Childminder in Devon

Inspection date

Previous inspection date 12/11/2014 05/03/2009

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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 uses a range of suitable teaching strategies to support children's communication, language and thinking skills.  Children are becoming independent as the childminder routinely encourages their participation in self-care tasks, to support their physical and personal development.  The childminder establishes warm and caring relationships with the children, to help them to settle quickly and feel welcome and secure.

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It is not yet good because

 The childminder routinely cares for too many children, which is a breach of requirements, although this is only for short periods during the day and does not have a significant impact on children's welfare.  Planning and assessment arrangements are not robust to match activities with children's next steps, to help them make good progress. Additionally, the childminder does not successfully involve parents in their children's learning.  Mark-making equipment is not always available for children to choose during their self- chosen play, to promote their literacy skills in a wider range of learning experiences.  Self-evaluation procedures are not effective in addressing areas for development, and do not include the views of parents, to implement continued improvements.

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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 children indoors during free-play.

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Inspection activities

 The inspector sampled documentation including policies and procedures, and training certificates.  The inspector held discussions with the childminder to confirm procedures.  The inspector took account of the views of parents.  The inspector took account of the childminder's self-evaluation record.

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Information about the setting

The childminder registered in 2007. She lives with her husband and three older children in Appledore in North Devon. The family has a pet dog. The childminder uses the ground floor of her home for childminding. There is a fully enclosed garden for outside play. The childminder walks or drives to local schools to take and collect children. The childminder is registered on the Early Years Register and the voluntary and compulsory parts of the Childcare Register. There are currently five early-years-age children attending and six school-age children. The childminder holds a level 3 childcare qualification.

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must:

 work within the required maximum number and ages of children identified in the Statutory framework for the Early Years Foundation Stage

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must:

 develop the assessment of children's achievements in order to plan challenging activities using their next steps in learning and share this information with parents, to help children make good progress in their learning and development.

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

 make mark-making resources more readily available during children's play so they use them in a wider range of learning experiences

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

 develop self-evaluation to identify and address areas for development, and involve parents in the process.

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who attend

The childminder records her observations of children in scrapbooks, which helps her to identify their stage of development. She completes the appropriate progress check for two-year-old children to summarise their learning and identify any early gaps in their development. However, the childminder does not always make effective use of this information to help her plan activities that link closely to children's individual learning needs. For example, she plans art and craft activities to create a winter wonderland area. However, she does not consider how this will provide appropriate challenges for children of different ages and stages of development using their next steps in learning. This means the childminder does not fully support all children's learning and progress within her planned activities.

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who attend

The childminder supports children's language and communication skills well through her positive interactions. She role-models appropriate pronunciation and sentence structure by repeating and extending children's simple phrases. Children develop thinking skills as the childminder routinely asks open questions, such as 'What could that be used for?' This means that children are becoming confident communicators. The childminder provides print in the environment through labelled resources, which helps children to understand the meaning of written words as a form of communication. She provides opportunities for them to use mark-making resources in planned activities; however, she does not always make them available to children in their self-chosen play. This means they do not get to explore such resources in a wider range of play experiences, to help them develop muscle control ready for writing. The childminder provides a good range of role-play resources

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who attend

that engage children in imaginative play. She participates in their games and extends activities by making suggestions to introduce additional resources. For example, a child opened a suitcase and found a wallet, and the childminder asked them if they would like some money to put in, to take on their pretend holiday. These interactions help children enjoy their time at the setting. Children become familiar with numbers and their value from a young age. The childminder routinely sings number songs and rhymes with them to support their mathematical development.

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who attend

Through daily discussions and the use of a journal, parents receive information about the activities children engage in and their care routines. However, the childminder does not provide information regarding children's achievements and next steps in learning, to support parents to extend children's learning at home. This means she is not able to work successfully with them to provide children with complementary learning experiences.

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

The childminder provides nutritious snacks and meals for children, to help them learn about healthy diets. She reminds children to wash their hands at appropriate times to prevent the spread of cross-infection. This helps children learn how to keep themselves healthy. Children benefit from regular outdoor play and outings, which provides fresh air and opportunities for them to exercise. Consequently, the childminder appropriately promotes children's health. The childminder teaches children how to look after themselves and keep safe. For example, during lunchtime, she reminds them not to lick knives as 'they are sharp and might cut our tongue.' This helps children to adapt their behaviour to keep safe. The childminder has appropriately risk assessed her home to ensure the environment is suitable for young children. Children practise the emergency evacuation procedures with the childminder so they understand how to leave the premises safely in

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

the event of a fire. The childminder maintains an appropriate record of the times of children's attendance. These demonstrate that she routinely exceeds the maximum ratios allowed, where she cares for a total of seven children under the age of eight years, which is a breach of the safeguarding and welfare requirements of the Early Years Foundation Stage. However, this is always for a short period of time and does not have a significant impact on children's safety because of the childminder's safety measures.

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

Children benefit from the childminder's calm and caring approach. She knows their individual interests and provides appropriate resources to support them. For example, she encourages a baby to investigate electronic toys that light up and make sounds, as she knows they enjoy them. Consequently, children feel happy, settle quickly in her care and confidently explore the environment independently. The childminder provides a suitable range of resources for children to encourage their engagement in a variety of appropriate activities. However, they are unable to select mark-making resources in their self-chosen play to develop their physical skills and an early interest in writing. The childminder routinely praises children's efforts and achievements, which helps to boost their self- esteem and confidence. The childminder is a positive role model for children's behaviour. She encourages them to use good manners and play well alongside each other. As a

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

result, children behave well and build confidently on their personal and social skills, which helps to prepare them for the next stage in their learning. Children are developing independence through their involvement in self-care tasks, such as opening food packages and dressing themselves. This helps them learn to take responsibility for their basic care needs.

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provision

The childminder has an appropriate knowledge of the safeguarding and welfare requirements of the Early Years Foundation Stage. However, she routinely exceeds maximum ratios detailed in the Early Years Foundation Stage by caring for too many children simultaneously. This does not have a significant impact on children's welfare though because it occurs only for short times and the childminder demonstrates how she can keep children safe during these times. The childminder promotes children's health and welfare. For example, she obtains parental consent to take children on local outings and to share information with other professionals, as necessary. The childminder holds an appropriate range of policies, which she shares with parents, to keep them informed of procedures and routines. She understands how to deal with children who may injure themselves because she has attended relevant training and holds a current first-aid

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provision

qualification. The childminder has a suitable system in place to record children's accidents or injuries, should they arise. She has also completed safeguarding training, which helps her to deal confidently with child protection issues should they arise. She is able to identify signs and symptoms of abuse and is aware of the necessary procedures to follow should she be concerned about a child's welfare.

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provision

The childminder identifies areas for development, such as the need to increase the number of assessments to help all children make further progress in their learning. However, she has not actioned this to help her improve outcomes for children. Additionally, self-evaluation does not encourage parents to provide their feedback and suggestions. This means she is unable to take into account the views of all who use her setting. The childminder monitors children's learning by comparing their progress to an appropriate educational programme, to identify potential developmental delays from an early stage. Generally, children engage in activities and select resources that help them to develop skills in all areas of learning. However, not all planned activities target key areas of their learning and mark-making equipment is not readily available for children to select during their self-chosen play.

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provision

The childminder works appropriately with other early years settings children attend to share information to provide individual support for children. She regularly shares information with parents about their children through daily verbal discussions and journals. This helps to keep parents informed of their child's activities. However, the childminder does not share relevant information about children's next steps in learning to promote consistency in how they work together to support children's development and progress. Parents comment positively about the childminder and state they are 'very happy with the way she looks after the children' and that she is 'calm and caring'.

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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 EY364843 Local authority Devon Inspection number 828927 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 11

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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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