Inspection date

Previous inspection date 01/08/2014 07/02/2012

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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

 Warm and caring relationships between the childminder, her assistant and minded children, help children to feel secure and settle well.  The childminder reflects on her practice and continually develops her service to benefit the children and their families.  The childminder supports children's literacy well by encouraging them to read their favourite stories and recreate the characters and plot during imaginative play.  Partnerships formed with the parents are good, with information shared so they are up to date about what their children do, and the care provided.

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It is not yet outstanding because

 The childminder provides fewer opportunities for children to develop their confidence in speaking English during their self-chosen play to extend their communication and language skills.

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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 held discussions with the childminder, her assistant and the children.  The inspector observed a range of activities in the areas which children play.  The inspector took account of the views of parents.

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Inspection activities

 The inspector reviewed a sample of paperwork including the children's records, samples of policies, risk assessments and suitability checks.

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Information about the setting

The childminder registered in 2011. She lives with her husband and their five children in Cheltenham. The childminder is registered on the Early Years Register and the compulsory and voluntary parts the Childcare Register. The main areas used for the childminding include the open-plan sitting room and dining room, kitchen, toilet facilities. One upstairs bedroom is available for sleeping. There is an enclosed rear garden with grass, pebble and patio areas for outside play. She is currently minding four children in the early years age range. Currently, all children speak English as an additional language. She attends a local toddler group and a childminding support group. The childminder works with an assistant. The provision is open all year round except for family holidays agreed in advance. She holds a suitable qualification in home-based childcare at level 3.

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

 further encourage children's confidence in speaking English during their self-chosen play, for example, by role-modelling new words and ideas to extend their use of the English language.

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who attend

Children make good progress in their learning given their developmental starting points. When children first start, the childminder asks parents to share information about children's care needs and routines. She uses this information to help children to settle well as she plans initial activities that build on what children already know and can do. She records detailed observations of their play in their personalised learning journals, supported with photographs of them at their activities. The childminder and her assistant have a clear knowledge of each child's progress across all areas of learning, which means they are able to quickly identify gaps in children's learning. This helps the childminder to plan activities and experiences, which supports children to learn at their own pace, and to gain the skills which they need.

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who attend

The childminder offers children a good variety of toys and a wide range of activities. These promote all aspects of learning and development in many fun and interesting ways. Consequently, children make links in their learning and they develop their concentration skills. For example, children enjoy setting up a hairdressers and play cooperatively sharing the toys and problem solve how much to charge for a haircut. They also practise their mark-making skills as they write out a bill. The childminder teaches children by playing alongside them and sensitively encouraging them to be actively involved. For example, during an activity based around a familiar story, the childminder gains children's attention by encouraging them to look in her fridge and cupboards to find food to feed the caterpillar. She interacts with children skilfully, providing suggestions and encouraging them to test their ideas. This interaction helps children's learning and encourages children

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who attend

to deepen their thinking skills. For example, children explore if there are foods which are black and they identify aubergines.

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who attend

Children develop their communication and language skills well as they enjoy listening to stories. The childminder uses open questioning skilfully and children listen to and value each other's contributions. All children who attend the setting speak English as an additional language. Children use their home language in play which supports their overall language skills and helps them settle quickly. The childminder speaks to them in English and translates their talk into English as she provides a commentary on their play, which helps children understand the English language. During planned activities, the childminder encourages children well to make choices using their words in English. However, during children's self-chosen play, the childminder does not consistently encourage them to voice their ideas and preferences in English so that they extend their confidence in speaking English.

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who attend

Children have opportunities to strengthen their physical skills to aid their learning. For example, they build muscles in their hands as they squeeze playdough. They practise their early writing skills while making marks with their fingers in sand and drawing using a variety of pencils. Outdoor play is always available and children enjoy playing in the well- resourced garden, as they stretch, balance, run and climb. They are able to access a wide range of media and natural materials to fully explore colour, texture and shape using their senses. During make-believe play, the children use their imagination and their understanding the world to retell stories and recreate experiences such as a visit to the hairdressers.

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who attend

The childminder provides a good variety of mathematical toys, puzzles and activities. These develop children's understanding of shape, space and colour as they play with them. For example, they enjoy measuring as they fill and empty containers in the sand. The childminder's teaching of early mathematics is good as she uses children's own interests and routines to teach them how to count and calculate. For example, children pick blackberries and then learn that counting them is easier if they put them in rows. Children learn to be early readers and writers as they enjoy the books on offer and learn to read and write their own names. The childminder makes sure children write for a purpose as she encourages children to write when they role play. For example, they write prescriptions when they play doctors. All this prepares children well for their next steps in learning.

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who attend

A good two-way flow of information is in place with parents. This means that parents are equally able to continue to build on their children's learning at home. As a result, children experience continuity their learning and development.

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

The childminder invests time in settling children in and works closely with parents to share information about individual children's well-being to ensure she meets their needs fully. The childminder supports all children to feel comfortable and secure. Thoughtful care and attention is given by the childminder to children's individual care routines, sleep patterns and parents' preferences. The childminder ensures children receive plenty of cuddles and attention. This provides a firm base for promoting children's personal, social and emotional development and developing skills for the future.

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

The childminder promotes children's well-being positively. Children behave well because they are well occupied and supported by the childminder. The childminder gives children gentle reminders to take turns so they begin to learn boundaries and keep themselves safe. She allows them to take some risks, for instance, as they lift rocks to find snails and as they play on equipment in the park. The childminder effectively maintains the required records for recording accidents and medication administration. She holds a first-aid qualification to help her manage any accidents appropriately.

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

Children enjoy daily fresh air and exercise, which helps to keep them fit and healthy. The childminder enhances children's feelings of safety and security by providing a familiar daily routine. This means children play and learn in a stable environment, which helps them to look forward to their day. She builds children's independence well by encouraging them to manage their personal needs, which prepares them well for the move to school. For example, the childminder teaches children to wash their hands after toileting routines. The childminder ensures parents provide healthy food and snacks for their children. Mealtimes are cosy times where the childminder talks to children about their home life and their preferences. This all contributes to fostering children's understanding about keeping healthy.

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

The childminder's home is welcoming and children can help themselves to the wide variety of resources and toys on offer. They may choose whether to play outside or indoors as the assistant and the childminder follow children's lead and are vigilant. This supports children to be keen explorers and to develop thoughtful choices in their play.

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provision

The childminder and her assistant are aware of their responsibilities with regards to safeguarding children and they fully understand safeguarding procedures. The childminder is careful to ensure that children are not left unsupervised with a person who has not been vetted and has written permissions for children to be left with the assistant for short periods of time. The childminder is aware of the appropriate action to take if she has any concerns about a child's welfare or well-being. Safeguarding policies and procedures are robust and readily available to demonstrate to parents the childminder's role in keeping children safe from harm.

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provision

The childminder has a varied range of record keeping procedures and written policies to support children's safety and the effective operation of her setting. Risk assessments and daily checks are detailed and meaningful, which helps to ensure that the environment remains safe for all children. The childminder monitors and reviews the risk assessments as part of the safety management of her setting. In addition, the childminder makes sure that parents are fully aware of any activities or routines children are involved in by discussions. The childminder ensures individual children are well supervised to keep them safe on outings and seeks parental permission for children to attend activities outside of the setting.

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provision

The childminder understands her responsibilities in relation to monitoring the educational programmes across all areas of learning. She has recently implemented a system to monitor children's progress which includes their starting points. This has enabled her to identify gaps in children's learning quickly. The childminder reflects on her practice and works in partnership with the local authority adviser to identify well-targeted priorities for development. These are based on the needs of children in her care and take into consideration the views of parents which she collects. For example, she is working with parents to support children's progress in learning English at home, and creating a new playroom. She has made good improvements since her last inspection. Her planning and observation system is firmly embedded and she has developed the activities and toys on offer. She attends a local children's centre which increases her knowledge and

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provision

understanding further. All this demonstrates the childminder is committed to improving her practice.

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provision

Partnerships with parents are good as the childminder gives them plenty of opportunities to become involved in their child's progress. The childminder exchanges information both verbally and in writing with all parents to ensure that they are fully informed about their child's daily activities and care routines. The childminder recognises the importance of smooth transition arrangements for the children's next phase in their learning by establishing links with other providers, local nurseries and schools.

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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 EY427843 Local authority Gloucestershire Inspection number 845399 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 4

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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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