Childminder in Plymouth

Inspection date

Previous inspection date 22/09/2014 16/06/2011

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early years provision

This inspection: 2 Previous inspection: 2 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

 The childminder has good partnerships with parents and other early years settings that children attend, which ensures continuity in children's care and learning.  The childminder provides good support to promote children's mathematical development.  The childminder has a positive approach to managing behaviour, which effectively supports children's personal, social and emotional development.  The play environment is stimulating and welcoming, and provides opportunities for children to engage in a wide range of activities.

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It is not yet outstanding because

 The childminder misses opportunities to help children become familiar with words and letters as they play. Therefore, she is not fully extending children's early literacy skills and understanding that print has meaning.

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

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Information about the setting

The childminder registered in 1989. She lives in a three-bedroom terraced house on the outskirts of Plymouth in the Eggbuckland area. She lives with her husband and pet dog. Minded children use the whole of the ground floor of the house and upstairs for sleeping and toileting only. There is an enclosed decking area suitable for outside play. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. There are currently three children on roll; of these, two are in the early years age range. The childminder receives funding for the provision of free early education for children aged three and four years. The house is within walking distance of schools, pre-schools and parks. The childminder visits local toddler groups, children's centres and local parks.

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

 extend children's literacy skills further through providing more opportunities to see and use words and letters around them.

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who attend

Children engage in purposeful activities and show interest as they busily move around the setting and remain occupied. They are motivated and play well. The childminder interacts successfully with children to support their learning. For example, she asks open questions such as those starting with why, to develop their thinking skills, and prompts conversations as children play. Children learn to take turns and count while playing games. They play for sustained periods at each activity and develop good concentration skills. The childminder encourages children to compare the different sizes of puzzle pieces. They begin to understand the value of numbers as they move counters around a board game after rolling dice. Consequently, children's mathematical skills are developing well. Children benefit from visits to local parks and attractions. They assess risks by deciding which pieces of equipment they can negotiate on their own and which they need support

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who attend

with. They often meet up with other childminders, which provides opportunities for children to develop their social skills. Children enjoy learning with the childminder. Overall, she effectively helps them prepare for school.

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who attend

The childminder is aware of children's interests and preferences, which she includes in her planning. Overall, she plans activities to promote all areas of children's learning and development and links these closely to their next steps. The childminder helps children to engage in appropriately challenging activities by prompting them to consider options that are more difficult, such as, puzzles with smaller pieces. Children confidently select resources showing good independence skills. However, not all resources are visible and the childminder does not often use labels with either pictures or words to indicate what is in the toy boxes. This means children are not always able to make their own spontaneous choices because they may not be aware of the full range available. It also relies on children having the verbal skills to ask for what they want rather than pointing to the picture on the label and helping themselves. Consequently, the childminder is not helping

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who attend

children to become aware that print has meaning by linking pictures and words on the label with the contents of the toy box. Therefore, the childminder is not fully promoting children's literacy skills.

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who attend

The childminder maintains a progress record for each child. She monitors and assesses children's progress with regular input from parents. Summaries of children's progress, including the progress checks for two-year-old children, show they are developing well. The childminder establishes children's starting points from information gathered from parents, during their initial settling-in sessions. She informs parents about children's activities, care routines and behaviour through daily dairies. This helps to keep parents involved in their child's overall experiences. The childminder also understands the importance of sharing relevant information with other settings that children attend and external agencies. Consequently, these arrangements enable the childminder to promote continuity of care and to complement children's learning well.

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

Children are happy and comfortable in the childminder's company. She joins in their games and enthusiastically makes suggestions of how to extend an activity. For example, after completing a themed board game, she suggests that they re-enact the linked story. The childminder has a calm, caring approach towards the children and offers them reassurance when needed. For instance, she makes positive comments during games to teach them the importance of joining in, rather than winning. The childminder helps children to understand how to look after the toys and the reasons why. For example, she reminded a child of the need to tidy away some puzzle pieces so that they do not become muddled with a second puzzle. Children learn about sharing and taking turns as they play because of the effective guidance they receive. Consequently, children behave well. The childminder enhances children's self-esteem through regular praise and encouragement.

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

She prepares children well for change, such as the move to pre-school and school. Children are developing independence through selecting and setting up activities.

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

Children are beginning to learn about healthy lifestyles. The childminder offers nutritious snacks and healthy drink options for the children. They understand the need to wash their hands at appropriate times and dry them on separate hand towels to prevent the spread of infection. Children exercise and enjoy fresh air when playing in the garden and during routine outings, such as to the park. The childminder has clear procedures to ensure children are safe when away from the setting. She reminds them about road safety and uses reins with younger children. Children learn to navigate the stairs safely because the childminder teaches them well. For example, she reminds children to make sure they have put their clothes on correctly before using the stairs. Children confidently explain this is so they do not fall. Consequently, children learn to assess risks in the environment. The childminder regularly practises fire drills with the children to help them learn how to

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

evacuate the setting quickly and safely.

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provision

The childminder has a good knowledge and understanding of the safeguarding and welfare requirements. She maintains all the required documentation that helps support children's safety and welfare. The childminder has a good range of policies, which she regularly reviews and makes available to parents. This keeps them well informed of appropriate procedures relating to children's care and learning. The childminder has completed safeguarding training. As a result, she has a secure knowledge of safeguarding matters. This enables her to identify possible signs and symptoms that may give cause for concern and understand how to refer these to the relevant professionals. The childminder maintains a secure home and makes sure that other adults do not have unsupervised access to children. She carries out risk assessments to identify any hazards and takes effective action to minimise these in order to promote children's safety. For example, stair

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provision

gates prevent children from accessing the stairs unsupervised. The childminder has attended appropriate first-aid training. Consequently, she knows how to respond if a child has an accident and how to administer first aid.

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provision

Positive partnerships with other settings, external agencies and parents ensure consistent approaches and complementary learning opportunities that support all children. Parents state that they are happy with the care provided and that their children often do not want to leave at the end of the day.

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provision

The childminder effectively reviews and evaluates her childcare practice and the educational programme. She makes good use of her assessments to identify whether children enjoy their experiences and achieve well because of being in her care. The childminder actively seeks the views of parents through questionnaires. Additionally she completes further training, such as baby signing and promoting positive behaviour, to enhance her knowledge and practice. This demonstrates a strong commitment to continuous development.

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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 117447 Local authority Plymouth Inspection number 987119 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 3

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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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