Childminder in Devon

Inspection date

Previous inspection date 06/10/2014 20/10/2009

p.1

early years provision

This inspection: 2 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 2

p.1

This provision is good

 The childminder is skilled at interacting with the children and as a result, they are sociable and develop good communication and language skills.  The childminder challenges children's learning through a stimulating environment and activities that engage and encourage their explorations.  The childminder develops positive partnerships with parents and other settings children attend. This helps him meet children's needs and promote continuity in their learning.  Children are motivated learners who achieve well because teaching is good.

p.1

It is not yet outstanding because

 The childminder does not routinely link sounds to letters to further support older children's developing literacy skills.

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 activities in the playroom and spoke with the childminder at appropriate times throughout the visit.

p.2

Inspection activities

 The inspector looked at assessment records, planning documents and a sample of documentation relating to children's welfare.  The inspector checked evidence of suitability and qualifications.  The inspector took account of parents' feedback and the provider's self-evaluation.

p.2

Information about the setting

The childminder registered in 2009. He lives with his wife, who is also registered as a childminder at the same address. They live with their four children in Exmouth, Devon. The childminder uses the whole of the ground floor for childminding and there is a fully enclosed garden for outside play. The family has a dog and a cat. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. There are currently 12 children on roll, eight of whom are in the early years age range. The childminder delivers and collects children from the local schools.

p.3

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

 increase opportunities for pre-school children to hear letter sounds to further support their understanding and development of literacy.

p.3

who attend

The quality of teaching is strong and this results in children making good progress in their learning and development. An effective tracking system monitors children's progress well, through meaningful observations, photographs and examples of their work. The childminder effectively links this information to the seven areas of learning and demonstrates a good knowledge of these areas within the planning. For example, individual learning goals identify the children's next steps well. The childminder values parents' contributions, which ensures they are fully involved in their children's learning. The childminder has a good knowledge and awareness of the required progress check for two-year-old children. His planning effectively takes account of children's interests and positively contributes to children acquiring the skills they need in preparation for school. Parents engage well in children's learning as they use 'talk and share' sheets to prompt

p.3

who attend

discussions about children's experiences at home. As a result, parents are actively involved in children's learning.

p.3

who attend

Children become active learners as they explore using their senses well and use the natural resources they collect outside. The childminder showed children how to make leaf rubbings and then children experimented for themselves. They copied and made patterns demonstrating good concentration. They shared their knowledge and awareness of colours while using the crayons and pencils well. Children enjoyed the childminder's humour when he used different voices during the story. As a result, the children eagerly chose more books, enjoyed the stories and listened well. Children confidently respond to open questions and use language well while being challenged. For example, the childminder deliberately misses words while telling the story to encourage children's thinking and to recall the rhyming words. The childminder takes the lead from the children recognising when they lose interest in an activity. Consequently, he successfully encourages children's

p.3

who attend

engagement in activities and enthusiasm for learning. Children show good skill and coordination. For instance, they stack and build with the small bricks and spontaneously engage in counting activities because they are encouraged by the childminder. This supports their good awareness of mathematical numbers. Children are confident learners and explore and concentrate well, therefore, they are eager to express and share their building achievements. For example, a child exclaims, 'I have done a castle'.

p.4

who attend

Children are sociable and engage well with the other children as they play games together. Children match and recognise colours and shapes appropriately for their age. However, the childminder occasionally misses opportunities to extend children's literacy skills fully. For example, the childminder writes children's names and encourages them to copy. However, he does not extend this further by linking letter sounds to their name.

p.4

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

The childminder works closely with his co-childminder and they communicate well with one another. Consequently, there is a continuous flow of information between the co- childminders and parents regarding the identification of and meeting children's individual needs. This starts with an 'all about me' form to gather information from parents and an effective settling-in process tailored to the children's individual needs. The children are happy and the childminder's good relationship with them supports their emotional well- being. The effective organisation of the play areas and broad range of toys enables children to make choices. This promotes their free movement between table-top and floor activities.

p.4

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

The childminder demonstrates a sensitive, thoughtful approach to managing children's behaviour and is a good role model. This results in children's positive responses to sharing, taking turns and receiving rewards, such as 'the star of the week'. Therefore, children have high self-esteem, are polite, responsive and persevere at the activities with clear encouragement and support. As a result, children are well prepared for the next step in their learning and the move to school.

p.4

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

Children develop a good awareness of a healthy life style. The childminder is vigilant in promoting children's health, safety and well-being. As a result, he meets children's needs well as he acts as a good role model. For example, he frequently used hygiene gel to clean his hands and encouraged children to independently wash and dry their hands. Consequently, children learn about positive routines to minimise the risk of infection and the spread of germs. Children enjoy nutritious snacks, such as a variety of fruit, and have access to regular drinks. Children regularly experience fresh air and exercise because there is a clear focus on physical development. Consequently, children demonstrate good coordination and control. For example, they engage in moving their body to music and move around confidently inside. Children develop a good awareness of safety procedures as these regularly feature in the daily routine. For example, the childminder uses books to

p.4

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

reinforce awareness of potential hazards, such as fire and road safety. This means children are aware of the rules and potential hazards before going on a trip or for a walk.

p.5

provision

The childminder meets the requirements of the Early Years Foundation Stage well. He demonstrates a clear knowledge of his responsibilities to help children learn and develop. Consequently, children make good progress towards the early learning goals through a wide range of stimulating experiences. The welcoming, environment challenges the children's learning because the childminder provides a good variety of experiences. The childminder demonstratives an effective understanding of safeguarding issues. He has clear safeguarding procedures and a good awareness of how to safeguard children if he has a concern about their welfare. The childminder ensures that he uses policies, procedures and other documentation successfully to support him in promoting children's health and welfare. For example, the childminder effectively records the attendance of children and visitors. He demonstrates that adults who work with the children have

p.5

provision

The childminder's self-evaluation process is reflective and used well. It identifies the continuous progress made since the last inspection. The childminder reviewed the assessment processes and implemented a new system to monitor children's progress. He plans flexible themes around children's interests. This review of practice has helped to improve arrangements for working with his co-childminder, communication and meeting children's individual needs. The childminder's robust risk assessment of the environment and outings has led to improved safety procedures. The childminder develops his practice well by attending training to refresh and update his knowledge. Consequently, this positively contributes to keeping children safe and promoting their learning effectively.

p.5

provision

The childminder's relationships with parents are strong. Parents comment positively about the stimulating environment and resources, and how their children progress well, particularly with their social interactions. The childminder communicates well with parents and successfully involves them in all aspects of children's care and learning. Effective links are built with the school and other early years settings children attend. This enables them to work together to promote continuity in children's learning.

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.5

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.6

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.6

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.7

Setting details

Unique reference number EY391161 Local authority Devon Inspection number 815967 Type of provision Childminder Registration category Childminder Age range of children 1 - 8 Total number of places 6 Number of children on roll 12

p.7

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.7

Type of provision

For the purposes of this inspection the following definitions apply:

p.7

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.7

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.7

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.8

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.8

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.9

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.9