Childminder in Dorset

Inspection date

Previous inspection date 17/11/2014 21/11/2011

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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 childminder provides children with clear, consistent boundaries and routines, which help them feel secure and settled.  The childminder provides an exciting variety of stimulating play experiences for children that effectively support their learning.  The childminder continues to attend ongoing training opportunities. This effectively helps her update her knowledge of child development.  The childminder interacts very positively with children and actively engages them in play. Consequently, she promotes their learning and development very well.

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It is not yet outstanding because

 The childminder does not consistently support children in fully developing their awareness of possible risk to themselves and others.  The childminder has not fully considered using the learning opportunities of the younger children's interests. For example, through their fascination of particular objects and movement.

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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's play and interaction with the childminder.

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Inspection activities

 The inspector sampled documentation, such as operational policies and procedures and registration records and had discussions with the childminder.  The inspector viewed the childminder's self-evaluation form.  The inspector took into account written comments from parents.  The inspector viewed children's development records and planning documentation.

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Information about the setting

The childminder registered in 2011. She lives with her husband and their two children in Gillingham, Dorset. The childminder uses the dining room, conservatory and toilet downstairs and a bedroom upstairs for sleeping purposes. There is an enclosed garden area for outside play at the back of the premises. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She currently has six children on roll, of whom four are in the early years age range. The childminder also cares for children aged over eight years.

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

 provide more opportunities for children to extend their awareness of keeping safe further and take a positive responsibility for their own safety and that of others

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

 provide more opportunities for young children to explore particular patterns of interest and movement in their play, sometimes referred to as schemas.

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who attend

The childminder has a good understanding of children's learning and developmental needs. She plans a great range of purposeful play activities based around her observations of children's interests and abilities. The childminder recognises children's next steps for learning and supports these well in their play through her positive interaction. For example, she knows younger children are becoming familiar with number names. Therefore, she encouraged them in counting as they fitted the pieces of a number puzzle together. Children were delighted as the childminder praised their efforts as they repeated the numbers after her. She also reinforced this further by helping children count the one, two and three steps they took when walking downstairs. The childminder encourages children to start matching and sorting objects. For instance, she provided a toy farm with animals and helped children sort their sheep, cows and horses into groups. This actively

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who attend

promotes children's early mathematical awareness. Consequently, the childminder teaches children very well through their play. The childminder's positive interaction actively helps children to develop valuable skills that promote their future learning.

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who attend

Children have great fun playing with shredded paper, spaghetti, cornflakes, paint, sand and water. They enjoy exploring a mud kitchen where they use the different utensils to cook their pretend meals. This actively helps children explore colour and texture within a good range of exciting, motivating play experiences. Younger children show fascination for carrying their toys back and forth. For example, they carried the dolls from their box and laid them all in a circle on a blanket. Then they picked the dolls up and took them to sit in a line by a chair. The childminder encouraged children to feed the dolls with the baby bottles and to brush their hair. This actively promoted children's imagination and enabled them to act out their experiences. However, the childminder has not fully considered how to maximise children's interest in transporting toys within all areas of learning. This slightly reduces some learning opportunities within planned activities.

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who attend

The childminder often takes children out to a local farm centre. Children like to see the goats and pigs being fed. They have fun stroking the rabbits and guinea pigs that they see there. This effectively helps children learn about the natural world. Younger children learn to listen well as the childminder talks to them about the textured pictures of a favourite book. They showed great interest as they feel the shiny sunshine and furry cat pictures. Consequently, she actively supports children in developing an enjoyment of books from an early age. This means she is also effectively promoting their early literacy awareness. The childminder consistently reinforces children's words and sounds as they look at the book. She often asks children questions to help extend their play. This actively encourages children to become confident communicators. The childminder allows children to explore toys freely and develop their own ideas in play. For instance, children became absorbed

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who attend

playing with the toy, interactive trucks and cars. They discovered how to activate noises when pressing buttons on the toy vehicles. As a result, children learn about cause and effect actions, which effectively promotes their understanding of simple technology.

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who attend

Written comments from parents note that they feel the childminder is extremely kind, knowledgeable and helpful. They state their child is very happy in her care and is helped to feel included in her family life. Parents state they feel very involved in their child's learning. The childminder regularly asks parents their views on the children's development at home. This helps her in monitoring their good progress. In addition, the childminder is planning to include parents in completing the required progress check for two-year-old children. As a result, she forms positive partnerships with parents, which promotes continuity in children's care and learning. The childminder is clearly aware of the importance of maintaining liaison with other providers that children attend. She has set up effective systems to share information on children's current development and next steps for learning. Consequently, the childminder promotes a consistent approach with other

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who attend

providers, which actively supports children's ongoing developmental progress well.

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

Children form strong bonds and relationships with the childminder and other children, which effectively promotes their social and emotional development. The childminder is attentive and caring and children respond very positively to her friendly approach. She follows the children's individual routines very well, which helps her to clearly meet their personal care needs. For example, the childminder knew when children needed their nappy changed as she noticed the signs. She also recognised when children were tired and needed their comforter for an afternoon nap. As a result, children are settled and relaxed in her care. The childminder promotes children's good health through the positive practices she has established. For instance, children knew the routine of washing hands before eating their snack or lunch. Younger children knew where to find the changing mat, when it was time to change their nappy. The childminder talks to children about the

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

importance of brushing their teeth and eating well to keep them strong. This effectively helps children to develop positive personal-care skills and learn how to keep themselves healthy.

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

The childminder takes children out regularly to have exercise and play in the fresh air. For example, they often go to a local country park. Children have fun looking at the beautiful colours of the leaves in autumn and hear them crunching under their feet. Sometimes the childminder takes children swimming, which effectively helps them gain confidence in the water. The childminder also takes children to a nearby toddler gym. Children like to run along the balancing beam and jump on the bouncy floor. As a result, the childminder supports children very well in keeping fit and developing their balance, coordination and stamina. The childminder organises her home well to enable children to move around freely in their play. Children easily access a motivating range of toys and games that actively encourage their interest and participation in play. For instance, children enjoyed sorting out the play picnic food and put pieces of pizza or cake onto plates. The

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

childminder talked to them about being careful as they used the small, wooden knife to cut up a toy pear. This actively encourages children's imaginative ideas and also helps them learn to handle small tools safely. The childminder has established clear routines for getting children in and out of the car safely on outings. She helps them make traffic light handprints using red, orange and green paint. This clearly promoted children's enjoyment of making marks and their understanding of stop, get ready and go actions. Consequently, the childminder effectively encourages children's awareness of some aspects of safety. However, she does not consistently help them in understanding what to do in an emergency in the home. For example, the childminder has formed an emergency evacuation plan, but has not practised this with children. Therefore, she does not consistently promote their understanding of how to keep themselves and others safe from

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

The childminder promotes children's good behaviour very well. For instance, she establishes clear daily routines to help children feel secure and uses positive interaction in their play. For example, she saw children were becoming frustrated when they couldn't fit a puzzle piece together. She gently reassured children, which gave them the confidence to make further attempts and successfully complete the puzzle. The childminder then praised children's efforts. This effectively helps children to manage their emotions and learn to play cooperatively. In addition, the childminder gently reinforced good manners with younger children. They began to naturally respond with please and thank you as she passed toys to them. This actively supports children's social development and understanding. Consequently, the childminder clearly helps children develop the skills they need for their move to pre-school and school.

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provision

The childminder has a good understanding of the requirements of the Early Years Foundation Stage. She continually updates her knowledge of safeguarding issues through regular training opportunities. She demonstrates a good awareness of potential signs of child protection concerns and appropriate procedures to follow. This helps to effectively promote children's welfare. The childminder has completed risk assessments of her home and outings and identified appropriate prevention. For example, she identified the laminated flooring in one room might be slippery. Therefore, she obtained slipper grip socks for children to wear, which means they can move around more safely. In addition, she keeps her kitchen gated, so she can always supervise children's access through this room. As a result, the childminder works well in minimising the risk of possible accidents.

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provision

The childminder has a very positive approach to developing her practice. She regularly evaluates the provision offered and includes the views of children and their parents in her evaluations. For instance, she talks to parents and children and uses questionnaires with them to find out their opinions. In addition, the childminder has addressed the recommendations set at the last inspection relating to self-evaluation and sharing information with parents. For example, she now shares regular reports with parents on their child's progress. This actively helps parents to contribute and share in planning their child's next steps for learning. Consequently, a positive and continuous approach is given to monitoring and supporting children's learning and development.

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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 EY429107 Local authority Dorset Inspection number 845426 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 6

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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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