Home Childcarer in Hampshire

Inspection date

Previous inspection date 17/11/2014 09/02/2009

p.1

early years provision

This inspection: 2 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 2 The effectiveness of the leadership and management of the early years provision 2

p.1

This provision is good

 The quality of teaching is good. The childminder monitors children's learning effectively and plans for their individual needs. As a result, children make good progress.  Partnerships with parents are strong. The childminder regularly shares information with parents and they discuss children's next steps and development to form a cohesive approach to children's learning.  The childminder effectively promotes children's welfare because she demonstrates a good understanding of her responsibilities with regards to safeguarding children.  The childminder helps children to develop their independence and confidence very well. She does this by encouraging children to try new activities and to do things for themselves.

p.1

It is not yet outstanding because

 There are fewer opportunities for children to see writing in the environment to learn that print carries meaning.

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 and the childminder at play.  The inspector read testimonials from parents.  The inspector looked at a variety of documents, policies and paperwork.  The inspector discussed the childminder's self-evaluation form.

p.2

Information about the setting

The childminder registered in 2005. She lives with her husband and two children. They live in Yateley, Hampshire. The house is situated within walking distance of local shops, schools, pre-schools and parks and there is easy access from the road. The whole of the ground floor of the childminder's house is used for playing. Sleep and toilet facilities are on the first floor. There is a fully 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. There are currently six children on roll, on a part time basis, all of whom are in the early years age range.

p.3

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

 enhance opportunities for children to see written words in the environment, so they begin to learn that words carry meaning.

p.3

who attend

The childminder has a good understanding of how children learn through play. She plans activities to encompass all of the areas of learning, for them to enjoy. Children are making good progress in all areas, and, in some, exceed expected goals. The childminder shares children's development on an electronic system that parents can access safely. Each child has a development folder on this system that captures significant moments in their learning and development. The childminder enhances this further by using photographs that show children engaged in different activities. Parents stay informed about their children's progress by looking at their children's learning and development folder. The childminder encourages them to make comments in their child's folder on the system and to feedback to her about children's achievements from home. This helps parents to become involved in their children's development and helps the childminder to plan from

p.3

who attend

children's current interests. The childminder involves parents in the progress check for children aged between two and three to ensure an accurate assessment of their child is made. This approach to children's learning helps prepare them well for their eventual move to school, or pre-school.

p.3

who attend

The childminder continuously interacts with children. She models language effectively and encourages children to engage in conversations with her, to strengthen their communication and language skills, as they talk about their play. For example, children found some leaves on the scooters and the childminder discussed the colour of the leaves with them. This also supports their awareness of the world around them. The childminder engages children in songs and dance well. Children excitedly join in clapping their hands. They engage in role play cooking dinner for the childminder and they make pictures using hand prints and potatoes. This provides children with lots of opportunities to develop their creativity. The childminder counts with children at every opportunity modelling language as they climb the steps of the slide or wash their hands.

p.3

who attend

Children have lots of opportunities to develop their physical skills. For example, they filled pots with pasta using spoons and large tweezers. They play in the garden on scooters and climb the slide to further develop their skills. The childminder takes children to the local park to practise their climbing and balancing skills. She also takes them to toddler groups where they have opportunities to mix with other children and adults to help them to develop their social skills. Children write using a variety of resources such as chalk and pens. There are a variety of books for children to look at which are easily accessible. However, there are few opportunities for children to see print in the environment such as labels on drawers, or their names, to help them to learn that print carries meaning. The childminder celebrates different festivals with children throughout the year, such as harvest festival. She shares books with children about the festivals and discusses different

p.4

who attend

cultures with them. She provides a variety of resources which reflect diversity and this helps children to gain an awareness of differences, and to learn about other cultures.

p.4

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

Children feel very secure with the childminder. She takes care to obtain information from parents about their child's likes, dislikes and care routines, to enable her to fully meet their needs. She responds to the children individually and gives meaningful praise so children feel they are special and valued. Children's behaviour is good. They behave well because they are kept occupied and supported by the childminder. Her good role-modelling and, meaningful discussions about her house rules help children to understand what is expected of them. For example, she gently reminds them that they need to sit down when they are having a drink. She also teaches them to take turns, share resources and to use good manners. The childminder helps children to develop their independence as they make choices in their play and take part in tasks, such as tidying away toys. She also supports children to develop specific skills, such as putting on their shoes and coats. This

p.4

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

helps children to enhance children's skills for the future.

p.4

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

Children get fresh air daily either in the garden, at the park, or when they go on outings. These opportunities effectively contribute to their physical well-being. The children enjoy healthy meals and snacks, such as banana, apples and raisins, and the childminder reminds them of how fruit is good for them. This allows them to learn about the importance of good nutrition to support healthy lifestyles. Children also learn about appropriate table manners, and how to gain self-care skills with hand washing and eating. The support they receive to develop their independence, and their social skills, prepares them well for the next stages in their learning.

p.4

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

The childminder helps children to learn to keep themselves safe by offering calm reminders as they play. She carries out regular fire drills and discusses road safety with children when on outings. The childminder uses safety gates in her home and risk assesses. For example, the childminder carries out daily risk assessments on the resources and different areas in her home where she cares for children. This helps to ensure the childminder keeps children safe while in her care.

p.4

provision

The childminder has a secure understanding of her responsibility to meet the requirements of the Early Years Foundation Stage. She is fully aware of the safeguarding and welfare requirements and she has appropriate procedures in place to help her to meet these. She has carried out safeguarding training and first aid training and shares her written policies with parents. This helps to make sure parents are clear about her service and the care she provides for their children. The childminder knows the procedures to follow should she have concerns about a child, and where to access help and advice should she need to.

p.5

provision

The childminder has a strong capacity to develop her practice and improve outcomes for children. She evaluates her work thoroughly and targets areas for improvement well. For example, she has attended further training courses since her last inspection and meets with other childminders. Through information sharing, this helps her to enhance the service she provides. Parents report they are very happy with the care and support their children receive. They state how she is a 'good communicator and children thrive in her care.' They are well informed about their child's learning and care through daily interactions and written communications. The childminder demonstrates a good understanding of the learning and development requirements and has effective systems in place to monitor children's progress effectively. This good practice enables her to plan well to reflect children's individual learning and development needs.

p.5

provision

The childminder recognises the importance of working in partnership with other professionals, where this is appropriate, to fully meet children's needs. She has a good awareness of partnership working and knows where to seek help, for children who may need extra support. This helps the childminder to support and extend children's learning and development.

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 EY299594 Local authority Hampshire Inspection number 834001 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 6

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