Childminder in Hampshire

Inspection date

Previous inspection date 20/08/2014 24/04/2009

p.1

early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

p.1

This provision requires improvement

 Children can make good choices in their play because of the well-planned indoor and outdoor, stimulating learning environment.  There is good attention to children's personal independence and freely accessing drinking water to promote their good health.  The childminder builds very good relationships with parents. She has good communication systems in place for them which aid children's continuity of care and learning.

p.1

It is not yet good because

 The quality and the delivery of the adult-led activities by the childminder lack clear learning aims for all children.  The quality of the childminder's interaction and teaching, to build on what children know and can do, is variable and not consistently good, particularly for the younger children.  The risk assessment procedures are not fully robust to ensure hazards are removed from areas used independently by older children.

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

 The inspector observed children's play and the childminder's interactions with them.

p.2

Inspection activities

 The inspector observed and discussed the children's starting points and progress with the childminder.

p.2

Inspection activities

 The inspector sampled relevant documentation including some safeguarding documentation and learning records.  The inspector viewed questionnaires and letters from parents.

p.2

Information about the setting

The childminder was registered in 2005. She lives with her partner and school-age children in a house in North Baddesley, Hampshire. The whole of the childminder's house is used for childminding and there is a fully enclosed garden available for outside play. Access to the premises is good and toilet facilities are on the first floor. The childminder is currently minding six children in the early years age range on a part-time basis. She also cares for older children. This provision is registered by Ofsted on the Early Years Register, and the compulsory and voluntary parts of the Childcare Register. The childminder both walks and drives to local schools to collect children. She attends the local parent/toddler group and takes children to a variety of play venues. The family has two cats.

p.3

must:

 improve teaching and learning by ensuring adult-led activities are well planned, based on clear learning aims and children's next learning steps, for all age groups of children

p.3

must:

 improve teaching and learning by being more purposeful when interacting with the youngest children to fully develop their key areas of learning

p.3

must:

 implement a clear and well-understood procedure for assessing any risks to children's safety and remove or minimise hazards to children.`

p.3

who attend

Children, particularly the older children who have been at the setting for some time, demonstrate they are making steady progress from their starting points and in their key skills. This is because of the guidance and support they receive from the childminder. Shy children relate positively to the childminder and talk to the visitor with developing confidence; the childminder is responsive to their needs. Younger children, new to the setting, are happily settled and explore the rich play environment. They toddled about, indoors and out, developing their physical skills well, smiling contently. However, the interaction and support the older children gained was better than it was for the young toddlers. This was particularly evident during the adult planned sensory play outdoors, which lacked clear learning aims. For example, the childminder interacted a lot with the older children, encouraging them to talk about what they were doing with the tea bag and

p.3

who attend

tea leaf activity, to use scissors and to use their senses. Younger children were left to explore the oats, pasta, lentils and split peas, which they did happily and with a keen interest. They used their hands and the good variety of pots to explore and investigate. The childminder role modeled, occasionally, how to use the different materials. However, the childminder missed learning opportunities to fully promote their understanding and speaking skills, such as when they put their shoe in the mixture. She did not seize the moment to talk to them about it to promote understanding or emphasise the word 'shoe' clearly. Despite this, young children demonstrate they are making progress in their communication and language skills. Other opportunities take place, such as when they shared a book together, the childminder pointed out animals and said the animal noises. When toddlers attempted the sound, the childminder praised them. Playful interactions

p.4

who attend

take place with toddlers during nappy changing which results in smiles, vocalisations and social engagement with the childminder. The childminder has started to use some baby signing to help support young children in their understanding and communication.

p.4

who attend

The childminder undertakes some observations and assessments of children but her planning system is not fully secure because she is not consistently implementing children's next learning steps. The childminder demonstrates an ability to promote mathematics by having number posters at children's eye level and by sharing lots of interactive number books with young children. For example, children spontaneously go to the poster, touch and say the number labels accurately beyond 10. They pick up and count out accurately, the different magnetic animals and point to the corresponding number. The childminder sometimes uses children's favourite books as a theme to promote children's understanding of the world. For example, she bought a butterfly farm so children could talk about and see caterpillars changing into butterflies. The childminder encourages older children's emergent writing skills by providing laminated paper and pens with wipes so they can

p.4

who attend

practise writing their name. They did this with much pride, showing the visitor. Children are taken out on varied and interesting outings which helps promote their understanding of the world around them. For example, they go fruit picking at a farm and take the fruit home to their parents. Overall, children demonstrate positive attitudes and are motivated to take part in play and learning activities.

p.4

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

Young children are able to form a secure attachment to the childminder through the quiet, sympathetic support they receive from her. New toddlers regularly 'check in' with the childminder for cuddles, which supports their emotional well-being. The childminder ensures they have their comforter with them to help them feel happy, safe and secure. One-year-olds swiftly go off to sleep, because the childminder recognises when they are tired and puts them in a cot upstairs. She regularly checks on them to keep them safe. The childminder ensures the youngest children can play safely by using a large retractable gate in the kitchen/diner to restrict access to hazardous areas. However, the childminder does not have a completely robust procedure for assessing risks and minimising them for the more independent children. For example, older children access the toilet upstairs themselves, which develops their self-help skills. Nevertheless, the landing and stairs has

p.4

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

gym equipment propped up and pieces of wood, which is within their reach. Children behave well and are learning the rules such as tidying up by the childminder who role models what to do. Children understand the routines, such as getting out their booster seat when the childminder says 'It's time to get ready for lunch'. They enjoy the positive encouragement offered to them by her.

p.4

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

Children play and are cared for in a clean, rich and enabling environment with a good amount of play space indoors and out. Plentiful play resources are on offer in child-height storage units in all the living areas, so children can make choices in their play and learning. Outdoors, there are many play choices too, which include a stimulating play house for role play and fun activities on the doors for children to explore and investigate. For example, different textures in clear bags are stuck to the window for children to touch and feel. The childminder promotes children's physical development well. She makes use of her garden each day and takes them out for fresh air and exercise in the community and on outings. The childminder encourages young children to develop physically, by provider plenty of resources for them to handle and use. She encourages them to use toys which help them to move in a variety of different ways. For example, children sat in a

p.5

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

large plastic shell and span around using their hands on the carpet and then turned it over and balanced on it. This was an inspirational toy which can be used in imaginary ways with very young children. Children are learning to keep healthy through eating well- balanced snacks such as bread sticks and fruit. The childminder follows a hygienic nappy changing routine to minimise cross infection. Children who never used to drink water love to use the drink dispenser independently. They freely and unprompted help themselves to drinks of water, throughout the morning, which positively contributes to their growth and development.

p.5

provision

Although the childminder has a secure understanding of her responsibilities regarding meeting the safeguarding and welfare requirements, she does not fully meet all of them. This is because of the weakness in her risk assessment procedure which is also a breach of the Childcare Register. The childminder understands how to implement her child protection procedure, in the event of any child welfare concerns. She has attended training about safeguarding children's welfare and would be alert to the various signs and symptoms. Her safeguarding documentation is up to date and complete. It is kept electronically and backed up so that records can be retrieved at any time in the future. For example, accident records and her attendance register. The childminder has an extensive range of policies and procedures which she shares with parents through her on-line system.

p.5

provision

The childminder demonstrates a continued drive for improvement since her last inspection. She has improved the learning environment for children, which benefits them greatly. However, she has not fully developed ways in which she as an adult and in her day-to-day practice can effectively support each unique child in their learning and development. She has attended training but very little about children's learning and development. The childminder is reasonably self-aware, completing an electronic self- evaluation form but she has not accurately bench marked the quality of her provision. She has identified areas of practice which she wishes to improve. The partnership with parents is very strong. Parents write extremely positively about the setting; they comment about the good variety of play activities and experiences that are on offer and how well the older children are progressing. There are very good communication systems in place for

p.5

provision

parents; verbally, electronically and through the childminder's private and closed social media page. The childminder shares children's written progress checks with parents. She demonstrates a good knowledge of how to work with other settings and agencies. For example, there is a two-way sharing of information from the children's pre-school and health visitor reports are shared together and discussed with parents.

p.6

The Childcare Register

The requirements for the compulsory part of the Childcare Register are

p.6

actions)

The requirements for the voluntary part of the Childcare Register are

p.6

To meet the requirements of the Childcare Register the provider must:

 undertake a risk assessment of thepremises and equipment: at least once in each calendar year, and immediately, where the need for an assessment arises. Ensure that all necessary measures are taken to minimise any identified risks (compulsory part of the Childcare Register).  undertake a risk assessment of thepremises and equipment: at least once in each calendar year, and immediately, where the need for an assessment arises. Ensure that all necessary measures are taken to minimise any identified risks (voluntary part of the Childcare Register).

p.6

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

p.7

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.

p.7

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.

p.8

Setting details

Unique reference number EY308115 Local authority Hampshire Inspection number 843816 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 6

p.8

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.

p.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.

p.8

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.

p.8

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.

p.9

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,

p.9

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’.

p.10

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.10