Childminder in Hampshire

Inspection date

Previous inspection date 15/10/2014 19/11/2008

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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's warm, caring environment means children build strong relationships, successfully promoting their emotional health and well-being.  Children make good progress in their communication and language as the childminder's positive interaction and ongoing commentary builds on their language skills.  The childminder is consistent in her approach to behaviour management, which helps children learn boundaries and expectations and play together nicely.  Partnerships with parents and other early years providers are well established making a strong contribution to meeting children's needs, and sharing information about children's care, learning and development.

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It is not yet outstanding because

 The childminder does not always use the outdoor environment to its full potential to incorporate all areas of learning to enhance children's learning and development in all areas.  The childminder does not always encourage children to independently explore and express themselves during creative activities

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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 activities and interaction between the childminder and the children during play.

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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 looked at documents relating to Early Years Foundation Stage provided by the childminder, including children's progress records.

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Inspection activities

 The inspector looked at the systems used by the childminder to evaluate her provision and of parents' written views.

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Information about the setting

The childminder registered in 2007. She lives with her husband and two children in Ringwood, Hampshire. The whole of the home is registered for childminding including an enclosed garden for outside play. There is easy access to the ground floor with toilet facilities on the first floor. The childminder is registered on the Early Years register and on both the voluntary and compulsory parts of the Childcare Register. She currently has 12 children on roll, of these, five children are in the early years age range. The childminder takes children to and from local schools.

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

 make greater use of the garden to incorporate all areas of learning and support children's all-round development

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

 provide greater opportunities for young children to independently investigate and explore during creative play activities.

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who attend

Children are making good progress in their learning and development in relation to their starting points. The childminder works closely with parents to gain information about each child's routines, abilities and stages of development. This means she knows the children well and this enables her to tailor play and learning activities to meet their individual needs. She provides a wide range of stimulating play experiences that motivate children to get fully involved, keeping them occupied and interested. The childminder observes children during their play and completes ongoing assessments to monitor their progress accurately. She uses the information effectively to help identify any gaps in children's learning and to plan for the next steps in their learning. The childminder keeps parents informed about their child's progress through daily informal discussions and viewing their progress records. She continually communicates with parents about the children's

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who attend

achievements so they are fully involved in their child's learning. She will also offer suggestions on ways the parents can support children's learning at home, which promotes continuity in learning.

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who attend

The children are developing good skills for the future. Young children show increasing independence as they move around their environment and confidently explore the toys and resources around them. Books are easily accessible to children, which helps to encourage them to develop a love of books. The childminder makes effective use of props and puppets to engage the younger children in stories successfully. For example, during a story children giggled with excitement as they touched the furry puppet. Then later they put their hand in the puppet and pretended to tell a story. This promotes children's early literacy effectively. The childminder interacts positively with children to support their communication skills very well. She continually talks to them through their activities, describing what they are doing and modelling language to build on their vocabulary. As the children concentrated carefully to fix and build pieces of train track together the

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who attend

childminder skilfully extended their learning. She asked questions about which pieces fitted together and encouraged the children to test out their ideas. This develops children's problem-solving skills. The childminder praised children, 'Well done', as they completed their track, helping to raise children's confidence and self-esteem.

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who attend

Children have fun playing and exploring as they make decisions about what they want to play with. They are fascinated to discover the different dinosaur models in the bag. The childminder follows the children's interest and extends the activity. She teaches children about the different shapes, as she described how various dinosaurs are, 'Big', 'Small', 'Lumpy' and, 'Bumpy'. This promotes children's active learning as they begin to recognise objects according to their shape or size. The childminder successfully extended the activity by counting how many dinosaurs they have collected. This raises children's awareness of number. Children have regular opportunities to use their senses and explore a range of creative mediums and materials. However, during the planned painting activity the childminder had a tendency to take over the activity by drawing a tree and branches on the paper for children. This reduces opportunities for the young children to investigate,

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who attend

explore and be freely creative. The childminder takes children on frequent outings around the local environment, such as trips to the local library and parent and toddler groups. This develops the children's awareness of their local community and provides opportunities to socialise with other children.

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

Children benefit from the warm, welcoming environment provided by the childminder. They are happy and settled, and the childminder's warm and caring manner means that children build strong attachments. This promotes their emotional well-being effectively. She manages her time well to make sure that each child receives her individual attention. For example, she used puppets in the story to engage the differing ages of children successfully so all children are involved. She knows children well and recognised when younger children are ready for their morning sleep. She followed their individual sleep routines, which meant that the children settled quickly and with the minimum of fuss. The childminder encourages all children to feed themselves at meal times, which helps to develop their independence. In readiness for school, she teaches children social skills, such as how to dress themselves so they learn to put on their shoes and coats on. This

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

helps to build children's confidence in learning to do things for themselves.

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

The childminder checks the areas of her home children use daily and continues to monitor the play spaces to keep it free of any hazards. For example, she recognised when the toys scattered around are a potential hazard and encouraged children to help her tidy them away. Children cooperate well, and as a result, younger children can move around and explore their environment safely. She teaches children about risks in the home, such as explaining the importance to sit on their chair at the table properly, so they do not fall. This helps to develop children's understanding of how to keep themselves safe. The childminder follows clear procedures when taking children on outings. She makes sure that young children are strapped in a pushchair and always identifies the safest route to walk with the children. This helps to keep children safe when away from the childminder's home. The childminder's clear and consistent messages teach children about the

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

importance to share in their play. For example, as the children played with the train track she helped children learn to play cooperatively with others. She successfully distracted young children with toys to keep them interested, which helped to prevent any squabbles. Children's confidence and self-esteem increases through her ongoing encouragement and praise. The childminder promotes children's health well. She follows good hygiene routines, which teaches children good habits, such as washing their hands before eating so they learn the importance of keeping healthy.

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

Overall, the childminder organises her home well to enable children to access a broad range of stimulating toys and play equipment easily. Many of the toy boxes and resources are stored at child height, such as the box of books. This enables children to make independent choices about their activities. She displays pictures of the toys inside the box as a visual sign to make it easier for children to see the resources. Children have some access to the childminder's garden, and this alongside regular outings makes sure they get fresh air and exercise. However, the childminder does not make the most of her garden all-year round to enrich children's learning experiences and enjoyment. The childminder takes children to local parks and soft-play centre so they can use more challenging play equipment. This helps them to learn new skills and promotes the children's physical development.

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provision

The childminder has a good understanding of her responsibilities in meeting the Early Years Foundation Stage safeguarding and welfare requirements. She has developed policies and procedures to support her good practice, which she makes available to parents. This helps to inform them of her roles and responsibilities. The childminder has a clear understanding of child protection issues. She has a safeguarding policy in place, which she has updated to inform parents how she uses mobile phones and cameras in her setting. She knows what to do if she has any concerns about a child in her care. The childminder has a current first-aid qualification. All the required documentation is well maintained, accessible, and kept secure and confidential.

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provision

The childminder has a positive attitude to continually improving her childminding provision. She attends training to update her skills and identifies specific training that will help particular children in her care. She recently completed training on supporting children's communication and language and used the knowledge gained to promote children's communication and language successfully. Since the last inspection, the childminder has developed new systems to help her monitor children's progress. She uses the information effectively to support children's move onto the next stage in their learning. This includes implementing the required progress check for two-year-old children. Overall, the systems to evaluate her practice are effective in helping her improve the care she provides for children. However, she does not always make the most of the play activities to enhance children's learning experiences. The childminder sends questionnaires to

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provision

parents to gain their feedback. She welcomes parent's comments and she will discuss any issues that they raise, to help her improve her service.

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provision

The childminder has positive relationships with parents and other professionals. She links closely with parents and any other early years settings that children attend to regularly share details about children's individual needs and achievements. The use of her liaison record forms means there is a good exchange of information. This helps to enhance the continuity for children's learning and development. Parents receive information about the childminder's policies, procedures and business arrangements. This keeps them well informed of the childminder's practices. Parents comment positively on how the childminder is 'calm, relaxed and very approachable' and that she 'communicates well'. The childminder is clear of her role in working alongside parents in preparing children to take the next step in their learning.

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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 EY347176 Local authority Hampshire Inspection number 837849 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 12

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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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