Childminder in Bournemouth, Christchurch and Poole

Inspection date

Previous inspection date 19/08/2014 Not Applicable

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early years provision

This inspection: 1 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 1 The effectiveness of the leadership and management of the early years provision 1

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This provision is outstanding

 Children are motivated and excited to learn as the childminder provides a rich, varied and imaginative range of activities that matches their interests and abilities superbly well.  The childminder has an excellent knowledge of how children learn and uses this to stimulate children's exploratory impulses and encourage deep level thinking. All children make excellent progress across all areas of learning.  The childminder supports children's language and communication skills excellently. She, respectfully listens to children and encourages them to think through their ideas and, as a result, children are confident and expressive.  The childminder provides a creative, stimulating environment which allows children to make positive choices from an inspiring range of resources.  Children's behaviour is excellent as they show care and concern towards one another. Children flourish as the childminder consistently promotes and encourages turn taking

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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 spent the majority of time observing children's activities with the childminder indoor and outdoor play environments.  The inspector looked at children's information and developmental records.

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Inspection activities

 The inspector spoke with the childminder at appropriate times throughout the inspector.

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Inspection activities

 The inspector sampled other documentation including policies and procedures, risk assessments and self-evaluation forms.

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Information about the setting

The childminder was registered in 2012. She is registered on the Early Years Register and on both parts of the compulsory and voluntary parts of the Childcare Registers. She lives with her husband in Charminster, Bournemouth. Students also stay in the home for short periods of time. The family has two cats. Children have access to all areas of the ground floor of the house, including a specially equipped playroom. There is also a lounge, kitchen and toilet on the ground floor. Further bathroom facilities and a bedroom are located on the first floor for use by young children needing a rest. There is a secure garden area for outdoor play. She currently has 11 children on roll, seven of which are in the early years age range. The childminder holds a relevant level 3 qualification in childcare and is part of the Bournemouth Quality Standards scheme.

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

 enhance how children use the creative range of outdoor spaces and resources available to them.

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who attend

Children flourish in the exceptionally well resourced and welcoming environment. The childminder has an exceptional understanding of how to implement the Early Years Foundation Stage to ensure all children make excellent progress in all areas of learning and development. The childminder establishes meaningful starting points for each child across all areas of learning. She uses these effectively as part of ongoing assessments of children to identify children's interests and areas of development to focus on. Activities are planned that challenge and inspire children's development meaning all children make excellent progress.

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who attend

Children are enthralled by the excellent range of experiences on offer and are highly motivated to lead their own play. For example, children request their choice of resources and are soon creating hedgehogs with string and card. Children's concentration is deeply focused as they work out how to cut the string and where to stick it to make the spikes of the hedgehog. The childminder supports the activity effectively asking children questions that encourage them to think through ideas and further stimulates their imaginations. As children follow their interests all areas of learning are covered. Children show an interest in taking photos and are given the freedom to use the camera to take photos of interest. For example, children show delight at seeing pictures of their feet on the camera, saying 'Hee, hee, I've taken my foot, look'. This helps children learn about their world from an interesting perspective, while learning how to treat the camera with care and how to make

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who attend

it work. The childminder extends children's exploration and learning as she uses a highly impressive range of vocabulary to support children's activities. Therefore, children are making excellent progress in their creativity, communication and language skills.

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who attend

The childminder is sensitive to the ongoing needs of children as they carry out their play interests that stretch over several days. For example, children have begun creating junk models from a wide range of items made available to them. Over several days children are able to come back to their part finished creations and add to them. Children are proud of their achievements and describe in detail what they plan to further add to these. As children are given time and space to follow through on their interests their learning is deepened as they think through and discuss ideas of where to take the activity next. The childminder shows exceptional skill as she reflects, giving just the right levels of space and gentle encouragement to support children's full engagement in their interest.

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who attend

Children's communication skills are awe inspiring as they mirror the respectful, rich vocabulary of the childminder. Children are confident to share ideas and to make requests. This means children express their needs excellently and are developing highly effective vocabulary for thinking and learning. This means they have abundant opportunities to enhance their learning and progress. Children's next steps in learning are clearly identified and engaged. For example, children show an interest in books as the childminder sits with them, engaging their interest as she reads, asking questions and responding to their discussion about the book. As a result, children's interest in books is enriched and deepened, therefore, effectively developing their literacy skills.

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who attend

The childminder plans the day carefully showing meticulous attention to detail. She has been proactive in accessing a grant to further enhance her outdoor space. For example, there is now a wide range of resources available, including a summer house that children are beginning to discover how to use in their play. As children begin to reach the end of their chosen activities indoors they are asked if they would like to go in the garden. Children's enthusiasm to this idea is infectious and immediately they talk about what they would like to do outside as well as special things they would like to take with them. Children chat happily to one another as they prepare for their time outside. They finally decide on taking a dinosaur each and are pleased with their choices. Once outside the childminder continues to follow children's interests as she puts foam in a tray. Children squeal with delight as their dinosaurs disappear and re-appear in the foam. As children's

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who attend

interests continue, activities that support this are quickly forthcoming. Young children are keen to try balancing on stilts to walk. The childminder shows infinite patience as she supports children to have a try. When it becomes clear this is a huge challenge for some she brings in the idea of getting some coloured card to use as stepping stones. Children are enthusiastic as they follow this idea. They are keen to be responsible for getting the card and are proud of the praise they get for successfully finding it. A whole new activity begins in which children use the card as stepping stones and discuss the effect of the wind as they move. All children feel included and are pleased with their achievements. Therefore, their physical development is effectively nurtured.

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

The childminder provides extremely stimulating and well-resourced learning environments, both indoors and outdoors. This enables children to explore and select resources with confidence and enthusiasm. Children explore freely and follow their curiosities fully during play. The playroom is appealing to children of all ages with areas for cosy play, as well as areas for more focused play such as mark making. There are clearly defined zones which make it easy for children to find resources of interest. The childminder is highly effective at promoting positive behaviour and acts as a good role model. Children respond to clear boundary setting. They feel confident and secure to fully explore activities knowing that a fair system of turn taking is in operation at all times. Children feel valued as their thoughts and feelings are responded to. In turn children are respectful and caring towards one another, showing good behaviour, which is noted and praised at regular intervals by the

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

Children's needs are exceptionally well supported through a carefully planned routine to the day. Children are confident of what happens when and, as a result, look forward to and discuss the highlights of what is to come in their day. For example, children begin to discuss the next time they hear a bell it will be to remind them it is drinks time and snacks will happen too. Children enjoy the snack time and are encouraged to make healthy choices. While eating their fruit children discuss the plan of what will take place next. The childminder shows thought provoking skill as she listens to children's voices and steers the discussion to what is achievable. Children are delighted as they decide they are going to spend time indoors and quickly head to the playroom to follow through on their ideas. In this way children's primary needs are met highly effectively throughout the day. The childminder's high quality interactions and exemplary organisation of routines helps

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

children of all ages to gain an exceptionally strong sense of belonging. They are secure in the knowledge that the childminder is always on hand to join in and provide support as required.

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

Children learn about their own safety as the childminder models gentle reminders of how to play safely. Older children help younger children to manage their play, taking into consideration the younger children's safety needs. Children show an excellent awareness of how to play safely. This means that when children's interests vary with some displaying high energy play and others quiet contemplative play, children are able to enjoy their choices confidently. For example, some children enjoy a game of putting imaginary fires out taking care not to disturb others exploring the effect of painting water onto concrete posts. In this way all children's varying needs are met and they are developing skills for their next stage in learning, and their move on to school.

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provision

Children's welfare is extremely well promoted as the childminder provides an environment that is carefully risk assessed using thorough ongoing systems for checking. The childminder's knowledge of how to keep children safe is deeply embedded in her practice, as well as her documentation. She knows how to recognise when to be concerned for a child and what to do if this happens. The childminder is extremely efficient and ensures that documents, such as her policies and procedures, are reviewed on a regular basis.

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provision

The childminder is highly motivated in her care of the children and recognises the importance her ongoing training and development plays in this. She has undertaken further professional training and is working towards a local authority quality standard scheme.

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provision

Children's progress is captured really effectively through observations that cover all areas of learning and her use of assessments. The childminder is highly reflective as she recognises each child's interests and identifies the most appropriate next steps of development. Using inspiringly creative activities the childminder fully engages and challenges children to make excellent progress. The meticulous systems for assessing children's development on a regular basis by the childminder are also used to inform progress checks for two-year-old children.

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provision

The childminder's systems for self-evaluation reflect rigorous monitoring, across all areas of children's experiences, of what works well and what needs to improve. The childminder uses this information effectively to bring about change, both large and small. This results in the continual provision of an enriching environment in which all children flourish.

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provision

The childminder understands the importance of a strong working partnership with parents and has formed excellent relationships, which are reflected in their feedback to her. A daily diary is used to support verbal communication that takes place as children are dropped off and picked up. Children are confident to share thoughts about special people in their lives and use photos books that their families have created with them to do this. The childminder listens to children's news and reflects back to them what they have shared. In this way children feel valued and secure.

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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 EY449284 Local authority Bournemouth Inspection number 902536 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 11

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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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