Childminder in Gloucestershire

Inspection date

Previous inspection date 08/10/2014 15/02/2011

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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

 Children develop strong bonds with the childminder and as a result, they are happy, content and comfortable in their surroundings.  The childminder provides a welcoming and stimulating home environment which provides a good range of play experiences that reflect children's age, ability and individual interests. Therefore, children engage well in their learning, concentrate and persist at activities.  The childminder makes effective use of the local environment to extend children's learning experiences.

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It is not yet good because

 Self-evaluation is not fully developed in order to identify weaknesses in the delivery of learning and development requirements or to identify training needs to improve outcomes for children and the childminder's continued professional development.  Assessment systems to monitor children's development and for planning children's next steps in learning are still developing, but are not used effectively to plan challenging activities that help children make the best possible progress.

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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 observed the childminder interacting with the child she was caring for.

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Inspection activities

 The inspector spoke with the childminder at appropriate times throughout the inspection.

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Inspection activities

 The inspector sampled children's records, planning and written policies and procedures.  The inspector checked evidence of suitability and the childminder's qualifications.  The inspector viewed the areas of the premises used for childminding.

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Information about the setting

The childminder was registered in 2003. She lives with her husband and two children in Abbeymead, Gloucester. The ground floor of the property is registered for childminding. There is a fully enclosed back garden for outside play. The childminder is registered on the Early Years Register and on the voluntary and compulsory parts of the Childcare Register. Care is provided on a full or part-time basis each weekday. She currently has nine children on roll on a part-time basis, two of whom are in the early years age group.

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must:

 plan activities which focus on children's individual needs, interests and stages of development to ensure they are appropriately supported and challenged; work more closely with parents to achieve this by encouraging them to contribute to the observation, assessment and planning process.

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

 improve self-evaluation by reflecting on practice and identifying areas for development that will bring about continuous improvement to the provision of all children.

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

 Assessment systems to monitor children's development and for planning children's next steps in learning are still developing, but are not used effectively to plan challenging activities that help children make the best possible progress.

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who attend

The childminder has a sound understanding of how children learn and develop. She observes things that children do and uses this information to plan for their next steps in learning, with some consultation with parents. However, she misses opportunities in the assessment of her observations to plan challenging activities that reflect individual children's developmental needs. At times, assessments do not provide a true reflection of children's abilities. This means that the childminder does not always plan or provide activities that are fully targeted at supporting children's next steps in learning to help them make the best possible progress. The childminder talks in detail with parents before she starts to care for their children. This helps her to find out how to settle them and what they do at home. This gives consistency of learning between the childminder and home and helps the children's needs

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who attend

to be understood. The childminder communicates regularly and openly with parents and she routinely shares children's information about their day with them. This keeps parents informed and invites them to contribute to their children's progress. However, the childminder does not always encourage parents to contribute further to their child's next planned developmental step to ensure a consistent approach between the home and setting.

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who attend

The childminder interacts well with children by asking them questions and showing them what to do during activities. This helps to improve the children's knowledge and progress. Children enjoy activities such as play dough which help them to develop physically and creatively by rolling and shaping the dough. The childminder sat at the children's level and talked with them and encouraged them to name actions. She talked about 'Rolling' and 'Stirring', and making the dough 'Flat'. The childminder talks consistently to the children while they play, asks questions, listens and responds to their comments. This supports the development of children's vocabulary and understanding.

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who attend

Children are encouraged to draw and make marks. This helps the development of their early writing skills. The childminder develops children's interest in words and reading by looking at books with them. This encourages children to learn about print and illustrations in books and to link written words and their meaning. The childminder encourages children to recognise colour and shapes during their play. For example, the childminder extended children's mathematical knowledge by encouraging them to count dough balls and name printed shapes during a craft activity. The childminder provides opportunities for children to play regularly outdoors and makes regular use of the garden. The childminder plans for children to use a range of large and small equipment, including balls, sit and ride toys, and a slide. She provides opportunities for gardening to develop their understanding of the world. Children enjoy outside play during regular trips to the local

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who attend

park and at a local children's centre. These visits enable children to develop their physical skills in large spaces, and learn to play with others to support their social skills. All these activities help prepare children suitably for the next stage in their learning.

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

Children are happy and content in the childminder's welcoming home. The childminder is a good role model and is kind, patient and calm in her manner. Children benefit from positive interactions as she shows kindness and respect to children, giving them choices and waiting for them to make decisions. The childminder has a thorough knowledge of each child's background and individual needs and follows the child's home routine to ensure consistency of care. As a result, they quickly build secure attachments and trusting relationships with the childminder. This also gives children the confidence to independently explore their environment and, therefore, extend their own learning. The childminder has carefully organised the learning environment so that children can freely access toys and resources that interest them. There are a number of resources stored in low boxes so children can easily see what is in them and select what they want for

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

themselves. This allows children to dictate their own play. Resources are rotated regularly to give children variety. This promotes independence and gives children a sense of belonging.

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

Children are confident and well behaved. The childminder reinforces and encourages good behaviour through the effective use of praise and encouragement. This ensures that children are fully aware of the boundaries and helps them develop their own self-control. For example, when children chose not to help tidy up she gently reminded them they may trip over them and praised them for helping to put the toys away. This means that children's personal, social and emotional development is effectively promoted.

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

The childminder supports children well in developing a good awareness of safety. They take part in regular road safety awareness. This practice develops children's understanding of how to take care of themselves when they are out for walks. Children are developing a healthy attitude to life. They have daily opportunities to enjoy regular fresh air and physical exercise. They eat freshly prepared, nutritious meals from home and healthy snacks that the childminder prepares. The childminder is aware of children's dietary needs through discussions with parents. Children are developing an understanding of hygiene as the childminder encourages children to wash their hands before they eat and when they have been playing outdoors or using the bathroom. This reduces children's risks of cross infection. Children's physical development is fostered well. On a weekly basis they visit a good range of local parks, community spaces and the local children's centre.

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

This helps children to benefit from regular fresh air and exercise, and develop their social skills ready for their move to school.

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provision

The childminder has a clear understanding of her responsibilities for safeguarding and ensuring children's welfare. She is aware of the process that she would follow if she had concerns about any children in her care. The childminder has attended recent safeguarding training and has an acceptable range of policies and procedures in place to support her practice. She regularly risk assesses the inside and outdoor environments, to make sure that accidents in her home are minimised and to keep children safe in the garden or on outings. First-aid equipment is kept up to date and a travel first-aid kit is carried with her when she goes out. Children cannot leave the premises unattended and they are unable to touch hazardous substances or dangerous equipment.

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provision

The childminder is proactive in continuing her professional development and, since her last inspection, has attended several courses to increase her knowledge of how young children learn. This ensures that she has a sound understanding of the learning and development requirements. However, assessment systems to support children's future learning are not yet securely in place. The local advisory team regularly visits the setting to provide additional guidance for good practice. However, self-evaluation is not robust to identify the weaknesses in the delivery of the educational programmes. Therefore, areas for future development do not focus specifically on improving the educational programmes or the quality of observation, assessment and planning for individual children.

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provision

The childminder is aware of the benefits of sharing information with others. She has well- established links with her parents, local schools, playgroups and other providers. She shares information with the schools that older children attend appropriately. For example, she passes on information to parents when required from school. Parents are given relevant information about the childminder's service when she starts caring for the children. She shares detailed verbal information about their children at collection time. There is a notice board with information about registration, insurance and child development. However, parents are not fully involved in sharing observations, assessments and plans for the next steps of their children's learning and development. This means that the childminder does not have all possible information to fully support children's learning. Activities that she plans do not always encourage children to make the

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provision

Parents express in questionnaires how happy they are with the care and support that their children receive. The childminder has strong bonds with the families of the children she cares for and they continue to use her service over many years. Therefore, children she cares for feel safe and secure and families feel very supported.

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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 EY256758 Local authority Gloucestershire Inspection number 843503 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 0 Number of children on roll 9

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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

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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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