Childminder in North Somerset

Inspection date

Previous inspection date 14/10/2014 15/01/2009

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early years provision

This inspection: 1 Previous inspection: 1 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 1 The effectiveness of the leadership and management of the early years provision 1

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This provision is outstanding

 Children are extremely well prepared for their start with the childminder through her highly effective partnerships with parents. Children are emotionally ready for their transfer to other settings. They gain an excellent range of valuable skills ready for the move to school.  The childminder is an outstanding role model for children and extremely nurturing. Children's behaviour is excellent, and they are exceptionally happy in her care.  The childminder plans highly stimulating learning environments that provide children with challenge, and excite them, so they want to learn.  The childminder is inspirational in her role. She works tirelessly to improve outcomes for children, and to safeguard their well-being.  Observation, planning and assessment arrangements are extensive, enabling children to make excellent progress in their learning and development. The programme for early mathematics is extremely strong.

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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 used by the children.

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Inspection activities

 The inspector observed interactions, play and learning opportunities for the children indoors and outdoors, and sampled documentation records.  The inspector carried out a joint observation with the childminder.  The inspector spoke with the childminder at appropriate times during the inspection.  The inspector took account of parents' views through documentation and discussion.

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Information about the setting

The childminder registered in 2003. She lives with her husband and two children in a quiet residential area in Flax Bourton near Bristol. Children have access to all areas of the home except for the master bedroom. There is an enclosed rear garden, and a grassed area to the front of the property for outdoor play. The childminder escorts children to and from the local primary school. The childminder is registered on the Early Years Register, and both parts of the Childcare Register. She currently has 15 children on roll, of whom eight are in the early years age range. The childminder holds a relevant qualification at level 3.

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

 foster even greater development of working with other early years settings that children attend to further aid children's transfers.

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who attend

There is an exceptionally high focus on developing children's mathematical skills for their next stages in learning. The childminder skilfully teaches children new skills, such as counting daffodil bulbs when planting in the garden. Children happily engage in the activity and are confident to have a go independently. The childminder routinely praises and recaps on children's achievements. She consistently supports their understanding of other mathematical ideas such as weight, position and size through active involvement in engaging practical activities that are meaningful to them. Children make decisions in their learning. For example, when children find numbers that they recognise they use the number display independently, and recount other more difficult numbers that they have been taught. This shows the very high expectations that the childminder has of children. The childminder clearly explains mathematical concepts to children by providing the words

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who attend

to match their actions, such as using the word 'under' when they hide bugs underneath piles of leaves, so that they can learn new vocabulary.

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who attend

There is excellent support for children with additional needs. Parents value the ongoing advice and guidance they receive from the childminder to help their children. The individual attention children receive is exceptional. Highly positive teaching ensures that children are consistently involved in imaginative experiences where they play and learn together. The childminder has exceptional knowledge of children's individual needs and plans stimulating experiences, which children thoroughly enjoy. For example, the childminder uses routines, such as snack time, exceptionally well to focus children's attention. Children imitate the childminder's actions and follow her instructions carefully to take turns during group stories. The childminder provides excellent, ongoing commentary so that her words match the children's actions as they repeat activities, thereby building children's vocabularies.

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who attend

The childminder plans exciting experiences that appeal to children; consequently, children are eager to participate and involved in their learning. For example, children thoroughly enjoy running cars down a drainpipe exploring the different ways these move. Children solve problems very well, such as by repeating actions until they understand that when they stop leaning on the drainpipe and it remains balanced it will affect how well the car runs down the drainpipe. Children's active learning, through having a go, thinking and experimenting, aids rapid progress. It means children gain the necessary attitudes to learning ready for their eventual move to school.

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who attend

There are very good opportunities for children to play and learn together to help them in their next stage in learning. For example, children sit together to participate in a story time. The childminder helps children gain confidence to join in with familiar parts of the story. She focuses their attention exceptionally well by using a range of teaching strategies, such as making a variety of sounds, being highly enthusiastic and using lively facial expressions. This very high quality teaching helps children love stories and books, which is valuable for their eventual school life.

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who attend

The childminder seizes teaching opportunities during routine daily activities, such as mealtimes. For example, she encourages children to make frequent choices including choosing whether they would like mango, or strawberry yogurt. The childminder then adds challenge by encouraging them to identify for themselves, which is the mango yogurt by looking for the correct initial letter. This activity motivates children because it is meaningful to them, as it develops their early reading skills.

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who attend

There are highly impressive arrangements to assess children's progress. Parents are involved from the onset during settling-in visits, where they share key information about their children, such as their interests and routines. Parents engage wholeheartedly in contributing to children's learning and there is specific targeted support through the early identification of children's needs. The childminder skilfully records her observations of children's engagement in activities and uses this information effectively to plan stimulating activities. The childminder has a comprehensive knowledge of the children's next stages in learning and actively plans to support children's development.

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

The settling-in system is very well established and used effectively to ensure children are happy and settled. For example, the childminder visits children at home with parents, so that parents share key information about their children for the childminder to use in early planning of stimulating experiences. These visits engage parents in their children's learning right from the start. Along with the settling-in visits at the childminder's home, these give children a confident start, and they quickly form strong attachments with the childminder. This means children are ready to explore their new environment and all if offers.

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

There are strong links with the staff in other early years settings that children attend to enable a seamless move for the children to their new setting. The childminder shares information with staff in the other settings. She visits with the children, for example, by attending special assemblies, if parents are unable to go. Children are well prepared emotionally for their eventual move to the next stage of learning. However, the childminder recognises that there remains room for further improvement in these partnerships, such as developing closer links with the pre-school to which some children go.

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

Children's behaviour is excellent. The childminder is very respectful of children's chosen play. She gives them time to play alone and explore their own ideas, knowing when it is a good time to get involved in their play. The childminder praises children for their achievements saying, 'Well done I am very proud of you', which builds their self-esteem. The childminder manages children's behaviour calmly and consistently through positive approaches. She keeps them busy with interesting things that they want to do, so their behaviour is excellent.

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

The play environments in the home suit all children's needs. These are exceptionally well organised to encourage children to make decisions for themselves. Children have a designated welcoming playroom with vibrant displays. This room gives children a real sense of belonging, such as when they see their names displayed. Children use an excellent range of high-quality toys and resources, which challenge their development successfully. The childminder provides children with numerous opportunities to go outside and be active in an exceptionally well-equipped outdoor environment. This includes regular outings to places of interest, such as a museum, which expands children's horizons and helps them learn how to keep themselves safe when outside.

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

The childminder promotes healthy living exceptionally well. Children have excellent opportunities to explore the natural environment. They play outside in the rain so they experience different weather, and learn the effect that rain has on things. Children enjoy healthy and nutritious snacks and meals. The childminder makes mealtimes sociable occasions because the childminder and children sit and chat together. Children are confident to ask for help if needed. The childminder teaches children to understand how to use cutlery safely. Children learn when to wash their hands, including after playing in the garden, owing to the childminder's emphasis on high standards of hygiene.

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provision

The childminder has a comprehensive understanding of her responsibility to ensure that she implements all requirements of the Early Years Foundation Stage successfully. The childminder is exceptionally committed to her professional development. She attends well- chosen, beneficial training to enable her to maintain outstanding teaching and care practice. There are comprehensive arrangements to safeguard children. The home is thoroughly risk assessed. The childminder takes every opportunity to improve its safety and security, so children play in safety. Partnerships with key agencies are positive, and enable the effective sharing of information to support the children and families in her care consistently. The childminder records any communication between parents, the other settings children attend, or any other agencies involved with the family. Such liaison is exceptionally well monitored to ensure children receive effective support. The childminder

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provision

has an excellent understanding of her responsibility to take prompt action should she have a concern about a child, because she undertakes regular training to keep up-to-date.

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provision

The childminder is inspirational. She is an excellent role model to children. The childminder is highly focused on maintaining high-quality care, learning and development for children. She has an excellent understanding of evaluating and monitoring her service to drive improvement. The childminder frequently checks children's learning to ensure that the system for observing, planning and assessment is consistently robust. Children make outstanding progress in their learning and development because of her meticulous approach.

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provision

The childminder has established highly effective partnerships with parents. Parents are warmly welcomed into her home and are involved in their children's learning. Parents speak to the childminder daily and the childminder consults with parents regularly on children's next stages for learning. The childminder provides parents with comprehensive information about her service, including her policies and procedures, which underpin her excellent practice. Parents make positive comments about the childminder. They are very impressed with new and innovative things the childminder comes up with to do with the children, which they report keeps their children excited and interested. They comment that they feel 'lucky to have her' as their childminder. Parents comment on the, 'fantastic outings', that children experience, such as trips to the zoo, museum and train rides, in particular. They value the home visits and individual support their children receive, such as

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provision

the time taken to attend events at their other settings.

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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 EY271140 Local authority North Somerset Inspection number 826697 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 8

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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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