Childminder in Devon

Inspection date

Previous inspection date 22/10/2014 25/08/2009

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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

 Children develop good communication and language skills due to the range of positive teaching strategies used by the childminder.  The childminder helps children to learn about numbers, counting, size and measurement, as she brings mathematical language into their everyday play.  The childminder positively role models respect and encourages children to use good manners. Consequently, children behave well.  Children feel secure and develop self-esteem as the childminder effectively praises their efforts and achievements.

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It is not yet outstanding because

 Although the childminder effectively promotes children's interest in books, she does not make consistent use of signs, pictures and labels to develop children's literacy skills further.  The childminder does not implement consistent systems to gain parents' contributions regarding their children's learning and their feedback on her provision, in order to provide complementary learning experiences and improve her practice further.

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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 children's play indoors and outdoors.  The inspector held discussions with the childminder.  The inspector took into account the views of parents.  The inspector examined a range of documents.

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Information about the setting

The childminder registered in 2003. She lives with her husband and two children aged 15 and 17 years in the rural hamlet of Craddock, Devon. All of the childminder's home is available to children, although childminding mostly takes place in the designated playroom, with its adjoining toilet facilities. There is a large, fully enclosed garden for outside play. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. There are currently 16 children on roll; of these, five are within the early years age range. The childminder holds a level 3 qualification in early years.

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

 extend the literacy programme further by teaching children the significance of print, through exposing them to meaningful words in their everyday experiences

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

 enhance partnerships with parents through regular systems to encourage them to contribute towards their children's learning and provide feedback to help identify and address areas for improvement.

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who attend

Children show interest and motivation as they busily move around and remain occupied. This means that they are constructive and play well. The childminder implements a good range of teaching strategies to support children's communication and language. She interacts with children during their play to support their learning. For example, she asks questions and makes suggestions to extend their activities further. The childminder extends and models the correct pronunciation of their simple sentences and develops their vocabulary by introducing new words. She uses effective open questioning to develop children's thinking skills, such as 'can you remember what the builders did?' This all means that children are becoming confident communicators.

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who attend

Children enjoy listening to stories and participate when the childminder pauses at the end of sentences to enable them to join in with familiar words. She encourages children to look carefully at illustrations, to engage them in the activity and provide opportunities to practise speaking. Children explore the marks they make in the mud kitchen and when the childminder supports them with leaf rubbing. This effectively supports their literacy development. The childminder uses a few labels on resources, which are stored in cupboards, to help children identify some of the resources available to them. However, signs and labels are not widely used to further promote children's literacy skills. Children become familiar with number names and their value as the childminder prompts them to use them in play. For instance, she asks children how much role-play food items cost and how much they weigh. This means that children become confident in using mathematical

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who attend

language in everyday activities. Children learn about growth and the care required to nurture living things as they plant apple pips and predict what will happen. Regular outings to the museum, parks and local library also help children to learn about the world around them. Older children demonstrate good physical skills when they competently pick up play items using a pair of tongs. This all effectively helps children to be ready for school.

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who attend

The childminder plans activities that promote all areas of children's learning and development. She is flexible in her provision and makes amendments to suit the needs of the children. For example, she considers the weather conditions and activities available in the local area when planning activities. The childminder maintains a development folder for each child, in which she monitors and assesses their progress and shares this with parents. This keeps them informed of their children's experiences and learning. However, systems do not encourage a fully effective two-way flow of information from parents regarding children's learning at home. The childminder has provided parents with 'wow stickers' to contribute towards their children's learning but these have not been effective. Consequently, she misses opportunities to provide complementary learning opportunities to extend children's learning further. Appropriate arrangements are in place to complete

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who attend

progress checks for children aged two years. Summaries of children's progress show they are developing well. The childminder shares relevant information with others, such as key staff in different settings that children attend. This enables her to promote continuity of care and to provide some complementary experiences.

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

The childminder is skilled and sensitive in helping children form secure emotional attachments, and provides a strong base for supporting them to explore the environment independently. She joins in with children's play and follows their ideas. Her interest in children's play makes them feel valued and gives them confidence to make suggestions. For example, children show an interest in the food items available in the role-play shop, so the childminder volunteers to assume the role of shopkeeper. Once children have purchased their chosen items, they suggest that they have a picnic. Consequently, children learn to value each other's ideas and play well alongside one another. The childminder sits on the floor with children as they play, to enable a good level of eye contact. This supports children to learn appropriate social skills, which helps them form friendships. For instance, an older child helps to care for a younger child by handing them

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

food at snack time and assisting them in putting on their coat for outdoors play.

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

The childminder routinely praises children's efforts and achievements, which boosts their self-esteem and encourages positive behaviour. She reminds children to use good manners and explains the potential consequences of their actions. As a result, children understand the expectations and behave well. Children have time to try new things and do things for themselves, for example dressing themselves to play in the garden. As a result, they develop confidence in their self-care and independence as they care for themselves and their friends. Therefore, children are prepared emotionally and socially for the next stage in their learning journey, including school. The childminder's home is a stimulating environment with mostly child-accessible resources that promote learning and challenge children both in and outdoors. However, she does not extend children's literacy skills further as they rarely come into contact with print in the environment that demonstrates

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

The childminder supports children in keeping themselves healthy, by providing regular outdoor play and exercise in the fresh air. This helps to teach children about healthy lifestyles and gives them time to practise their physical skills. Children benefit from nutritious snacks and meals, and excitedly choose what fruit they would like to eat. Consistent routines enable children to learn the importance of washing their hands at appropriate times, and they dry them on individual hand towels. This all prevents the spread of cross-infection and promotes children's well-being.

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provision

The childminder has a good understanding of her responsibilities in meeting the requirements of the Early Years Foundation Stage. She has kept up to date with safeguarding and first aid training so she has a good awareness of how to keep children safe and healthy. The childminder has all documentation in place to protect and promote children's welfare. For instance, she maintains an accurate record of children's attendance, and obtains parents' consent to take photographs of children and take them on local outings. The childminder has a good range of written policies and procedures that she implements and shares with parents, to keep them informed of procedures and routine. Risk assessments of the childminder's home help her to ensure that children play in a safe and suitable environment. Children participate in regular fire drills, which teach them how to evacuate the premises quickly and safely in the event of an emergency. This promotes

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provision

The childminder provides a good range of resources to stimulate and motivate children, which helps them to develop a positive attitude to learning. The childminder has a good system to monitor children's development overall, including the required progress check for two-year-old children. This supports her in identifying any gaps in children's development and ensures she seeks additional support when required.

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provision

The childminder uses self-evaluation to identify her strengths and reflect on her own practice. She regularly attends additional training to enhance her professional development, to improve outcomes for children. The childminder talks to parents and provides a flexible service. However, she does not have a consistent system for seeking their opinions as part of her reflective practice. The childminder has positive relationships with parents. They state that their children love being with her and are always 'happy, content and joyful' when they spend time with her. Parents refer to the childminder as a 'second family' and say that her nurturing nature means that children never want to leave. Links with other settings are in place to build upon and extend children's experiences elsewhere.

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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 EY259227 Local authority Devon Inspection number 833151 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 16

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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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