Home Childcarer in Warwickshire

Inspection date

Previous inspection date 06/08/2014 03/12/2008

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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

 Children are confident and motivated to learn as they develop close bonds with the childminder, who places great importance on developing their language skills.  The childminder uses assessment and planning effectively to help children progress.  The childminder establishes good relationships with parents and other providers that children attend, which helps her to meet children's care and learning needs.  The childminder uses self-evaluation well to identify ways of further promoting children's care and learning, which continuously improves outcomes for children.

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It is not yet outstanding because

 Children have fewer opportunities to see written letters and words in the environment to promote fully their early literacy skills.  Children cannot always easily make independent choices about what they play with from the toys that are stored in boxes.

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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 activities in the home and had discussions with the childminder, the children and parents.  The inspector undertook a joint observation with the childminder.

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Inspection activities

 The inspector sampled a range of documentation including children's records, safeguarding procedures, and information provided to parents.

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Information about the setting

The childminder registered in 2007 on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. She lives with her three children in the Whitenap area of Romsey, Hampshire. All areas of the home are available for childminding. Toilet facilities are on the ground floor. There is an enclosed garden for outdoor play. The family has two cats and a hamster. There are currently three children on roll, two of whom are in the early years age group. The childminder has a recognised childcare qualification at level 3.

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

 increase opportunities for children to build on their early literacy skills

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

 extend children's independence so they make more choices about what they play with.

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who attend

The childminder works very closely with parents to support children's learning needs. Parents share information with the childminder about their children's starting points during initial meetings. The childminder continually develops her knowledge of children's abilities through her observations of their play. She makes precise assessments of children's levels of development and plans effectively to help them progress. She involves parents fully in their child's learning. For example, when children are not showing a preference for using either hand for mark making and using tools, she provides parents with left-handed scissors for their child to use at home. This shows the childminder considers each child individually and makes sure they can take part in a wide range of activities. Parents keep the childminder up-to-date with their child's progress at home through daily discussions, and by contributing to their child's development record. The childminder is aware of her

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who attend

responsibility to complete the progress check for two-year-old children when the time comes.

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who attend

Children make good progress and develop their future skills due to the wide variety of good quality play and learning experiences the childminder provides. The childminder has a good understanding of the areas of learning covered during the play activities she provides. She carefully plans many enjoyable activities that include children's interests. These promote all areas of learning and in particular, children's language development. Young children played happily for long periods exploring the model bugs hidden in a trough of bark pieces, pebbles and fir cones. They learnt about the natural world through the childminder teaching them the correct names for the creatures. They chatted about the textures and smells of the resources. The childminder provided equipment, such as large tweezers that helped children develop their coordination, which she knows will help support their early writing skills. Children concentrated and used precise movements to

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who attend

squeeze the tweezers, which they call 'pinchers', showing they understood what they were doing.

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who attend

The childminder placed a water tray nearby to extend children's natural exploration. Children placed the bugs in the water and noticed they drop to the bottom. The childminder used this opportunity effectively to teach children about floating and sinking. She encouraged children to see what happened when they put the pebbles and fir cones in the water. Children excitedly experimented with them, saying whether they floated or sank. Children learnt the correct tense of words because the childminder gently corrected them, saying 'yes the fir has cone sunk'. As a result, children develop a wide vocabulary and are very confident speakers.

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who attend

The childminder displays photographs of the children engaged in activities with their friends such as paying on a seesaw and sitting together at a picnic. She uses them to further encourage children to speak and describe what they were doing. Children see the pictures of people from different cultures and those with disabilities, which help them to learn about the wider world. Children develop a love of books through reading with the childminder. They learn to recognise their name as they see their name with their photograph displayed on the wall. There are few opportunities however, for children to see written words and letters in the environment to help them learn that words have meaning and to increase their early literacy skills. Through discussion, the childminder shows a good understanding of how to support children who are learning to speak English as an additional language.

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

The childminder provides a very warm, welcoming, and nurturing family environment. Children are totally at ease and feel secure in her care; they are happy and ready to learn as a result. Children have very good relationships with the childminder, who supports their emotional well-being effectively. This is because she knows the children well and works closely with other providers that children attend to help them settle. As a result, children quickly build confidence in new situations, which helps them prepare for the move to pre- school and school.

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

Children feel valued and develop high levels of self-esteem, as they are included in the daily routine. They make choices about what to play with from the very well resourced play areas and garden. Toys and equipment meet the developing needs of all children, although some are in boxes without labels on them. This makes it a little more difficult for young children to find the resources they want independently. The childminder is inventive and makes some resources to promote children's learning. For example, to help children count in sequence, she has 10 pots, each with a number label from one to 10 on. Inside each pot, there are the same number of corresponding objects for children to count and match to the number. Children confidently counted the objects, guided by the childminder who pointed to each object. As a result, children are learning about quantity through counting objects and recognising written numbers.

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

Children's behaviour is good because they are interested and engaged in their play. The childminder uses a positive approach to encourage them to be kind and respectful. She praises them for having good manners as they say please and thank you. The childminder helps children to become independent in their self-care, moving them on to the next stage when ready. As a result, young children are potty trained and know they leave their cup on the table so it is always available to them. She takes children to group sessions where they build confidence and social skills. These measures help to prepare children for their future learning.

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

Children show a good understanding of safety as the childminder teaches them to use scissors with care. They learn to cross the road safely when they are out walking. The childminder effectively supports children in developing a healthy lifestyle. Children follow effective hygiene routines and she reminds them to drink frequently to keep hydrated. Children develop healthy bodies and develop physical skills as they play and exercise each day outdoors.

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provision

The childminder is very clear of her duty to safeguard children and to meet the safeguarding and welfare requirements of the Early Years Foundation Stage. She has completed training in child protection and knows the procedure to follow should she have a concern about a child. The childminder carries out comprehensive risk assessments regularly to ensure children are safe in the home and on outings. All aspects of the childminder's provision are well organised so children can play safely. She maintains all the required documentation and follows safe procedures, which helps to promote the safe and smooth running of her service.

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provision

The childminder demonstrates a good understanding of the learning and development requirements. She monitors children's progress to ensure the educational programme is effective. The childminder develops very positive partnerships with parents and with other providers that children attend. This makes sure there is continuity in children's care and learning. Parents report they feel the childminder is very welcoming and approachable. They appreciate her close support of their children. They state that she has a direct impact on helping their children to stay healthy and to make good progress. The childminder provides parents with a wide range of information including policies and procedures and information about the Early Years Foundation Stage. This helps to make sure parents are aware of her practices.

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provision

The childminder uses effective systems to evaluate her practice. She has made many improvements since the last inspection, including meeting the action and recommendations made at that time. She seeks the opinions of parents and finds out what children like by offering a choice of activities. The childminder has increased her skills and knowledge through training, particularly focusing on the needs of two-year-olds. The childminder implements what she has learnt to improve outcomes for children. For example, she is developing treasure baskets to promote young children's sensory skills. The childminder demonstrates a strong commitment to making improvements, which has a positive impact on the outcomes for children's learning and well-being.

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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. We re-inspect nurseries and pre-schools judged as requires improvement within 12 months of the date of 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

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Grade Judgement Description

is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. Met There were no children present at the time of the inspection. The inspection judgement is that the provider continues to meet the requirements for registration. Not met There were no children present at the time of the inspection. 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 EY350186 Local authority Hampshire Inspection number 815344 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 3

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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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