Nicholls, Victoria May

Inspection date

Previous inspection date 02/10/2014 27/04/2010

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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

 The childminder continually communicates and interacts with children during all play and daily routines and this enables children to make sound progress in their speech and language development.  The childminder positively follows hygienic daily routines and clearly encourages children to learn about the importance of maintaining a healthy lifestyle.  The childminder has made steady progress in developing organised systems to manage her childcare provision and this shows her clear focus on making improvements.

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It is not yet good because

 The childminder has not fully recognised all hazards during outdoor play and this compromises children's safety during physical activities.  The childminder is not consistently measuring all children's progress according to their age, and this results in less challenge for some children during planned and routine activities.  The childminder has introduced some basic systems for sharing information with parents; however, she does not successfully encourage all parents to contribute regularly, to promote children's learning further both in the setting and at home.

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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 viewed all areas of the premises used by children.  The inspector spoke with the childminder and the children present.  The inspector observed activities and daily routines.  The inspector viewed a range of documentation.

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Information about the setting

The childminder registered in 2003. She uses her mother's home to care for children in a residential area of Southsea in Hampshire. The childminder's mother and adult sister live in the house. Children play on the ground floor only and use the bathroom on the first floor. The ground floor has a hall, sitting room and dining room with access to an enclosed rear garden. There are six cats living on the premises. The childminder is registered on the Early Years Register and on both the voluntary and compulsory parts of the Childcare Register. The childminder takes and collects children from school and attends a local toddler group on a regular basis. The childminder has fifteen children on roll, of these four children are in the early years age range. The childminder cares for some children in the school holidays only.

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must:

 ensure children are protected from the low rose thorns when using physical play apparatus in the garden to maintain their safety

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must:

 develop and strengthen the systems for assessing all children's progress so that planned and spontaneous activities challenge and stimulate all children attending.

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

 develop further systems to encourage all parents to contribute to their children's ongoing learning, and use this information to further support children's next planned steps in development.

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who attend

The childminder has a sound knowledge and understanding of how to engage with children and encourage their speech and language development. She speaks clearly and this promotes younger children's understanding of pronunciation and helps them to learn new words. The childminder follows children's interests during imaginary role play and she uses questioning well to introduce ideas and involve children. For example, the childminder helped children to carry out care routines when they pretended to change the nappies on the dolls. Children learned to use wipes and put these in the bin afterwards. Children also show they understand how to create pretend play situations. For example, they talked about the different play food and named items for the tea party. The childminder used this idea to introduce counting and she talked about size and shape to increase children's early mathematical understanding. Most play is child led and the

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who attend

childminder uses dialogue to increase children's understanding. She explains all actions and daily routines to develop children's knowledge and awareness. In this way, the childminder is suitably extending most children's learning, although at times there is less challenge and stimulation for older children attending.

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who attend

The records of children's learning and development provide some clear evidence of various activities and learning opportunities for children. The childminder includes outings to local places and these enable children to learn about their environment and begin to understand the world around them. The childminder has completed the required progress check for two-year-old children and shared the written summary with parents. This shows the childminder has a suitable understanding of children's early learning. She has included ideas for children's next steps in development and shared these with parents. However, the childminder is not measuring all children's progress thoroughly and appropriately for their age and stage of development. Consequently, the next planned steps for learning do not fully include challenge for older children and this is evident during activities and daily routines.

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who attend

The childminder has included initial systems to share information with parents and this supports the childminder's knowledge of children's starting points in development. This also increases the childminder's understanding of children and families. However, she does not encourage all parents to contribute regularly to their children's learning or to share information from home about children's progress to strengthen areas of learning. The childminder gains information from parents to enable her to learn about plans for children attending school. She liaises with parents regarding visits and uses daily opportunities to encourage children's awareness of moving on their learning.

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

The childminder has developed clear levels of knowledge about the individual children in her care. She has an understanding of children's characteristics and preferences and she is building this level of knowledge with children who have recently started to attend. The childminder uses information from parents to encourage children to settle and she follows regular daily routines to ensure children learn the boundaries. This suitably enables children to feel valued and in this way, they gain a sense of belonging. The childminder encourages children to think about feelings and to recognise expressions and understand how certain behaviour makes others feel. In this way, children learn about differences and of how to behave positively towards one another. The childminder appropriately encourages children to build relationships and strengthen their social and emotional development.

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

The childminder follows organised daily routines that appropriately encourage children to learn to manage their own personal care. Children show they understand about hand- washing routines and they are readily able to manage by themselves. This promotes children's awareness of maintaining their own hygiene and cleanliness. Children walk regularly in the local area and the childminder uses outings to encourage wider opportunities for physical exercise. The childminder supervises all outdoor play; however, she has not recognised all hazards when positioning larger play apparatus and this means the environment is not fully safe for children to move freely. Children learn about road safety when they walk in the community and the childminder encourages them to take part by recognising the colours of pedestrian crossing. Children also learn how to respond during fire drills and they follow the childminder's planned routines. This encourages

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

children of all ages to increase their awareness of safety. The childminder uses the available resources to widen children's all-round learning and she continually offers explanation and dialogue to enhance children's understanding.

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provision

The childminder is steadily promoting most children's progress across the areas of learning. She has developed systems to monitor children's progress, although she has not used her observations to plan to meet all children's learning needs. This results in mostly child-led play, which does not fully challenge and stimulate the learning needs of older children attending.

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provision

The childminder has made sound progress in developing organised systems to manage her childcare provision and this shows her clear focus on making improvements. She fully understands her responsibility for safeguarding children and for ensuring the suitability of adults within the home. She has full policies and procedures and these clearly state the procedures for referring any concerns. The childminder also has a clear complaints procedure and she knows the requirements for responding and recording all details. The childminder keeps all required records, for children's attendance, for accidents and medication administered. She has written permission in place from parents to meet the requirements and children's individual needs. However, the childminder has not fully followed the previous recommendation for recognising potential risks and hazards to children. Consequently, she has not fully maintained a safe environment.

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provision

The childminder mostly liaises with parents through daily verbal dialogue and she includes relevant information about children's progress at times. She has some regular links with other carers and also uses shared information to strengthen her evidence of children's progress.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are

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actions)

The requirements for the voluntary part of the Childcare Register are

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To meet the requirements of the Childcare Register the provider must:

 ensure all necessary measures are in place to minimise any risks to the safety of children (compulsory part of the Childcare Register).  ensure all necessary measures are in place to minimise any risks to the safety of children (voluntary part of the Childcare Register).

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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 EY263162 Local authority Portsmouth Inspection number 814574 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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