Childminder in Devon

Inspection date

Previous inspection date 28/10/2014 26/11/2008

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 The childminder has formed emotional attachments with the children enabling them to make positive relationships with her, her assistant and each other.  The childminder has a clear understanding of how to safeguard children's welfare and well-being. Consequently, she appropriately safeguards children.  The childminder provides a well-resourced environment to support children's play and learning.

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It is not yet good because

 The quality of teaching is inconsistent and as a result, learning opportunities are occasionally mundane and lacking in challenge for some children.  The childminder does not make effective use of information gained from observation and assessment to effectively shape learning experiences for each child.  The childminder does not work collaboratively with parents to support their child's learning and development to help children make good progress.  The childminder does not make effective use of information gained from self - evaluation, in order to inform clear improvement plans that support children's achievements over time.

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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 the childminder's interactions with children during indoor play and snack time.

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Inspection activities

 The inspector looked at a sample of documents to ascertain children's progress in their learning.

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Inspection activities

 The inspector took account of the views of parents and children spoken to on the day.

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Inspection activities

 The inspector spoke with the childminder, and assistant, at appropriate times throughout the inspection about the systems in place for observation, assessment and planning.  The inspector discussed the submitted self-evaluation form.  The inspector carried out a joint observation with the childminder.

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Information about the setting

The childminder has been registered since October 2002. She lives with her husband and two children who are aged 15 and 13. They live in a semi-detached property in the area of Shipley near Bradford. There is a short distance to local amenities, such as schools and shops. One large room downstairs is used for childminding purposes and there is access to the first floor back bedroom for children to sleep. There is a fully enclosed rear garden which is used for outdoor play. The childminder is registered to work with an assistant. She is registered on the Early Years Register and the compulsory part and voluntary part of the Childcare Register. The childminder currently has 13 children on roll, of whom eight are in the early years age range. The childminder has links with other early years practitioners.

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must:

 improve the quality of teaching so that it is consistent and matches the learning styles of all children to ensure they make good progress

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must:

 improve partnerships with parents to enable parents to support further their child's learning and development needs

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must:

 use the information gained from regular observations and assessment of the children, more precisely, when planning activities and experiences across the areas of learning, in order to ensure planning is based on children's next steps in learning that fully considers children's stage of development.

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

 analyse the information gained from self-evaluation more effectively, for example, by using this to clearly identify and target plans for the future, in order to drive improvement to support children's achievements over time.

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who attend

The childminder has an adequate understanding of the learning and development requirements of the Early Years Foundation Stage and uses this to provide children with an appropriate range of activities, which cover all areas of learning. The childminder and her assistant have some understanding of child development and how to meet children's needs. They support children to engage in spontaneous play, following their own ideas, for example, playing with a selection of dolls or card games. This supports children's interests. Individual learning journals are developed, which include observations of children's learning. However, although the childminder can describe the general learning intentions for each child, these are not precise enough. There is not enough clear information about children's starting points to inform planning, nor is there precision in identifying what children need to learn next. The childminder's planning is not tailored to children's

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who attend

individual learning needs. As a result, they are not supported in making better than satisfactory progress in gaining the skills needed for future learning, for example, in school.

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who attend

The childminder provides age-appropriate resources which are accessible to children. For example, children are able to access a selection of toy boxes clearly labelled 'cars and trucks' or 'wild animals' or a wooden train set. Children access these resources with confidence and independence and seek out the childminder and assistant to play games and puzzles. However, teaching requires improvement, as at times the questions asked of children do not give them opportunities to think deeply and extend their learning. As a result, children do not make good progress towards the early learning goals. For example, while children are making marks in dough, the childminder's responses to their work was limited to praise. This does help to build self-esteem; however, there was no attempt to extend children's learning through the use of questioning.

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who attend

Parents have access to their children's learning journeys. This means that they are able to see details about their child's development. However, the systems to support two-way sharing of information about extending children's learning at home are not well established. The childminder does not provide parents with regular opportunities to contribute to their child's journal and the journals go home too infrequently. This means that the childminder does not take enough account of information about children's learning at home when planning children's learning activities, to support them to make good progress.

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

The childminder establishes strong relationships with children and they demonstrate a secure attachment to her. The childminder and her assistant are positive role models. Children benefit from receiving praise from the childminder for their achievements and she manages inappropriate behaviour. For example, while the children are modelling with play dough, the childminder commented 'that's a nice pattern' and 'that's good' which boosts their self-esteem.

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

Children are suitably supported to learn about the importance of a healthy lifestyle. They sit up to the table, eat nutritious snacks of fruit and drink water while they engage in conversation. A parent commented on how the childminder had worked with her to restore her child's appetite. This means she is able to provide appropriate support for children, encouraging them to try new and healthy foods. Fresh air and exercise are included as part of daily routines. Children have access to a garden, where they have use of equipment for physical development. Outings are risked assessed to ensure children's safety when out and about in the local community. Children sleep as they need to and a bedroom upstairs is provided if required to meet their individual needs. Children use a toilet on the ground floor, and routines for washing and drying hands protect children from the risk of spread of infection as they use individual hand towels. Care is taken to

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

minimize the risk of the spread of infection during routines, such as snack, by hand washing prior to eating and washing hands after toileting.

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

The childminder takes appropriate steps to ensure the environment is safe and secure. Visual checks of the indoor and outdoor play spaces are undertaken prior to children entering those spaces. The environment is safe, welcoming and well resourced. However, the childminder does not make the best use of the resources she provides nor the indoor space, to provide good quality learning experiences for all children. This means that on occasions children lack motivation or are not engaged in the activity. Children are prepared emotionally for their next stage of learning because the childminder uses opportunities to promote their independence and confidence. Children learn how to keep themselves safe, through reminders from the childminder. They are involved in practising the emergency evacuation drill and learn procedures for crossing the road in a safe manner. By carrying out risk assessments, the childminder ensures children are kept safe

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

when on outings. She also provides close supervision and teaches children how to recognise hazards so they begin to manage their own safety.

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provision

The childminder has an adequate knowledge of the Early Years Foundation Stage. She is aware of her responsibility to meet the learning and development requirements. However, planning across the educational programs is not yet thorough enough to cover all aspects of children's learning. As a consequence, children's learning needs are not effectively met. Assessment systems do not establish children's starting points effectively enough and do not fully include parents' views. This means parents do not have an accurate picture of how well their children are progressing towards the learning goals. The childminder has noted observations of children but does not use rigorous observations and assessment systems to help her plan purposeful activities, based on children's specific needs. This hinders her ability to identify if children need further support and her ability to tailor support and activities to help children make good progress in all areas of learning.

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provision

The childminder is clear about safeguarding procedures to follow, to enable her to support children's well-being. Risk assessments are satisfactory in identifying and minimizing hazards. The safeguarding and welfare requirements, within the Early Years Foundation Stage, are generally understood and met. The childminder and her assistant both maintain a current paediatric first-aid certificate, which enables them to respond to any emergency or accident involving children to safeguard their welfare. The childminder uses appropriate documentation to support children's welfare needs. She does work with parents to verbally share relevant information about the children's day. However, the childminder does not fully reflect on her practice or formally seek the views of parents. Parents are informed about the provision through daily two-way flow of verbal communication. However, the sharing of information about the children's learning is variable. As a result, children's

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provision

The childminder has some systems in place for reviewing her practice. For example, she links with her local authority advisory team and jointly assesses her practice in line with their quality improvement framework. This includes prioritising further training to enhance her knowledge of early years practice. For example, the childminder has recently attended Every Child a Talker training to help develop the language and communication of children in her care. However, the childminder does not use information gathered from this well enough to inform a clear improvement plan and vision for the service, in order to prioritise areas for development. The childminder adequately supervises her assistant. However, she does not yet effectively provide instruction, model interactions and offer guidance, resulting in inconsistent teaching. The appraisal system is adequate in monitoring her assistants practice but does not clearly identify his training needs. As a result, this reduces

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provision

his effectiveness to support children in making good progress.

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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 EY236559 Local authority Bradford Inspection number 870037 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 13

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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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