Childminder in Devon

Inspection date

Previous inspection date 24/10/2014 30/04/2014

p.1

early years provision

This inspection: 3 Previous inspection: 4 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

p.1

This provision requires improvement

 Children develop close, affectionate relationships with the childminder.  Children engage enthusiastically in activities both indoors and outdoors.  Regular communication with parents supports continuity of care for the children.

p.1

It is not yet good because

 Children are not making good progress because the childminder does not use what she knows about the children to plan what they need to learn next.  The childminder is not evaluating her practice to identify how she could improve.  Training and development opportunities are not sufficiently focused on improving the quality of teaching. As a result, teaching requires improvement.

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

 The inspector observed activities in the kitchen, lounge and the outside learning environment.  The inspector completed a joint observation with the childminder.  The inspector looked at children’s assessment records and planning documentation.

p.2

Inspection activities

 The inspector checked evidence of suitability and qualifications of practitioners working with children.  The inspector took account of the views of parents and carers spoken to on the day.

p.2

Information about the setting

The childminder first registered in 1994 and is currently registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two adult children in the village of Bere Alston, near Tavistock, in Devon. The house is within walking distance of village facilities, including shops, a park and the school. The childminder takes children to and from Bere Alston Primary School. The whole of the ground floor is used for childminding, with access to the first floor for overnight care, and the main bedroom, which is used for children who need a sleep during the day. There is a fully enclosed patio area and separate fenced garden area for outside play. The family has a pet dog. There are currently 51 children on roll, 23 of whom are in the early years age range. The childminder operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. She employs five assistants who

p.3

Information about the setting

work at different times. The childminder holds a relevant qualification at level 3. Two of her assistants also hold relevant qualifications, one at level 3 and one at level 2. The childminder receives funding to provide free early education places to children aged three and four years.

p.3

must:

 ensure activities support all children in making good progress in their learning and development by building on what they already know and can do

p.3

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

 improve systems for monitoring provision, identifying strengths and weaknesses and implementing plans to drive improvement that supports children's achievements

p.3

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

 implement a programme for professional development that helps practitioners improve their, knowledge, understanding and practice, with particular regard to assessment and planning of the educational programme.

p.3

who attend

The childminder and her assistants observe the children as they play and use this information to track their progress and identify what they need to learn next. However, this information is not used well enough to plan activities that build on this prior learning. The childminder lacks confidence in identifying the learning objectives of adult-led activities. Consequently, planned activities are not effective in driving children's progress and development. As a result, children are not making good enough progress. For example, children of different ages engaged in a printing activity to make pumpkins. Although the children enjoyed the activity, they did not fully understand what was expected of them and the activity did not meet the childminder's identified learning objective to raise children's awareness of things that grow. The objective of the activity was not linked to any identified next step in learning for the children who were

p.3

who attend

Children have opportunities to engage in a range of activities and they can choose to play indoors or outdoors. The childminder and her assistants engage appropriately with the children, offering guidance, support and suggestions to extend their play. A good selection of resources is easily accessible to the children and they are confident at initiating their own play. Daily routines provide opportunities for them to engage in small group activities where they learn to sit still, take turns and answer questions about the weather, days of the week or identify the sounds that letters make. This helps to prepare children for their transition to school. Occasionally, the needs of younger children are overlooked during these group activities.

p.4

who attend

The childminder and her assistants are responsive to the children's needs. They offer to play music when the children want to dance. They acknowledge children's achievements with praise and encourage them to complete their chosen activities. For example, they sit with them when they are working on intricate jig-saw puzzles. The children engage in conversation with the childminder and her assistants, who speak clearly, encouraging the younger children to develop their communication skills and vocabulary.

p.4

who attend

The childminder has established good relationships with parents. Regular communication, both verbally and through daily communication books, is used effectively to share information. Parents value this information because they know what activities their children have enjoyed with the childminder.

p.4

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

The childminder develops close, affectionate relationships with the children, who feel safe and secure in her home environment. Children are confident, and develop independent skills as they learn to serve themselves drinks at mealtimes. The childminder offers activities both indoors and outdoors, where children can develop their physical skills and benefit from playing in the fresh air. However, because clear links are not made between the assessment of children's prior learning and the activities that are planned for them, they are not appropriately challenged to make good progress in developing their physical skills.

p.4

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

Children choose to play with favourite resources and particular friends. They use dressing up clothes and other resources to develop imaginative games in cooperation with one another. Children's behaviour is good. They are beginning to learn about sharing and taking turns, and an adult is always on hand to help them negotiate any minor conflicts. This helps them develop the necessary skills to help with their transition to school. Younger children benefit from observing how the older children play, but are sometimes overlooked in routine activities, such as those that focus on letter and number recognition, that are beyond their level of comprehension.

p.4

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

The childminder communicates well with parents, which helps her provide continuity in the children's care. She encourages children to have regular drinks and snacks, which supplement the packed lunches provided by parents. She gets to know the children well and recognises when they need to rest or sleep.

p.5

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

Children have a safe environment in which to play. The childminder and her assistants carry out daily checks of the premises, including the garden, to maintain a safe environment. They are also aware of the need to be vigilant when they take the children away from the premises. For example, they regularly review their risk assessment of the journey they make to school. Children sometimes join in with simple songs which help raise their awareness of safety issues.

p.5

provision

The childminder and her assistants have a good understanding of how to keep children safe. The childminder carries out a range of checks before employing assistants, to establish their suitability to work with children. The childminder and her assistants undertake regular checks of the premises and assess any risks associated with taking children on walks and outings. They are aware of the appropriate steps to take in the event of any concerns about the children's welfare.

p.5

provision

The childminder provides a wide variety of activities for children to support satisfactory progress in their learning and development. This inspection was carried out because the childminder was previously judged as inadequate. A monitoring visit was carried out which confirmed that the childminder had taken prompt and effective action to address the issues raised to safeguard and promote children's welfare. She had also implemented new procedures to improve the planning of activities to support children's learning and development. However, she does not routinely review her practice to identify what she does well and where she could improve. Consequently, there is no clear plan in place to continuously drive improvement and ensure the best outcomes for children. For example, she has not monitored the impact of the changes she has made to the assessment of children and planning of activities. As a result, the revised activity plans do not take

p.5

provision

sufficient account of children's prior learning and support their next developmental steps.

p.5

provision

The childminder works closely with a team of assistants. Good communication ensures that they are deployed effectively to support children's independent play choices. They develop good relationships with the children and get to know them well. The childminder and some of her team lack confidence in making links between what they know about the children and planning activities that will support good progress in their learning. The childminder has accessed a range of training courses and workshops that support her in meeting regulatory requirements. For example, she has accessed training in first aid, food handling, and child protection. However, the childminder and assistants have not accessed sufficient support or training to improve the quality of their teaching.

p.5

provision

The childminder has established good relationships with parents and communicates effectively with them to exchange information about their children's care, welfare and the activities they enjoy. She has close links with the local primary school, which children visit to help prepare them for the transition when it is time to move on. The childminder is also aware of how to access support from other professionals if she has specific concerns about the children in her care.

p.6

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

p.6

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

p.7

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.

p.7

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.

p.8

Setting details

Unique reference number 104388 Local authority Devon Inspection number 994787 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 18 Number of children on roll 51

p.8

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.

p.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.

p.8

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.

p.8

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.

p.9

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,

p.9

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’.

p.10

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.10