Childminder in Bournemouth, Christchurch and Poole

Inspection date

Previous inspection date 29/10/2014 07/12/2010

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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 has a good understanding of children's individual needs and successfully promotes their emotional and physical well-being.  Partnerships with parents are excellent and make a strong contribution to meeting children's needs. The childminder actively engages parents in their children's learning in her setting and at home.  The childminder supports children's learning and development effectively, so they progress well.  Children's safety is a high priority. The childminder checks and organises play spaces to enable children to move around safely and freely as they explore their surroundings.  The childminder uses effective systems to help her identify areas for further development, which benefits children.

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It is not yet outstanding because

 The childminder does not help children who are learning English as an additional language to hear, see, and use their home languages as well as possible.  Children are not able to access the full range of resources to allow them to follow their interests and make independent choices about their play.

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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 records of children's progress checks.

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Inspection activities

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

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Information about the setting

The childminder registered in 2003. She lives with her husband and their daughter, in the Northbourne area of Bournemouth, in Dorset. The whole of the house is used for childminding, although care is primarily offered on the ground floor. Children have access to a rear garden for outdoor play. Access to the property is by several small steps. The childminder is registered on the Early Years Register and the voluntary and compulsory parts of the Childcare Register. There are currently 12 children on roll; 10 of these are in the early years age range. The childminder holds a reognised early years qualification at level 3.

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

 provide more opportunities for children who learn English as an additional language to hear, see and use their home languages

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

 review the organisation of resources and play equipment so these are readily accessible to children to increase opportunities for them to make independent choices about their play.

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who attend

The childminder has a good understanding of the Early Years Foundation Stage learning and development requirements. She uses her knowledge to provide children with a broad range of fun, motivating play activities and experiences covering all areas of learning effectively. As a result, children enjoy playing and exploring in an environment that stimulates their interests.

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who attend

The childminder actively involves parents in their children's learning. The parents contribute to the initial assessment of their children's abilities and stages of development enabling the childminder to tailor activities to each child's individual learning needs. She organises play experiences that challenge children to take the next steps in their learning. For example, she provided specific play equipment to encourage younger children to pull themselves up and take steps independently. This supports their physical development successfully.

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who attend

The younger children showed developing confidence as they moved away from the childminder and investigated the different play equipment. They pressed and pushed the buttons and flaps on the musical toys to hear the sounds and see the lights flash, showing good coordination. This fascinated the children and they repeated their actions several times. Such activity motivates children to have a go and helps to promote their active learning. The well-planned, purposeful play activities coupled with the childminder's positive interaction mean that children make good progress in their learning and development.

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who attend

The childminder completes regular observations and assessments of children during their play to monitor their achievements. She keeps parents well-informed about their children's development through frequent discussions, daily diaries, and sharing children's learning journals. She successfully engages parents in their children's learning so they tell her about children's home achievements. For example, parents regularly contribute children's assessments by informing the childminder about their weekend activities. This enables the childminder to take account of new developments and interests in her planning so planning build on what has gone before.

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who attend

Children acquire good skills for their future lives. The childminder continually talks with the children and initiates playful games to promote their early communication. Children had fun as they joined in with the action rhymes, such as, 'Row, row, row, your boat' as they smiled and babbled happily. This introduces children to sounds and rhythms fostering their language development successfully.

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who attend

Children who learn English as an additional language become increasingly confident in using English language. The childminder visits the local library so children can listen to the story time in their home language. However, she does not make the most of opportunities for the children to see, hear or communicate using their home languages in her setting, to value these.

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who attend

The childminder provides children with easy access to a wide range of appropriate books. These are stored on a low bookshelf to encourage them to help themselves and develop a love of books. The childminder regularly counts with the children through the activities and routines, which helps to develop their understanding of number. The childminder provides children with regular opportunities to explore and experiment a wide range of media and materials. She adapts the creative play activities to take account of the children's differing abilities to enable all children to take part. This means children have good opportunities to use their senses and investigate the different textures of paint, sand, water, dough and shaving foam from a young age.

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

The childminder knows children well and provides good support for their developing needs. As a result, children thrive in her care. She follows the young children's home routines recognising when they are ready for their morning snack, and when they are getting tired. This meant that when she put them down for a sleep they settled quickly and with the minimum of fuss. At snack time, the childminder encouraged young children to feed themselves helping develop their personal independence. The childminder interacts with children in a warm and caring manner providing plenty of reassurance. This promotes children's physical and emotional well-being effectively.

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

Children's safety is a high priority. The childminder completes careful risk assessments on her home and for any outings, to help her identify and minimise hazards to children. She sets out the toys and play equipment to take account of children's ages and stages of development. This means that young children have plenty of free space to move around safely, and find something to interest them. She supervises children well. For example, she stays close-by the young children when they pulled themselves up on the furniture and equipment to help keep them safe. As a result of her support, it means that children are become self-assured and they happily explore their surroundings.

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

On outings, the childminder teaches the children about road safety to raise their awareness of how to keep themselves safe. Children receive clear messages from the childminder on how to behave. She links closely with parents to make sure they work together to provide a consistent approach when dealing with any behaviour issues. The childminder talks with children so they understand the importance to share and take turns with their friends in the play activities. Her regular praise and encouragement builds the children's confidence and self-esteem.

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

The childminder's welcoming, well-resourced environment provides children with a place to feel at home and a place to learn. Some toys and play equipment are easily accessible, such as the low bookshelf allowing all the children to select books freely. However, a number of the resources are stacked on top of one another in the storage cupboard, so are not readily accessible to children. This lack of access reduces the opportunities for children to follow their interests and independently choose their play activities. The childminder makes good use of her garden and the local environment to offer children a variety of outdoor play and learning experiences. This promotes children's good health because they get plenty of fresh air and exercise. She follows good hygiene practices to teach children the importance of keeping healthy. Parents provide information about children's specific dietary and medical needs so the childminder can accommodate their

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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 a clear knowledge of safeguarding issues and knows what to do if she has any concerns about a child's welfare. She has policies and procedures to support her good practice, which she makes available to parents. These include a detailed safeguarding and complaints policy. Required documentation is accurately maintained, accessible for inspection, and kept secure and confidential. This thoroughness helps the childminder to support children's health and welfare effectively.

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provision

The childminder has a clear drive for the continuous development of her childminding service. She regularly attends training to continue to update her knowledge and skills. For example, she recently obtained a recognised early years qualification at level 3. She understands each child's individual abilities and uses her new knowledge well to implement assessment systems that monitor children's progress effectively. These enable her to identify any gaps in their learning and plan activities to help them move onto the next stages in their learning when they are ready. She has implemented the required progress check for two-year-old children, sharing this information with the parents. These processes all contribute towards children making good progress in their learning and development.

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provision

The childminder's thorough and accurate systems enable her to evaluate all aspects of her childminding provision. She uses the local authority's quality standards to help her identify ways that she can make improvements. For example, she has recognised there are areas of her garden she can develop further to enrich children's outdoor learning experiences. This benefits children as she continually reflects on whether she can adapt activities to enhance children's learning and development. However, she has not identified the weakness in presentation of resources. The childminder strongly values the views of parents and sends out questionnaires to gain feedback about her service.

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provision

The childminder has established highly effective partnerships with parents. This means she is able to meet children's individual needs well. She has established links with other early years settings that children attend, enabling good information sharing. She provides parents with detailed information about children's daily experiences in a variety of ways, including different media. This keeps parents well informed about their children's care, learning and development. Parents comment positively about the childminder. They say that she is, 'a caring childminder' and that she, 'really supports the learning that we have at home'. The childminder is clear about her role to work with parents to support children for their move onto school.

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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 EY261260 Local authority Bournemouth Inspection number 833189 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

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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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