Childminder in Gloucestershire

Inspection date

Previous inspection date 21/08/2014 26/10/2010

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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 have formed good relationships with the childminder and their peers. This enables them to feel self-assured and engage successfully in learning through play.  The childminder seeks good information on children's initial abilities and interests, and makes regular observations of children's development. As a result, she is able to plan effectively for children's next stages of learning.  The childminder builds positive relationships with parents and works with them to support children's ongoing development.  The childminder fully promotes children's well-being, because she has a good understanding of the safeguarding requirements.

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It is not yet outstanding because

 The childminder does not consistently ask open-ended questions to enhance children's communication and language skills.  Children have fewer opportunities to use and explore natural resources to help them learn about the world around them.

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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 the childminder interacting and playing with minded children in the childminder's house and garden.  The inspector talked with the childminder about her childminding practice.

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Inspection activities

 The inspector sampled documentation, including evaluation notes, children's planning and assessment folders and attendance records.

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Inspection activities

 The inspector took account of the childminder's self-evaluation and feedback from parents, which the childminder also provided.

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Information about the setting

The childminder registered in 2005. She is registered on the Early Years Register, and both the compulsory and voluntary parts of the Childcare Register. She lives with her husband and their three children, in the Longlevens area, on the outskirts of Gloucester. The whole of the house is available for childminding. The main areas used include the open-plan dining room and playroom, a sitting room, kitchen, utility room and downstairs toilet. One upstairs bedroom is available for sleeping. There is an enclosed rear garden with grass and patio areas for outside play. The childminder currently cares for five children in the early years age group, on a full-time and part-time basis, all year round. The childminder has completed a National Vocational Qualification in Childcare, Learning and Development at level 3. The family has a pet dog.

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

 strengthen opportunities to ask children useful questions to enhance their communication and language development

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

 expand the range and frequency of experiences for children to explore and experiment with sensory resources.

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who attend

The childminder makes a positive contribution to children's learning and development, so they make good progress. She has a good understanding of how to promote children's development through their play, purposeful support and planned activities. The childminder meets with parents before children start attending, to learn what children can do and what they enjoy. She observes children in their play to get to know them well. The childminder uses her knowledge of child development and regularly refers to relevant guidance documents to assess children's stage of development. She shares this information with parents and completes a summary of the development of children who are aged two years. This helps to inform parents about how well their child is progressing and how they can support their child's learning at home. The childminder provides parents with information about her provision. This enables them to understand routines and

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who attend

procedures that promote their children's development. Parents share what they have noticed about their children's achievements at home. This promotes good continuity in children's learning and development. The childminder effectively promotes children's learning, which prepares them well for the next stage of learning and school. She helps children to learn by talking with them about what they are doing and by extending their play. She provides resources, which all children can share. For example, she placed sand in a tray on the floor so that all children could reach. Babies enjoyed exploring the texture and the childminder added cars and trucks so that they could explore the different tracks these made. Older children used the sand to enhance their role-play experiences and they become engrossed as they filled containers for their pretend cooking activity. Pictures, letters and numbers arranged around the playroom raise children's awareness of print. The childminder sits with the

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who attend

children looking at books and reading stories. These activities help the children to develop early literacy skills.

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who attend

The childminder incorporates number concepts throughout the day, which helps to promote children's mathematical skills. For instance, they count the cups when they prepare snack, and find big and small plates when they play with the sand. The childminder teaches children to listen to instructions and to be attentive. She engages in play at the children's level and repeats instructions so that children are encouraged to listen. Children develop their imaginations well. They talk about going on holiday to the seaside and playing with sand when they are there. The childminder regularly sings with the children who enjoy their favourite songs and joining in with actions. Overall, the childminder promotes children's language development well. Children speak confidently with the childminder about what they are doing. However, she sometimes asks questions that only require one word answers and does not consistently respond to babies' early

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who attend

babble during mealtimes. This means that she does not take all opportunities to encourage children to think and respond. The childminder helps children socialise and build friendships with each other, and they meet other children when they go to the local park. This helps them to prepare socially for the next stage in their learning, such as at pre-school.

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

All children are very happy and settled in the care of the childminder. She effectively spends time getting to know the children and their families, which helps children to feel secure when they first start. Children benefit from the ongoing, working partnerships, and open communication, between the childminder and their parents. Parents are able to talk to the childminder at any time and they receive a daily communication diary with records of children's care routines, the food they have eaten and the day's events. Parents are invited to make written contributions to their children's records at any time.

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

The childminder provides children with regular praise and encouragement, which boosts their self-esteem and promotes their emotional well-being. Children receive consistent messages because the childminder has clear expectations of them. For example, they know that they must help to tidy away toys and prepare the table for snack. The childminder helps children to share in these tasks by using clear explanations and, sometimes, a sand timer. As a result, all children behave well. The childminder provides a safe and secure environment for the children and teaches them how to keep themselves safe. For example, they regularly practise the fire drill so that they know how to evacuate the premises in an emergency.

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

The childminder's home is welcoming and organised well, so that children develop skills in all areas of learning. Children are encouraged to be increasingly independent. They make choices in the toys they use as the childminder considers the storage of resources. This means that children can easily reach what they want to play with. The childminder provides a good variety of resources overall. However, there are fewer natural resources available, such as pine cones, shells and twigs. Therefore, the childminder does not fully enable children to explore using their senses, to further develop their creativity through using a wider range of materials.

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

The childminder promotes children's health effectively. She makes routine procedures, such as nappy changes and hand washing, fun. She sings songs with children and they make bubbles on their hands. The childminder talks to the children about why is it important to wash their hands before they eat. She makes drinking bottles readily available so that children can help themselves to a drink when they are thirsty. She encourages children to try to put on their own shoes as they prepare to go in the garden. Consequently, children are developing the self-care skills they require to move onto their next stage of education, such as school.

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provision

The childminder has a good understanding of the requirements of the Early Years Foundation Stage. She organises her documentation well to ensure she keeps effective records to promote children's welfare and learning. For example, she maintains clear records of children's development and the required personal details about the children. This information is easily accessible should the childminder need it at any time, which helps to support children's welfare. The childminder holds a paediatric first-aid certificate and is able to provide appropriate first aid to children if needed.

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provision

The childminder has completed safeguarding training and knows how to implement child protection procedures to promote the welfare of the children in her care. The childminder shares all policies and procedures with parents, to ensure they fully understand her role and responsibilities towards safeguarding their children. She displays information for parents, such as details of who parents should contact and the procedure to follow should they have a complaint about her childminding service.

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provision

The childminder has taken action to improve the provision for children since the previous inspection. For example, she has developed systems to exchange information with other settings that children attend to provide continuity of learning and care. The childminder is reflective about her practice. She gathers feedback from parents and identifies the strengths of her provision, and the areas for improvement. She closely observes and monitors children's progress, which helps her to identify areas where children may need extra help or encouragement. This also helps her to ensure that she is offering children a broad range of experiences to help them progress well all areas of learning. The childminder regularly updates her knowledge through discussions with local providers and by attending training. As a result, she promotes good outcomes for children.

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provision

Partnerships with parents are effective in promoting children's development. The childminder provides parents with information about her provision. This enables them to understand the routines and procedures she follows in her practice. Parents are positive about the childminder and the service she provides. Written feedback from parents states that their children are settled, happy and developing well, and that they appreciate the detailed breakdown they receive of their child's day.

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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 EY316304 Local authority Gloucestershire Inspection number 843876 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 5

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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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