Childminder in North Somerset

Inspection date

Previous inspection date 11/08/2014 22/09/2010

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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 very happy and settled in the childminder welcoming and stimulating home, where they feel fully included.  The childminder teaches children strategies that support them in sharing and turn taking, which means children are developing good social skills.  The childminder is actively involved in children's play, which supports their language development and encourages them to solve problems.  The childminder provides good levels of supervision and uses effective risk assessments to help ensure the environment is safe and suitable for them to play and explore freely.

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It is not yet outstanding because

 The childminder does not always use photographs or written labels to identify toys and equipment, to ensure children are fully aware of all the resources that are available to enable them to make further choices in their play.  Children do not always have access to resources that encourage them to sequence events, to extend their literacy 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 observed activities in the childminder's home.

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Inspection activities

 The inspector looked at children's assessment records and a sample of welfare records.

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Inspection activities

 The inspector spoke to the childminder and children at appropriate times during the inspection.

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Inspection activities

 The inspector took account of the childminder's self-evaluation and written comments from parents.

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Information about the setting

The childminder registered in 1993. She lives with her husband and adult son in the town of Clevedon, North Somerset. All areas of the childminder's home are available for childminding, although care is mainly provided on the lower ground floor of the childminder's home, which provides access to two dedicated playrooms, where sleep facilities can be provided. There is also access to toilet and kitchen facilities on this level.

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Information about the setting

The childminder's garden is currently being re-developed; therefore, she takes children to parks and play areas daily. The family has a cat. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. There are currently 19 children on roll; eight of these are in the early years age group.

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

 extend the use of photographs and written labels in the play areas, to enable children to make more choices from the full range of available toys and resources

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

 further support children's literacy skills by providing more activities that encourage children to sequence events.

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who attend

The childminder's spacious and welcoming home environment helps children to feel settled and secure. They are busy and happy and can sometimes be heard singing to themselves as they play, demonstrating how relaxed and content they feel. The children enjoy access to a wide range of toys, resources and activities. Although most equipment is stored at a low level allowing children access to it, the childminder has not labelled all items well, to enable children to make informed choices in what they play with. The childminder fully considers children's interests, preferences and learning needs when planning activities and organising resources. She is fully involved with children as they play, which supports their language and communication skills well. She is calm in her approach, and shows she is listening to children through her responses. As younger children babbled in a counting pattern as they stepped from one carpet square to another, the childminder copied them

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who attend

by using actual numbers, to teach the children about number order. The childminder is skilful in supporting children to think things through and problem solve. For example, she encouraged children to find an appropriate resource with a smooth surface to roll their toy boulder down. She used open-ended questions so that they considered the size, shape and surface that would work best. The children experimented with the gradient of the slope, and used mathematical language and increased their vocabulary while doing so.

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who attend

The childminder encourages children to use their own imaginations in their creative activities. She provided a wide range of resources such as paints, scissors, glue sticks and paper for children to use freely to create their own designs. Children proudly pointed to their paintings displayed on the wall, demonstrating their high levels of confidence and self-esteem. The childminder provides a wide range of books, to capture the interest of children of all ages. For example, children chose to sit comfortably on the sofa to look at books by themselves. This demonstrates their confident understanding of how books are used. The childminder takes children on outings to local parks and countryside areas. She raises children's awareness of the changes in nature and seasons, for example, observing a tree change from having sticky buds to leaves. However, she does not follow this up with activities that encourage children to sequence events they have witnessed, to further

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who attend

support their literacy skills. Children develop physical skills as they use the playdough. The childminder used scented playdough, and encouraged children to identify the different aromas, inviting them to use their senses to differentiate. Younger children moulded the dough with their hands, while older children used cutters and tools to model the dough. They laughed and giggled as they used their imaginations to identify the items they have made. 'Peas in a pod' announced a child proudly, as they held up their dough for everyone to see. Children engaged in role play as they pushed the dolls around in the buggies and made them food in the play kitchen. The dolls clothing and features reflect a variety of different cultures and races, which helps children to learn to value and respect diversity.

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who attend

The childminder uses effective systems for monitoring children's progress, and planning for their next steps. This means that she is able to support children well in all their activities to help them make good progress in all areas of learning. She completes written observations as children play and uses these to monitor the progress children are making. The childminder also uses this information to help her complete the required progress check for two-year-old children. Parents receive daily information about events, routines and the activities children have enjoyed. The childminder also shares her records of children's progress, ensuring they are well informed and fully involved in children's learning. Parents are encouraged to contribute to the records the childminder keeps, providing detailed information about children's skills and abilities when they first start and adding their own ongoing comments to children's learning folders. This helps the

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who attend

childminder to consider children's all-round needs and experiences when planning for their next steps.

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

Children are happy and feel safe in the childminder's home. This is because the childminder has a very good understanding of their individual needs and routines and follows these at all times. For example, the childminder works closely with parents when children are toilet training to make sure they offer a consistent approach. This means children feel secure and quickly make progress in this area of their physical development, gaining independence in managing their personal care needs. Children form strong bonds with the childminder and her family and feel welcome in her home. They feel a strong sense of belonging due to the many photographs they see of themselves and their friends displayed on the walls. Children behave well due to the consistent expectations and boundaries the childminder uses. Children receive lots of praise and encouragement from the childminder to reinforce their positive actions. She teaches older children strategies to

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

help them play well with others. She asks them for their ideas about how they can share fairly, which helps them resolve issues for themselves. Therefore, they learn the skills to help them develop good relationships with others. The childminder dedicates the whole of the lower ground floor of her home to childminding. This means children have ample space in which to play freely. All areas are well maintained and welcoming for children. Children enjoy many outings to local parks and play areas to engage in physical play activities to support their development while the childminder is re-developing her garden.

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

The childminder supports children's safety and welfare very well. She makes good use of risk assessments to help ensure that all areas are safe and secure at all times. This means children can move about freely, in safety, with appropriate levels of supervision. The childminder talks to children about safety as they use tools and equipment, helping them to keep themselves safe. Positive practices followed by the childminder and children help to promote children's health. The childminder reminds children to follow good hand hygiene routines before they eat. She provides them with resources such as paper towels and liquid soap to prevent the risk of cross infection. The childminder offers children healthy snacks and meals according to their individual dietary needs and routines. This helps to encourage children to recognise the value a healthy lifestyle.

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provision

The childminder has a secure awareness of the Early Years Foundation Stage requirements for both learning and development and welfare. Since her last inspection, she has prioritised developing her own skills and knowledge to improve her practices. She has attended many training courses, taken part in cluster meetings and linked closely with her development officer for advice and support. This has led to improvements in the outcomes for children's learning and welfare. The childminder frequently evaluates her practice and seeks feedback from parents to help her to continue to identify and address areas for future improvement.

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provision

The childminder has a secure understanding of child protection and safeguarding procedures. She has updated her training and reviewed her own policy and procedures following this, to make sure she is doing all she can to keep children safe. For example, she has introduced the use of a record of visitors, to help safeguard children's welfare. The childminder has a confident awareness of possible indicators of abuse and is clear about the procedures to follow should she have a concern about a child's welfare. She shares her written safeguarding policies with parents so they are clear about her role and responsibilities. Good use of documentation, such as an accurate record of children's attendance and a record of any existing injuries, helps to support children's ongoing safety and welfare. The childminder develops very good relationships with parents, which helps to ensure children feel safe and secure and that the childminder is able to meet their individual

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provision

needs well. Parents are well informed about routines and events, and are encouraged to share information about events in children's home lives. This helps to keep parents fully involved. The childminder is proactive in linking with others settings that children also attend. She works together with them to provide consistent support for children, helping them to reach their full potential.

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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 118226 Local authority North Somerset Inspection number 842747 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 19

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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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