Childminder in Devon

Inspection date

Previous inspection date 21/08/2014 Not Applicable

p.1

early years provision

This inspection: 2 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 2 The effectiveness of the leadership and management of the early years provision 2

p.1

This provision is good

 The childminder establishes good relationships with children, which helps them to settle quickly and effectively promotes their personal, social and emotional development.  Children are developing independence well, because the childminder routinely encourages them to undertake simple self-care tasks.  The childminder develops strong partnerships with parents to provide continuity of care and extend children's learning further.  The childminder attends additional training and successfully reflects on her practice to identify and address ongoing areas for development.

p.1

It is not yet outstanding because

 The childminder does not make consistent use of signs, pictures, and labels in the environment to develop children's literacy skills further.  The childminder has not fully developed partnerships with other early years settings that children attend to share information regarding their development, to extend learning opportunities.

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 held discussions with the childminder.  The inspector observed children's play indoors.  The inspector examined a range of documents.  The inspector took into account the views of parents.

p.2

Information about the setting

The childminder registered in 2011. She lives with her two children in the Old Town area of Bideford in North Devon. Minded children have access to the ground floor of the property. Toilet facilities are located on the ground floor. There is a secure area to the rear of the property for outside play. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Registers. Care is provided for children all year round and she also offers overnight care. There are currently seven children on roll, of which four are within the early years age range. The childminder has pet fish.

p.3

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

 enhance opportunities for children to learn that print has meaning, to develop their literacy skills

p.3

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

 develop links with other early years settings that children attend to establish a two- way flow of information regarding their development, to provide complementary learning opportunities.

p.3

who attend

The childminder interacts well with children to support their learning. For example, she asks questions and prompts conversations as children play. Children play for sustained periods in each activity and develop good concentration skills. The childminder is aware of children's interests and preferences, which she includes in her planning. This means that they develop a positive attitude towards learning, which effectively helps them to be ready for school. Children enjoy playing with the trains and the childminder encourages them to count the number of carriages, to make sure they have a similar number to each other. This helps them to become familiar with the order of numbers and promotes their developing interest in early mathematics. The childminder teaches children about the natural world through their exploration of her allotment, as they identify insects and plants. The childminder provides challenge for children during indoors play to support their

p.3

who attend

physical skills. For example, she encouraged them to roll a ball across the floor to knock down a tower of blocks. Children enjoy fresh air and regular exercise during frequent outings to the library, swimming pool, parks and nature reserve. They attend local playgroup sessions, which provide opportunities for them to socialise. The childminder provides books for children to choose in their play. However, signs and labels are not widely used to further promote children's literacy skills.

p.3

who attend

The childminder plans activities to promote all areas of children's learning and development. She is flexible in her provision and makes amendments to suit the needs of the children. This system allows for a truly child-led approach to teaching. The childminder completes a learning journey record for each child. Children's achievements are compared to an appropriate educational programme and the childminder records a progress summary every six months, to closely monitor and assesses children's progress. She uses this information to focus on any gaps in children's learning. For example, to support a child's developing knowledge of the world, she provides opportunities for children to observe newly hatched chicks, explore push-button toys and objects that float and sink. This all helps children to make good progress in their learning and development.

p.4

who attend

The childminder has a good understanding of how to access external support from other professionals for children with special educational needs and/or disabilities. She informs parents about children's activities and care routines using a daily diary. She encourages parents to extend children's learning at home by suggesting activities to focus on individual children's next steps. For example, to enhance a child's language development, the childminder recommended singing songs. She also suggests naming what the child points to and looking at picture books to talk about the illustrations. Parents are involved in identifying children's initial starting points through 'All about me' forms. This helps the childminder to plan appropriately challenging activities that interest the children. They are kept well informed of children's progress as their child's learning journey is available to see upon request.

p.4

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

The childminder is skilled and sensitive in helping children form secure emotional attachments. She provides a strong base to enable them to develop their independence and ability to explore. Children demonstrate a sense of belonging and security in the childminder's home. For example, they enter the setting excitedly and quickly remove their coat and shoes to start playing with their favourite toys. The childminder knows children well and uses this to engage them in play. They are comfortable in her care and frequently invite her to join in their games. For instance, they offer her food they have prepared in the role-play kitchen, and she pretends to eat it. The childminder frequently praises children's achievements. This helps to boost children's self-esteem, which means that they feel valued and secure. The childminder models, and consistently gives clear guidance on expected behaviour, providing secure boundaries for children. For example,

p.4

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

she routinely reminds children to take turns and share toys. As a result, minor conflicts are reduced and addressed effectively and children learn appropriate social skills. This helps them to form close friendships with each other.

p.4

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

Children are encouraged to keep themselves healthy, by having regular access to the fresh air and exercise, in the garden and on outings. This promotes a healthy lifestyle for children and gives them time to practise their physical skills. Additionally, the childminder reminds children to wash their hands thoroughly before eating and provides nutritious snacks and meals. Children benefit from an inviting and clean environment. The childminder conducts appropriate risk assessments to reduce the likelihood of children coming to harm in her care. She ensures that toys for older children are not within reach of younger children. She plans regular fire drills to ensure that children understand how to evacuate the premises quickly and safely in the event of an emergency.

p.4

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

Children have time to try new things and do things for themselves, for example, preparing homemade pizza for lunch. As a result, they develop confidence in their self-care and independence. Therefore, children are prepared emotionally and socially for the next stage in their learning journey, including school. Her setting is welcoming environment with child-accessible resources that promote learning, and challenge children both in and outdoors. Children are busy in their play, maintaining concentration for extended periods of time. The childminder provides most of the resources at low-level, which enables children to make independent choices in their play activities.

p.5

provision

The childminder has a good awareness of the Early Years Foundation Stage requirements for both learning and development, and safeguarding and welfare. The childminder has attended the required training to ensure that she has a good understanding of appropriate procedures to promote children's welfare. For example, she has attended relevant safeguarding children. Consequently, she has a good knowledge of the signs and symptoms that might give cause for concern, and how to refer these to appropriate professionals.

p.5

provision

She reviews children's progress in all areas of their learning, helping her to plan effectively for each child's next steps. The childminder maintains appropriate documentation to help promote the safety of children. For example, she obtains parents consent to take children on local outings and to take photographs of children for their records. Additionally, she maintains an accurate record of children's attendance. The childminder holds a good range of policies, which she shares with parents, to keep them informed of her practice.

p.5

provision

The childminder establishes positive and professional working relationships with parents. She encourages them to share what they know about their child, so she fully understands children's individual needs. She informs parents about daily events and provides them with a good picture of the types of activities children have enjoyed through discussions and a daily diary. Parents state that they are very happy with the service the childminder provides and that their children look forward to attending each day. Parents give positive feedback about the good level of care the childminder provides. The childminder shares relevant information regarding children's behaviour and care routines with others, such as key staff in nursery settings. This enables her to promote continuity of care. However, they do not share information relating to children's learning and development, to enable the planning of complementary activities.

p.5

provision

The childminder has effective systems to help her monitor and evaluate the effectiveness of the provision in meeting individual children's needs. She has worked to develop her outdoors area to enhance opportunities for children to make marks with and explore mud. The childminder has reviewed her storage system to ensure children can independently access a broader range of resources. Furthermore, she has completed additional training, such as inclusive play. She is working towards a relevant level three qualification. This demonstrates a strong commitment to continuous improvement.

p.5

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

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 EY432722 Local authority Devon Inspection number 777873 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 7

p.8

Name of provider

Date of previous inspection not applicable

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