Watson, Sarah Louise

Inspection date

Previous inspection date 18/11/2014 03/08/2011

p.1

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

p.1

This provision is good

 The childminder organises her practice well to provide children with a welcoming, nurturing, family environment for their care and learning. Children are very happy and totally at ease in the childminder's home.  Children's personal, social and emotional development is very good. They have good relationships with one another, are polite and behave very well.  The childminder has a clear understanding of how children learn. Children make good progress as a result of the childminder's skilful teaching.  Partnerships with parents and others involved in children's care and learning are good. Children benefit from the consistent joined-up approach to meeting their individual needs.

p.1

It is not yet outstanding because

 Children have free access to books and recognise that print carries meaning but the childminder does not maximise their opportunities to learn about words through visual displays in all play areas.  Children keep safe as the childminder supervises them well and she has identified and minimised most hazards. However, she has not strengthened her safety procedures by ensuring all kitchen cupboards housing products, such as cleaning materials, are secure.

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 children's play indoors.  The inspector sampled the childminder's documentation.  The inspector discussed the childminder's practice with her.  The inspector took into account the written views of parents.  The inspector viewed areas used for childminding.

p.2

Information about the setting

The childminder registered in 2011. She lives with her partner and young child in Yateley, Hampshire. Her father is registered as her assistant. Childminding activities take place on the ground floor of the home. There is a garden for outdoor play. The family has two gerbils and keeps fish. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She is currently caring for five children, of these, two are in the early years age range. The childminder works two days a week for most of the year.

p.3

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

 maximise children's opportunities to learn about words and their understanding of print, for example, through the use of key word labels in the environment

p.3

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

 strengthen safety procedures further by making hazardous materials inaccessible to children.

p.3

who attend

The childminder understands how children learn. She plans and provides them with a varied range of stimulating and fun activities to promote their development in all seven areas of learning. Parents supply the childminder with information about their child's development when they start in her care. There is a continuing flow of information thereafter, which keeps parents fully informed and involved with their child's learning. The childminder completes the required written progress check on children, assessing their development when they are two years old. She also completes detailed three monthly progress reviews. The childminder's tracking of children's development enables her to clearly identify any gaps in learning, which she then addresses with activities in and outside the home.

p.3

who attend

Children's personal, social and emotional development is good. They are confident, active learners and have good self-esteem as a result of the praise and encouragement they receive. They take ownership of their learning as they make decisions about what they want to do. For example, children decide they want to sing and the childminder gets out some toy guitars so they can 'play' them together while singing. Children confidently sing songs about sheep and scarecrows, showing good recall of the words. They are keen to repeat the positive experience they have had and excitedly say to the childminder, 'What shall we sing now?' The childminder uses opportunities well as children play to develop and progress their learning. Children work cooperatively together to set out plates, cups and glasses for a tea party. The childminder challenges them to count how many glasses they have and children immediately start to count in correct sequence, thereby reinforcing

p.3

who attend

their understanding of number. The childminder develops children's language and vocabulary skilfully. She echoes back children's words to confirm she has listened to them, pronouncing words clearly so that children learn the correct sounds. Children understand that print carries meaning and point to words on a collage picture they are making, to ask what they say. There are no key word labels on display, however, to maximise children's learning about words.

p.4

who attend

Children enjoy creative activities. They play with, and make, finger puppets with the childminder. They name the different animal puppets confidently and have fun making the sounds made by the animals. Children concentrate well as the childminder helps them make puppets and they show good hand-eye coordination as they join seams by threading. The childminder fosters children's interest in literature effectively because she sits and reads stories to them. She points to the words in the title as she reads it and uses good and varied intonation to engage and hold children's interest in the story. Children enthusiastically join in with familiar parts of the story before confidently using the picture clues to retell the story to the childminder.

p.4

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

The childminder is very kind and caring. She has excellent relationships with children and treats them all with equal concern. Children thoroughly enjoy her company. They are confident and very sociable because they feel valued and secure in her home. The childminder supports their emotional well-being effectively through her attention to their individual needs. Settling-in procedures are gradual to allow children to become comfortable with the childminder, and her home, at their pace. Children have access to a good range of resources and activities, which support them in developing their future skills in readiness for their eventual move to school. The childminder encourages children to be independent, for example in taking their coat and outdoor shoes off on entry to the home. The childminder acts as a positive role model regarding manners and children follow her lead in being polite and showing consideration towards each other. For example, as one

p.4

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

child sets skittles out for a game, another immediately says 'Let me help'. Children's behaviour is very good as they play amicably together. They demonstrate an understanding of fair play as they patiently take turns to roll the dice during a board game.

p.4

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

The childminder works in partnership with parents to meet children's dietary requirements and promote their understanding of healthy eating. Children fetch their drink bottle freely when thirsty and follow routine hygiene practice as they wash their hands after using the toilet. Children enjoy a healthy snack of fruit and the childminder supervises children while they eat to make sure they have no difficulty with their food. They have regular opportunities for exercise to develop healthy bodies, and confidently talk about how they ride on bikes on the common. Children develop an understanding of safety as they wear helmets when riding the bikes, and as the childminder fastens them securely in car seats on outings. The childminder also reinforces children's awareness of how they can keep themselves safe by teaching them about road safety and by practising her emergency evacuation procedure with them.

p.4

provision

The childminder has a good understanding of her responsibilities in meeting the learning and development and safeguarding and welfare requirements of the Early Years Foundation Stage. She is professional and organises her practice well to provide children with a nurturing, family environment for their care and learning. Children are very happy and have fun. They make good progress because the childminder monitors their development closely and plans activities that enable them to continually progress. Children benefit significantly from the positive partnerships the childminder has with their parents and others involved with their care and education. The ongoing sharing of information between all parties promotes a consistent approach to meeting children's individual needs. Parents are very happy with the childminder's service. They state that they 'love the way we discuss things' and comment that the childminder is 'fantastic'. The childminder shares

p.5

provision

all her policies and procedures with parents and also displays information in her home about, for example, safeguarding practice and how to contact Ofsted.

p.5

provision

The childminder has a wide range of documentation in place underpinning her practice in all areas, including for example, risk assessment and attendance records. She has a good understanding of how to safeguard children's welfare and has been proactive in refreshing and updating her safeguarding and first aid training since her last inspection. All adults in the household are vetted to make sure they are suitable to be with the children. Children keep safe because the childminder has identified and minimised most hazards and she supervises children closely in her home and garden. For example, she keeps her home secure, has a safety catch on her cutlery drawer and knives are inaccessible to children. However, some kitchen cupboards housing cleaning materials do not have safety catches on to strengthen her safety procedures. The childminder has completed a written evaluation of her practice, reflecting on her strengths and areas for future development.

p.5

provision

She seeks regular feedback from parents and keeps herself up to date with changes in early years practice. As well as continuing with her professional development by attending training the childminder has also addressed both recommendations raised at her last inspection. These related to tracking children's progress and the provision of resources and activities to develop children's awareness of diversity.

p.5

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.5

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.6

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.6

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.7

Setting details

Unique reference number EY422246 Local authority Hampshire Inspection number 845292 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 5

p.7

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.7

Type of provision

For the purposes of this inspection the following definitions apply:

p.7

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.7

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.7

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.8

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.8

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.9

Type of provision

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

p.9