Childminder in North Somerset

Inspection date

Previous inspection date 12/11/2014 05/03/2012

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early years provision

This inspection: 2 Previous inspection: 3 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 quality of the childminder's teaching is consistently good.  Children are confident communicators because the childminder provides good support, especially for those learning English as an additional language.  The childminder works well with her co-childminder and assistants to enable children to use the whole of the premises to support their individual learning and care needs effectively.  The childminder has strong partnerships with parents and other early years providers to ensure children make good progress in their learning.

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It is not yet outstanding because

 The childminder does not always enable children to independently explore the resources she provides in planned activities so they can develop their creativity fully.

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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 indoors and outdoors.  The inspector offered the childminder the opportunity to do a joint observation.  The inspector checked safeguarding information and the premises.

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Inspection activities

 The inspector spoke to parents present on the day of the inspection and took account of the childminder's self-evaluation.

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Inspection activities

 The inspector sampled documentation, including policies and procedures, children's development records and planning.

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Information about the setting

The childminder registered in 2011. She lives with her school-age son in a house in Weston-super-Mare, Somerset, close to shops, parks, schools and public transport links. The childminder dedicates the whole of the ground floor to childminding, which includes a playroom, kitchen and toilet facilities. Children also have use of two bedrooms and the bathroom on the first floor. There is an 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. The childminder has eight children on roll in the early years age range. The childminder works with a co-minder and two assistants. The childminder speaks Polish as well as English. She supports children learning English as an additional language.

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

 give children time to play independently with resources used in adult-led activities so they can find their own way of using them.

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who attend

The childminder has a good understanding of how to promote children's learning and development. She seeks clear information regarding children's starting points and makes regular observations of their achievements to help her understand their individual learning needs. The childminder informs parents of the forthcoming topics and activities, showing how she will support all areas of development. This enables parents to continue their children's learning at home. The childminder seeks important information about children's interests so that she can plan activities that motivate and engage them in learning. She works in partnership with parents to find out children's abilities in their first language. She uses this information well to identify and provide the most effective way of supporting children's development. This means that all children make good progress in their learning and development.

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who attend

The childminder uses consistently good teaching strategies. She joins in with child-initiated learning to extend children's ideas. For example, she asked children the shapes they were drawing as they used water to draw on the pavement. She introduced new shapes and children copied them. The childminder encouraged children to count items as they used them and asked them what numbers came next when they added one more. All of which promotes children's mathematical development, while they have fun and play. The childminder encourages children to recall previous learning. For example, after learning about road safety children made traffic lights from coloured bricks and demonstrated their understanding of what the colours represent. The childminder reinforced this later outdoors as the children rode around on bikes. The childminder makes deliberate mistakes so that children correct her to demonstrate their knowledge and understanding. She

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who attend

encourages children to notice and describe differences as they play with natural resources, such as two pumpkins of different size, colour and texture. Children create their own pictures using chalks, crayons and paints. In addition, they demonstrate good imagination in their role play. However, the childminder does not always enable children to use resources from planned craft activities in their own way so that they can explore their own ideas fully. Consequently, children do not always express themselves freely and extend their creativity further.

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who attend

The childminder provides children with effective support, which helps them form firm foundations in the key areas of their development. Children develop good language and communication skills. The childminder interacts well with children using English, sign language and children's first language. As a result, children learning English as an additional language rapidly learn new words. They join in with songs and rhymes in English and parents comment on how their children spontaneously sing in English at home. Children are active learners developing control and coordination as they steer bicycles around obstacles. They gain independence in their self-care and confidence in their abilities to achieve. This prepares them well for their next stage of learning and school.

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

Children welcome each other on arrival and quickly settle to an activity. The childminder and her co-childminder work well with their assistants to ensure children have a key person who gets to know them really well. This helps children to feel emotionally secure. Parents comment positively on how well the childminder, her co-childminder and assistants know their children. Children develop a good positive awareness of the people's differences and a wide range of languages, so that children learn to value everyone's background. The childminder intervenes over minor disagreements and encourages children to play together harmoniously. She provides an environment of caring and sharing where children develop responsibility for their actions and gain independence. The childminder's good support prepares children well for moving to another early years provision and onto school.

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

The childminder organises her premises well to enable children to use a good range of resources both indoors and outdoors. For example, children enjoyed feeling the textures of pine cones, leaves, acorns and conkers indoors. They used paintbrushes and water to practise their early writing skills in the garden. The childminder uses her main room as a playroom and the kitchen for meals and craft activities. She uses the garden to promote all areas of development, which helps to support children who prefer to learn outdoors. Young children sleep soundly upstairs in a dedicated sleep room and older children use a second bedroom for small-group activities. Children have pegs and drawers for their personal equipment, which gives them a sense of belonging. The childminder works really well with her co-childminder and her assistants, deploying themselves effectively so that children can make best use of all the space available. The childminder plans regular

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

outings to provide real experiences for children to enhance their learning.

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

The childminder provides an effective role model for children to establish good hygiene practices. For example, she helps young children to blow their nose, place the tissue in the bin and wash their hands afterwards. As a result, even young children know to wash their hands before having their snack. The adults follow hygienic procedures when changing nappies. Consequently, children do the same when they play with the dolls. Children learn about keeping safe through their play. For example, they hold on to the swing and the rails of the slide to climb the steps. In addition, children regularly take part in practising the emergency evacuation procedures. The childminder has a good understanding of how to protect children's well-being through knowing how to identify if a child is at risk and the procedures to follow.

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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 all required documentation she needs to safeguard children and promote their well-being. The childminder implements her written policies and procedures effectively to keep children safe. For example, monitoring sleeping babies and ensuring young children wear safety harnesses in the highchair. The childminder has good systems to monitor children's development. She records extensive information on the required progress check for two-year-old children. This ensures that she identifies exactly where children may need additional support and how to narrow any gaps in their learning.

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provision

The co-childminders work well together to manage and supervise the work of their assistants. For example, they carry out an induction programme with their assistants to ensure they understand the safeguarding procedures and their role in promoting children's well-being. They have addressed the recommendations raised at the last inspection and made changes following guidance from the local authority adviser. Consequently, these actions help them to improve their practice. For example, they have increased the information they gather from parents to help them understand children starting points and plan more effectively. The co-childminders regularly evaluate their practice, seeking parents' feedback and observing children to ensure they meet the needs of everyone using their provision. Through self-evaluation, they set effective actions to improve outcomes for children, such as developing the garden to have a growing area for the

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provision

The childminder and her co-minder have good partnerships with parents. They provide strong support for children and their families who are learning English as an additional language. The childminder displays good information on the parents' notice board. This informs them about her provision and how she supports their children's care and learning. For example, information includes the golden rules so that parents can use them as well to give children consistent, clear messages on behaviour. Parents comment on the good information they receive on a daily basis and through sharing their children's development records. The childminder telephones other early years providers the children attend so they can discuss children's care and learning. This enables her to provide children with a consistent approach.

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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 EY434299 Local authority North Somerset Inspection number 845513 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 12 Number of children on roll 8

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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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