Childminder in Southampton

Inspection date

Previous inspection date 28/08/2014 Not Applicable

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early years provision

This inspection: 3 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 3

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This provision requires improvement

 The childminder builds a strong bond with children. He has a good understanding of how to support children's emotional well-being, and their social and independent skills.  The childminder works well with his co-childminder to provide a varied range of interesting play and learning activities for children.  The childminder has made a positive start in promoting children's mathematical development.

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It is not yet good because

 The childminder does not complete precise observations and assessments of children across all areas of learning, so he can use them to re-shape children's learning experiences through effective interaction and planning.  Children's books are not organised successfully to entice children to use them in freely chosen play.  The childminder does not gain a complete picture of children's prior learning, skills and abilities from parents of children who have previously attended other early years settings to support the planning process

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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 children's play and the childminder's interactions.

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Inspection activities

 The inspector discussed the children's learning and development progress with the childminder.

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Inspection activities

 The inspector sampled relevant documentation including some safeguarding documentation and learning records.  The inspector looked at feedback from parents.

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Information about the setting

The childminder registered in 2014. He lives with his wife and their school age son in the city of Southampton. The childminder works alongside his wife who is also a registered childminder. Children have access to the open-plan lounge, dining area and play area and bathroom facilities on the ground floor. Children have daily opportunities for outdoor play within the childminder's garden and in the local area. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. The childminder currently has two children on roll in the early years age range.

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must:

 complete precise observations and assessments of children across all areas of learning, and use them to re-shape children's ongoing learning experiences through effective interaction and planning.

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

 organise books more appealingly to entice children to use them in freely chosen play

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

 develop the systems to find out about children's prior learning, skills and abilities from parents, especially when they have attended other early years settings, to support the planning process.

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who attend

Children demonstrate they are making steady progress from their starting points, and in their key skills because of the guidance and support they receive from the childminder. Young children are happily engaged in the routines and planned play activities for the day. They are talkative and relate positively to the childminder, who is responsive to their needs. The childminder has begun to undertake observations and assessments of children's learning and progress. However, these are not precise so they provide detail to help the childminder re-shape future and ongoing learning experiences for each child's specific developmental level. This is particularly evident during the expressive art and design activity where children are encouraged to build and design with recyclable materials, linked to the theme of 'space'. Children had fun as they explored the new experience of playing with different materials, used scissors and saw pictures on an

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who attend

electronic device of a spacecraft, to promote their imaginations. However, the childminder did not recognise the children had their own different ideas during the play based on their individual learning needs, which meant he was not always able to successfully support and challenge them in this activity. This is because his observations and assessment systems do not successfully influence plans for next steps. A lot of his time was spent supporting later years children because he is more in tune with their needs.

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who attend

The childminder's knowledge of the seven areas of learning and how he can support individual children in their learning is developing. Overall, his educational programme suitably covers the requirements and offers children some challenge in their play and learning. On occasions, the childminder's interaction does not always build on what children already know and can do because he is not skilled in his teaching practice. For example, he does not fully support babies in their learning. He gives them cuddles to reassure them, but does not always effectively role model and repeat simple words of things their eyes focus intently on, such as the light fan. This means he does not securely support them in their early communication and language skills. Although the childminder has attended a workshop on 'Every child a talker', to help improve his practice, the childminder acknowledges he does not currently fully deliver effective support in all

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who attend

The childminder demonstrates a growing ability to promote mathematics well by role modelling counting during routines and play. For example, during the expressive arts and design activity the childminder cut a sponge in half, and in half again, encouraging the children to do simple number problems by asking them to count the pieces and to be actively involved. He used clear mathematical language and statements, such as 'I had?. one, I've cut it in half, now I have ?.two'. This engaged the children, who accurately counted up to eight pieces, showing they are making good developmental progress in this aspect of learning. The childminder promotes children's understanding of the world through exciting growing projects in the garden. For example, when prompted, the children showed the cucumber and lettuce they have been growing in the childminder's garden. Overall, children demonstrate positive attitudes and are motivated to take part in

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

The childminder supports children's well-being particularly well because of the strong attention he pays to promoting their personal, social and emotional development. Young children, who have previously been unsettled, flourish in the care of the childminder because of this high emphasis. They form a very secure attachment to the childminder because they relate to him extremely well. Children spontaneously cuddle him and quickly learn the boundaries of behaviour and the expectations within the setting. Relationships are very good with all people in the setting; children talked about their friends and both childminders. They gain sympathetic understanding and support through consistency of practice from the childminder. This means any instances of inappropriate, frustrated behaviours become much less frequent. Children are learning the rules, such as tidying up, through the good strategies used by the childminder. For example, he puts on the tidy

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

up song, role models what to do and children busily become involved. The childminder manages children's safety well by assessing potential risks and offering them good support. For example, during snack time, he showed them how to hold the fruit and sharp knife safely in each hand so they can independently cut it up. These safety precautions help to ensure potential risks for children are minimised and they learn safe practices.

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

Children play and are cared for in a clean and safe environment with a good amount of play space indoors and out. Plenty of play resources are on offer in child-height storage units in the living area, so children can make choices in their play and learning. Outdoors, there are many play choices too. The quality of the planning of the play equipment has recently improved with many new additions, for example, a mud kitchen and children's play area laid with bark, and numbers and letters on display on the shed maximise learning opportunities. The childminder displays children's artwork in the home so they can take pride in their achievements. For example, children excitedly showed their rocket pictures displayed on the wall. However, books are not organised successfully and in an attractive way, so children can easily see their favourites.

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

The childminder promotes children's physical development well. He makes use of the garden by providing wheeled toys and cones for children to practise their large movement skills as they manoeuvre around obstacles. The childminder takes them out for fresh air and exercise in the local community. Children are learning to keep healthy through eating well-balanced snacks, such as fruit and muffins, and hot meals at the end of the day. They have access to their drinks of water throughout the morning, independently using the water dispenser, which positively contributes to their growth and development.

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provision

The childminder has a secure understanding of his responsibilities in meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. He has a clear understanding of child protection issues and is able to follow the correct procedures to report any child welfare concerns. The childminder attended a childminding conference to ensure he was fully aware of changes of who to report concerns to in his local area when safeguarding children's welfare. The childminder has completed written risk assessments of areas of his home used by children and demonstrates his ability to minimise potential hazards to children. His safeguarding documentation is up-to-date and complete, such as children's attendance register. The childminder uses an electronic system for record keeping. He prints off key elements to ensure he meets the requirements for documentation, to share with parents and at inspection.

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provision

The childminder demonstrates a very good drive for improvement. However, he has had insufficient time since registering to increase his early learning knowledge to ensure he fully understands and meets children's unique learning needs. This means the provision is not demonstrating consistently good outcomes for children. The childminder is self-aware, and uses Ofsted evaluation documents to highlight areas for improvement to the setting. He swiftly implemented improvements to the outdoor environment, which children benefit from.

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provision

Partnership with parents is developing. Parents write positively about the setting as a whole. The childminder works well with parents to help their children settle, however, he does not capture a full picture of each child's current level of development when they start with him. For example, he does not ask to see the two-year-old progress check from the children's previous setting, so he is clear on what children can do already, and what their identified next steps for learning are. This limits the effectiveness of his planning process. Parents report how much the setting has boosted their child's confidence and how very friendly and approachable they find the childminder, and appreciate the regular updates they receive. The childminder shares his observations and assessments of children's learning with parents, however, due to the weaknesses in these systems, the information parents receive is not always accurate to enable them to carry on the learning at home.

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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 EY472418 Local authority Southampton Inspection number 965720 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 2

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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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