Childminder in Bournemouth, Christchurch and Poole

Inspection date

Previous inspection date 10/09/2014 07/04/2014

p.1

early years provision

This inspection: 2 Previous inspection: 4 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

 Children are very motivated and excited during their play because the childminder plans stimulating activities that offer good challenge and meet their needs well.  The very rich and enabling outdoor environment covers many areas of learning; it successfully promotes children's active, freely chosen play, alongside the good support from the childminder.  The childminder establishes strong relationships at all levels, with the children, their parents and outside agencies to ensure children needs are met.  There is good attention paid by the childminder to the welfare and safeguarding of children, particularly the promotion of healthy eating.

p.1

It is not yet outstanding because

 On occasions, the childminder misses opportunities to encourage the children to solve simple number problems during their play and the daily routines.  Children's books are not organised very well so they can easily choose their favourites.

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.

p.2

Inspection activities

 The inspector 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 looked at feedback from parents.

p.2

Information about the setting

The childminder registered in 2002. She lives with her two teenage children in a house in the Boscombe area of Bournemouth. The whole of the ground floor is used for childminding, which includes a lounge, kitchen/diner and toilet facilities. There is a fully enclosed garden available for outside play. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. There are currently nine children on roll, of these, six are in the early years age group. The childminder supports children who learn English as an additional language. The childminder receives funding for free early education for children aged three and four years.

p.3

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

 extend further the opportunities for children to solve simple number problems during the daily routine and free play

p.3

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

 organise the books in a way that children can choose their favourites easily.

p.3

who attend

Children's needs are met well because they are welcomed into a nurturing environment. The childminder has a secure grasp of the learning and development requirements and offers a good educational programme to children. She plans a wide range of activities and includes children's next learning steps into both freely chosen and adult-led play. As a result, children demonstrate they make good progress towards the early learning goals, given their starting points. Many of the children's first language are not English. Through effective systems such as using an interpreter for text messaging the parents and by the childminder learning key words in their home language, children demonstrate their excitement and motivation at being in the setting. The childminder pays good attention to all children to help them learn good communication skills in English and this is evident in her teaching practice and interaction. For example, she remodels and reshapes the more

p.3

who attend

able children's broken English sentences. For those children at a different ability in their communication skills, she emphasises and repeats key words and vocabulary she wants them to learn. For example, when the children had finished their painting, she encouraged them to get a peg so they could hang it on the line outside to dry. She repeated and emphasised the word 'peg' in different ways to reinforce children's understanding. The childminder has developed her skills, since her last inspection, in observing and assessing children's capabilities. She provides good challenge in their play activities. For example, during the outdoor painting activity she encouraged the children to mix and talk about the different colours, to talk about and use different size and length of paintbrushes. Then because of the children's eagerness to paint she introduced stones they had collected on their recent beach outing. The childminder offered more challenge

p.3

who attend

by encouraging the children to look at the size and to feel the weight of the stones. She then introduced a book with examples of different patterns of painted stones. This inspired the children's imaginations in the area of expressive arts and design.

p.4

who attend

Children are very engaged, show positive attitudes in their learning and talk excitedly about what they are doing and what they can see. The childminder offers varied questions to the more able children to promote thinking and recall skills. Children's play is purposeful and, alongside good interaction and support from the childminder, successfully meets their needs. Some children demonstrate their good mathematical skills freely because the childminder promotes mathematical development overall well. For example, she encouraged the children to sort and count the coins in the play till and to look at the numerals. However, on occasions the childminder does not extend further the opportunities for children to solve simple number problems during the routine and free play. For example, when finding child size chairs for the table at snack time the childminder does not encourage the children to count how many they may need or discuss

p.4

who attend

the size of them. The childminder plans good opportunities for children to learn and have an understanding about the world. During regular trips out such as to a local farm, she prints off and laminates maps for children to use and pictures of the animals, so they can identify, match and talk about them. This effectively promotes a good awareness of the world around them, as well as their communication skills. Parents' involvement in children's learning is successfully included in the childminder's educational programme.

p.4

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

The childminder shows a strong ability to promote children's well-being. Children are very happy, settled and motivated because the childminder helps them develop a good sense of belonging. For example, children excitedly point to their pictures, names and hand towels in the downstairs toilet. In the outdoor playhouse, they spontaneously point to their handprints and the names of themselves and their friends displayed on the wall. Children demonstrate good self-confidence with visitors and have good relationships with one another and the childminder. For example, they constantly address the childminder and their friends by name, and listen well to the kind explanation when the occasional dispute arises, while being cuddled by the childminder. Children willingly invite the visitor to join in their play because they feel so emotionally secure in the childminder's care. Children are learning what is expected of them and how to behave through the

p.4

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

childminder's positive encouragement, explanations, and consistency of practice. Children feel safe because the childminder is attentive to children's needs and is aware of minimising potential hazards to keep children safe. For example, she practices fire evacuation procedures with children in role-play situations such as when playing with a pretend barbeque. The childminder gives strong attention to promoting children's good health. Young children follow hygienic personal routines because they wash their hands before eating and after using the toilet. Lots of active physical play outdoors promotes their large movement skills. The childminder encourages the parents to provide healthy snacks and lunch boxes for their children to eat. A healthy eating frieze and pictures on display by the children's table and chairs promotes conversation about healthy foods. In hot weather, the childminder ensures children wear hats and apply sun cream, when playing in their fun

p.4

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

outdoor play area. The rich, well-resourced and welcoming play environment motivates children to play purposefully and make choices. The garden is particularly stimulating for children as the childminder has recently developed it with an all weather turf and exciting play areas such as a large black board for mark making and a role-play house. The conservatory houses many of the indoor toys and they are mostly within children's reach or view. However, the books are not organised well for all children to easily see and choose their favourites. The enabling environment provides successfully for children's all round development. Children are acquiring good skills to equip them for their future learning.

p.5

provision

The childminder demonstrates she fully understands her responsibilities regarding meeting all the Early Years Foundation Stage requirements. Since her last inspection she has updated her knowledge completely to ensure she meets the requirement for adult to child ratios and documentation. The childminder has a very secure understanding of the child protection procedures to follow in the event of any child welfare concerns. She is alert to the changes in children's welfare and keeps good documentation to safeguard children. For example, accidents and an attendance register. The childminder has an extensive set of procedures covering the Early Years Foundation Stage requirements. She shares these with parents through her handy booklet, which she has devised especially for them, for ease of reference.

p.5

provision

The childminder demonstrates dedication and enthusiasm for her work, offering a professional service to her parents. Since her last inspection she has shown a very good drive towards improvement which is evident in her setting and practice. For example, she has completely improved her outdoor area by securing some funding to gain all weather turf, which benefits children greatly in their freely chosen outdoor play. Through local authority input and her online training, she has been able to fully reflect and improve on the outcomes for children. She is currently looking at further ways to improve her educational programme. Her monitoring systems of children's progress and her completed Ofsted evaluation are accurate. The childminder builds a very good relationship with parents because of the time she spends with them, her clear lines of communication and her friendly, open attitude. This includes the occasional home visit. For example, the

p.5

provision

childminder uses an interpreter to text messages to parents and provides them with photographs of their children via an online system. Parents write knowingly and glowingly of the service she offers them. For example, parents feel the childminder has a strong bond with their children and her work has enabled their child to blossom in their development. Parents feel the childminder has supported them with meeting children's individual needs, such as with behavioural issues, nutritional advice or general well-being. The childminder exchanges information regularly with parents because she successfully meets children's individual care and learning needs. In addition, she accesses the local Children's Centre to gain an expert assessment report on children's speech and language development to reassure parents of children who learn English as an additional language. This means she is able to monitor their language development closely.

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 EY289532 Local authority Bournemouth Inspection number 984216 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 9

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