Childminder in Devon

Inspection date

Previous inspection date 15/09/2014 23/06/2009

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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 2 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 The childminder supports children's mathematical development well during their self- chosen play.  The childminder establishes positive relationships with children, which helps them to settle in quickly.  Children benefit from daily outings to help them exercise and learn about the world around them.

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It is not yet good because

 The childminder does not ensure all activities provide suitable challenges based on children's individual next steps for learning, to help them make good progress.  Children do not receive consistent support to become independent through self-care tasks.  The childminder does not work effectively with other early years settings children attend, to share information about children's developmental needs to promote complementary learning experiences.

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

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Information about the setting

The childminder registered in 2005. She lives with her two daughters, one who is school- aged in Barnstaple, North Devon. The family has two pet cats. The whole of the ground and first floor of the childminder's house is available for childminding. There is a fully enclosed garden for outside play. The childminder walks or drives to local schools and pre- schools to take and collect children. The childminder is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. There are currently 15 children attending, six of whom who are in the early years age range.

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must:

 improve activities and opportunities so they provide challenges based on children's individual learning needs and next steps, to help them make good progress.

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

 provide additional encouragement and opportunities for children to undertake self- care tasks, to support their independence

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

 develop partnerships with other settings that children attend, to provide complementary learning opportunities for children.

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who attend

Children make some suitable progress towards the early learning goals in preparation for their next stages in learning and for school. The childminder provides an appropriate range of resources reflecting children's interests and capabilities. She identifies some next steps in children's learning, although she does not always effectively focus on these to ensure the activities provide a sufficient level of challenge for all children. For example, younger children who are learning to walk do not always have adequate floor space to move freely to build muscle strength and become mobile. Therefore, children do not receive the expected levels of consistent support or opportunities in their learning and development to help them make good progress. The childminder is carrying out progress checks for two-year-old children as required to monitor children's achievements. She understands how to provide individual support to children with special educational needs

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who attend

and/or disabilities through close partnership working with parents and external agencies.

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who attend

The childminder develops positive partnerships with parents. She keeps them informed of their children's time with her and any progress they are making through daily verbal communication. Parents are encouraged to share children's learning from home, which enables the childminder to plan complementary learning activities. For example, she provides resources to plant flowers after a parent informs her of their child's new interest in gardening and learning about growth. The childminder discuss children's starting points with parents during initial settling in sessions, to help her build a detailed picture of what children can already do. This helps her to provide appropriate resources to support their development from the start.

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who attend

The childminder supports children's language development appropriately. She narrates their play to role model sentence structure and routinely asks children questions during their play. She repeats single words to encourage young children and babies to imitate these sounds. The childminder promotes children's early counting skills, praising them when they count correctly. She helps children to learn the value of number by counting whilst pointing to objects. Older children enjoy exploring shape, size and balance as they build towers using blocks. Children benefit from fresh air and can exercise during frequent visits and outings to local attractions and natural spaces such as parks and beaches.

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

The childminder provides a welcoming home-from-home environment for the children, which means that children confidently and freely explore the premises. She establishes positive relationships with children. For example, she tickles children and maintains eye contact with them during nappy changes, to help make it a positive experience. Children enjoy her focused attention when she got down to their level during their games and joined in their imaginative play. This all supports their emotional well-being and makes them feel settled and secure in her care. The childminder consistently gives the children praise and encouragement using enthusiasm and clapping to acknowledge their achievements, which effectively promotes their self-esteem and boosts their confidence. She reminds children of the boundaries for behaviour and explains the reasons for them, to help them understand her expectations. For example, she reminds children not to throw

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

toys as they might damage items. These practices mean children manage their feelings well and their behaviour is good.

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

The childminder provides a suitable environment, which is well resourced. Children are encouraged to make independent choices in their play from resources stored at low-level. They benefit from regular outdoor play in the garden and on outings, with a good range of resources to support their physical skills. For example, they play in the garden on a slide and trampoline, which effectively supports their control and coordination as they exercise and breathe fresh air. The childminder does not always encourage older children to attempt small personal tasks for themselves, for example, putting on their shoes and at mealtimes. This means that children do not learn positive self-care and personal independence to build on the skills they will need for the next stages of their learning and development, and in preparation for school.

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

The childminder promotes children's health well. She helps children learn how to prevent the spread of cross-infection by explaining that hand washing is important 'so you do not get germs'. The childminder teaches children how to keep themselves safe. For example, they learn about road safety when on outings and young children receive reminders to climb down the stairs in a sitting position.

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provision

The childminder demonstrates an appropriate awareness of the Early Years Foundation Stage. She maintains relevant documentation to help underpin her practice and safeguard children. For example, she records accurate times of children's attendance, and obtains parents' consent to take children on outings and to take photographs. The childminder shares her policies with parents so they have the necessary information about her practices and procedures when caring for their children. She has an appropriate understanding of the possible signs and symptoms that would give cause for concern relating to child protection issues, and the procedures to follow in the event of such a concern. The childminder understands how to deal with children who may injure themselves, as she has attended relevant training and holds a current first-aid qualification. The childminder endeavours to keep children safe whilst in her care. She

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provision

conducts risk assessments of her home regularly and uses safety gates where necessary, for example, at the bottom of the stairs to restrict children's unsupervised access. The childminder is able to identify children's progress and some next steps in their learning. However, she does not ensure their experiences and opportunities for learning focus on what they need to achieve next so they receive consistent challenges.

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provision

The childminder appropriately monitors and evaluates her practices. She compares the activities and resources she provides and her educational programmes to give children opportunities to develop a range of skills. Parents share children's ongoing interests and home learning, to enable the childminder to plan activities that children will enjoy. She is able to identify key areas for her own development to improve the setting, such as reviewing systems to better organise her documentation.

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provision

The childminder has formed informal links with some early years settings children also attend, to obtain information regarding children's care routines, behaviour and health. However, she does not acquire ongoing learning and development information, such as their current next steps and planned activities, to help provide consistency in the support children receive for their care and learning. The childminder regularly shares information with parents about their children through daily verbal discussions, keeping them informed about their children's welfare and experiences. She also completes photographic learning records. This helps to keep parents informed of their child's activities. Parents state that the childminder develops a 'special bond' with children and that they are 'happy in her care, often dragging their heels' when they leave after their session.

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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 EY300706 Local authority Devon Inspection number 843753 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 15

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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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