Childminder in Plymouth

Inspection date

Previous inspection date 08/09/2014 08/02/2011

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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

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This provision requires improvement

 Children feel secure in the care of the childminder because she is kind and attentive towards them.  The childminder has a positive approach to managing behaviour, which helps children to be safe and understand boundaries.  The childminder provides consistent care and establishes long term, warm relationships with families.

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It is not yet good because

 The childminder's planning and assessment procedures are not rigorous and consistent for each child so that she plans effectively to meet their individual next steps in learning.  The childminder does not fully engage with parents to so that they work together effectively to support children's learning both at home and with the childminder.

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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 had discussions with the childminder and received feedback from parents.  The inspector observed the childminder and children in their activities.  The inspector checked safety of the premises.  The inspector read a sample of records and documentation.

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Information about the setting

The childminder registered in 2004. She lives with two of her adult children in Plymouth. All areas of the home are available for childminding purposes. There is a designated playroom and toilet facilities on the ground floor. Children have use of an enclosed outside play area. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. There are currently 18 children on roll, four of whom are in the early years age range. The childminder takes children to and from local schools and pre-schools.

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must:

 establish a consistent approach in the observation and assessment procedures, to provide a clear development plan for each child to help them work towards and achieve next steps in their learning.

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

 develop partnerships with parents further to share ideas and activities to promote consistent learning opportunities for children at the setting and at home.

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who attend

The childminder is developing suitable observation and assessment procedures to monitor children's progress. However, these are not fully effective. She chats with parents about children's activities and their general development. For instance, they tell each other about new words that toddlers learn. However, she does not fully engage with parents to so that they work together effectively, sharing what they know about children's development and progress, to support children's continued learning both at home and with the childminder. The childminder records her observations and plans next learning steps for some children, however, she does not apply the same procedure to all. This means that the monitoring of children's development is not precise for every child. Therefore, not all children receive appropriate activities that target and challenge their next steps for learning. Consequently, not all children make good progress in their learning and development. The childminder

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who attend

provides a suitable range of activities to support children's overall development. She completes the progress check for two-year-old children as required, to identify the progress they make and appropriately shares this with parents. The childminder enables children to make independent choices from the accessible toys. She has sound awareness of children's individual interests and uses appropriate teaching methods as children play. For example, children selected toy vehicles that are a favourite activity. The childminder talked to them about the different types of vehicles, sizes and colours. She encouraged children to count the cars and other things, such as snails they found at the park. This helps children to develop an awareness of different number uses and mathematical concepts. To help children prepare for school, the childminder plays games with them to develop concentration skills. For instance, children enjoyed a game of

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who attend

matching pairs and learnt animal names. Children use crayons, pencils and listen to stories. To prompt conversation and thinking, the childminder asks questions as children play, such as 'is it day time or night time?' Children listen to the childminder and repeat things that she says, which appropriately promotes their communication and language development. However, as she is not clear on children's key next steps for learning, she is not able to ensure her teaching effectively addresses and targets children's specific learning needs. The childminder has general discussions with key staff where children attend other settings, to support continuity of care for children. However, as she is not clear on all children's next steps in learning, her support is not always focused on what children need to help them progress onto the next stages.

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

The childminder encourages children to behave well through her positive strategies. She sets clear boundaries and house rules so that children know what she expects of them. This helps to keep children safe and to develop a sense of responsibility. Children learn to be kind and considerate, for instance, they help to put the toys away. The childminder teaches young children to share and distracts them from potential conflict. Children understand that they must stay with the childminder when they go out, in order to be safe. As children play, the childminder takes the opportunity to reinforce their learning. For example, the sound of a passing car prompted a conversation about being careful near the road.

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

Children follow good hygiene routines that help to protect their health. For instance, they have individual cups and towels to reduce the risk of infection and spread of germs. The childminder has clear procedures in place to promote and protect children's health, such as suitable exclusion periods for illness. She has a suitable awareness of safeguarding issues to support children's well-being.

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

Children settle well with the childminder and are happy in her care. They feel very much at home and enjoy the close attention. They learn to socialise and make friends. Consequently, children develop confidence and learn to play cooperatively, so they make sound progress in their personal, social and emotional development. The childminder appropriately works in partnership with parents. She has regular discussions with them to meet children's individual care needs, for example, potty training and managing any behaviour issues. Suitable arrangements are in place to meet children's individual dietary requirements. The childminder sits with the children at snack and meal times to chat with them, which helps children to develop social skills. Children benefit from outdoor play opportunities because the childminder frequently takes them to the local park. Here, they learn to use play equipment safely, and make sandcastles and play football together.

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

These activities enable children to practise their physical skills and develop coordination. The childminder provides a safe area at the back of her home for further outdoor play activities. She has a selection of outdoor resources including chalks, which promotes children writing and creative skills when outside. However, weaknesses in her planning and assessment systems mean not all children benefit from good quality learning experiences based on their individual learning needs.

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provision

The childminder provides a warm, welcoming and safe environment for children. She undertakes risk assessments and takes positive steps to protect and promote children's safety. For example, she checks that gates are secure when at the park and makes sure that she can see children at all times. The childminder carries a first aid kit with her in the event of accidents and has emergency contact numbers to hand. In the house, the childminder reduces hazards to children by using safety gates to restrict children's access to areas of the home. The childminder understands her responsibility to safeguard children's welfare. She has a suitable awareness of safeguarding issues, including the Local Safeguarding Children Board procedures. This includes the name and contact number for the designated safeguarding officer in the local authority.

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provision

The childminder reflects on her practice to make some improvements for the children in her care. For example, she changes toys regularly and checks that they are age/stage appropriate to interest children and help them learn. Since the last inspection, the childminder has renewed her first aid qualification to meet this welfare requirement. She has benefitted from 'doorstep sessions' with a development worker and acted on advice. For example, the childminder has devised a system to provide the progress check for two- year-old children. She has made some improvements to observation and assessment procedures, although, these are not fully effective for all children. The childminder has increased her awareness of some child protection issues and the role of the Local Safeguarding Children Board. She recognises this is an area to develop further through training, and is linking with her local authority to address this.

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provision

The childminder has suitable methods to work in partnership with others to support children's individual needs. She establishes positive relationships with families to help children settle. Arrangements to work with them, so together they support children's learning and development consistently, are not as successful. Parents state they value the care given. They comment on the 'invaluable and flexible care', and the 'very caring and conscientious childminder with endless patience' who is a 'fantastic and honest person'. Parents explain that their children are very happy with the childminder and enjoy being there.

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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 EY265598 Local authority Plymouth Inspection number 814585 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 18

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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

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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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