Childminder in Devon

Inspection date

Previous inspection date 30/07/2014 Not Applicable

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early years provision

This inspection: 2 Previous inspection: Not Applicable 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

 Good assessment systems enable the childminder to have a comprehensive knowledge of children's development and ensure every child makes good progress in relation to their starting points.  Children are settled and secure because they have formed close bonds and attachments with the childminder. There is a very relaxed, friendly atmosphere.  The childminder uses effective teaching strategies to support children's emerging speech and language. She provides a narrative of what the children do and models language very clearly.  Good systems of sharing information with parents results in the childminder being up to date with children's changing needs, enabling her to support these effectively.

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It is not yet outstanding because

 Babies are not always able to fully participate in tummy-time activities with the childminder to develop their gross motor skills.

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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 interactions between the childminder and the children.

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Inspection activities

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

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Inspection activities

 The inspector sampled the childminder's documentation including policies, children's learning documentation, and the online communication system and risk assessments.  The inspector took account of the views of parents through their written feedback.

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Information about the setting

The childminder registered in 2014. She lives with her husband and two school-age children, in Newton Poppleford, Sidmouth, Devon. All of the downstairs of the home is used for childminding purposes, with a living room, kitchen and designated play room. Toilet facilities are available on the ground floor. Children sleep in the spare bedroom. There is a garden available for outside play. The family has two dogs and three rabbits. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. There are currently four children on roll. The childminder operates Tuesday to Friday from 7.30am to 6pm all year round.

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

 create an environment which invites responses from babies during tummy-time to help support their physical development.

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who attend

Children are making good progress in their learning and development. The childminder is enthusiastic about her work and the quality of teaching is good. She talks to parents about their children's interests at home and their stage of development when they first start, which enables her to plan for their learning. The childminder keeps well-presented records of the children's activities and achievements on her organised online system. The childminder is aware of her requirement to complete progress checks for children aged two years. She tracks their learning effectively across all areas of learning, so she can plan challenging activities according to each child's individual needs and interests. Furthermore, she plans a varied range of inside and outside activities as well as outings each week, which enhance children's learning opportunities further and that she knows the children will enjoy. For example, children enjoy going to local attractions including the beach and

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who attend

soft-play cafe where they are able to play with other children and investigate new surroundings. In addition, they enjoy walks in the local area and being able to explore the local parks. These outings are well planned so that every opportunity is taken to promote children's learning, including understanding the natural world and learning about their local community. Plans are flexible to meet children's changing interests, moods, daily routines and individual stages of development. The childminder knows the children well and tunes into their particular needs to ensure that they are suitably challenged and supported. Children clearly enjoy their time with the childminder who interacts extremely well with them. For example, she sits on the floor and joins in their play. Children are able to be active learners as they are able help themselves to resources, such as books for a story, puzzles and crayons for mark making. The childminder offers frequent praise for

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who attend

children's efforts as well as achievements. As a result, children are willing to have a go and develop good self-esteem and confidence in their own abilities.

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who attend

Children's language and communication skills are well promoted because the childminder naturally extends activities by introducing new words, which she repeats often so that children can learn to copy and begin to understand them. The childminder spends time with babies on her lap making faces and speaking to them copying what the babies do. This promotes positive communication with them and encourages them to make sounds and faces. The childminder is aware of children's learning targets and these are displayed on the wall for her to refer to during the day. For example, the childminder has set up an activity which encourages babies to pick up different sized objects and reach for toys. This helps to promote their hand-to-eye coordination as well as their physical development. The childminder helps the babies to sit up by supporting them with cushions and uses soft voices and praise to encourage them to reach forward and pick up the different puzzle

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who attend

pieces, smiling and saying 'well done' when they do. However, the childminder misses opportunities for babies to have some quiet tummy time and to further extend this activity away from other distractions in the room. The childminder is aware of how providing a varied range of experiences motivates and challenges children as they investigate and explore in order to achieve success. As a result, children are prepared well for the next stage in the learning, such as starting nursery or school.

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who attend

The childminder has good partnerships with parents and they work well together to effectively support children. Parents and children are warmly welcomed in to the childminder's home. Information about children's progress is frequently shared during daily discussions and online daily diaries. Parents are also encouraged to be involved in their children's learning by completing questionnaires and sharing achievements with the childminder.

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

The childminder has quickly built warm and trusting relationships with parents, which helps to ensure that children feel emotionally safe and settle quickly into the setting. Flexible settling-in sessions, guided by the children's and parent's needs, help the children to become accustomed to the environment and get to know the childminder, her family and the other children attending. Good information is gathered from parents about children's routines, preferences, needs and capabilities so that initial care is tailored to each child's needs. This means that transitions between home and the childminder's setting are a positive experience and children settle quickly. The childminder makes sure children are well nourished, and have their personal care and hygiene needs met in comfortable, safe and clean surroundings. Children settle well and develop affectionate relationships with the friendly, approachable childminder. She creates a welcoming and

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

inviting environment where they can play with toys and games that they like, and which interest them. However, although the childminder has some photos of the children displayed, there are none of the children with their families or special people for them to relate to. The childminder is a good role model. She ensures that children acquire important skills, such as communicating confidently, listening and following simple instructions, concentrating and understanding self-care skills. The childminder knows each child well. She supports and encourages them in joining in with other children and trying to do things for themselves. She praises and motivates them, so they are keen to do well and grow in confidence. The childminder sits with children as they play and shows genuine interest in what they are doing. She is attentive towards their needs and children are happy to approach her for cuddles and reassurance. Displays of children's work are attractively

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

presented on the playroom walls. This helps children to celebrate achievements and promotes self-esteem. Children develop a very good appreciation of living a healthy lifestyle. They enjoy trips to the local park to explore and be physically active. They also enjoy playing in the well-resourced garden daily. In addition, the childminder provides healthy snacks and meals. At meals times they all sit together and the childminder makes this a social occasion and promotes the children's good table manners. The childminder is sensitive when bottle-feeding babies; she creates a calm environment and uses a soothing tone of voice keeping eye contact with them, which ensures that this is an intimate process. The childminder also follows parents' wishes and provides comfortable areas for children to sleep in travel cots. The childminder ensures that monitors are on and she checks on sleeping babies regularly. The childminder's home is clean, with good

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

procedures in place to minimise possible cross-infection. For example, strong hygiene procedures are followed when children have their nappies changed. The childminder has a relevant first-aid qualification to keep children safe, and carries out fire drills with the children to prepare them for emergencies.

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provision

The childminder has a clear understanding of her legal responsibilities to implement the safeguarding and welfare requirements of the Early Years Foundation Stage, to ensure that children are safe and feel secure. She has a good knowledge and understanding of safeguarding issues and the procedures to follow to refer any concerns. The childminder ensures that parents are fully aware of her role and responsibilities to protect all children in her care. She provides them with copies of her policies and procedures, when their children start attending her setting through her online system. This also means that parents can refer to her policies at any time. Appropriate checks on adults are carried out to safeguard children and their welfare is closely monitored. Comprehensive risk assessments are completed for the home, outdoors and any outings children take part in. These successfully identify potential dangers and the appropriate steps are taken to

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provision

eliminate risk, to keep children safe and secure. The childminder provides a stimulating, child-focused environment, where children enjoy their learning and grow in confidence. A clear set of policies effectively support the childminder's practices and the required documentation is fully completed.

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provision

The childminder has a very positive attitude to constantly developing her knowledge and understanding of childcare practice and the service she provides for children and their families. She continues with her own professional development, by attending many purposeful training course and workshops, to keep her up to date with current childcare practices. She monitors the educational programmes effectively to ensure that children make good progress through her online system. This has a positive impact on the quality of teaching and ensures that children receive high-quality learning experiences. The childminder evaluates her practice well, gaining valuable feedback from parents to help her shape improvements to her provision in the future. Consequently, all children have a positive experience that forms a good base for continual development.

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provision

Relationships with parents are very positive. Information from parents is highly valued and really helps the childminder to get to know the children and to reflect their interests, abilities and backgrounds in the way she plans and organises activities. The childminder understands her role to work in partnership with other providers and schools. She contacts other settings that children attend to share information about their development. The childminder completes daily diaries with photos on her online system and these entries are emailed directly to the parents for them to see. Parents comment that they are very happy with the settings and that they like her friendly, relaxed and family setting. They feel involved in their children's 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 EY475635 Local authority Devon Inspection number 956555 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 4 Number of children on roll 4

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Name of provider

Date of previous inspection not applicable

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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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