Childminder in Suffolk

Inspection date

Previous inspection date 27/11/2014 30/11/2010

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early years provision

This inspection: 4 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 4 The effectiveness of the leadership and management of the early years provision 4

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This provision is inadequate

 The childminder has poor knowledge of the changes she needs to inform Ofsted about, which have resulted in her not notifying Ofsted of changes to the adults in her home. Consequently, Ofsted have not carried out appropriate checks to ensure the suitability of all adults living on the premises.  Children's individual learning needs are not effectively planned for by the childminder, to ensure that they remain stimulated and challenged throughout their day.  The childminder does not maximise opportunities for children to learn across all seven areas of learning in an outdoor environment by providing access to her garden throughout the year.  The childminder does not use self-evaluation effectively to identify her strengths and weaknesses and to act on any identifies weakness to ensure continuous improvement.

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It has the following strengths

 Children are generally settled and comfortable in the childminder's care. They enjoy their time with her and make use of the resources available to them.  Partnerships with parents are effective. The childminder works closely with parents to establish secure knowledge of their children's interests, needs and requirements.

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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 carried out a tour of the childminder's home.

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Inspection activities

 The inspector observed play and learning activities and spoke to the childminder and minded children at appropriate times during the inspection.

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Inspection activities

 The inspector looked at and discussed a range of policies, procedures and documentation, including evidence of the checks used to assess the suitability of adults living on the premises and the childminder's qualifications.

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Inspection activities

 The inspector took account of the views of parents shared through written testimonials.

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Information about the setting

The childminder was registered in 2005 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and four children in a house in Kesgrave, Ipswich, Suffolk. The whole of the ground floor, one bedroom on the first floor and the rear garden are used for childminding. The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently three children on roll, two of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays.

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must:

 develop knowledge of and follow correct procedures for notifying Ofsted of all changes to household members so that can Ofsted can use appropriate systems for checking the suitability of all persons living or working on the childminder's premises

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must:

 consider the individual needs, interests and stage of development of each child and use this information to plan a challenging and enjoyable experience for all children in the areas of learning and development.

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

 recognise the learning potential of the outdoor area, for example, by making better use of the garden to provide play opportunities, which cover all seven areas of learning throughout the year

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

 improve self-evaluation to enhance the swift identification of strengths and weaknesses and act on any weaknesses identified to create a culture of continuous improvement.

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who attend

Children participate in a range of play and learning opportunities, which enable them to explore learning across all seven areas. They are generally keen and active and enjoy being able to make some choices over their play and learning. However, the childminder does not consistently provide opportunities for children to learn across all seven areas of learning in an outdoor environment by providing access to her garden throughout the year. The childminder observes the children in her care and feeds her observations into an on-line software programme, which helps to track children's progress and identify their next steps in learning. The childminder does not, however, use this information effectively to ensure that the educational programme she provides for each child is stimulating and challenging. Consequently children do not always remain motivated and keen to learn. Parents are actively involved in the tracking of their children's progress as they are able to

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who attend

access the on-line system from their own computers. They are also able to input information about learning that takes place outside of the childminder's home. Evidence available shows that children make appropriate progress in their learning.

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who attend

Children have fun developing their scissor skills as they use a well-known retail book to consider what toys they would like Santa to bring them for Christmas. The childminder supports this activity well by encouraging them to use scissors properly and to cut around the toys they want on their picture. She helps them by cutting some pictures out for them so that they have a selection to stick and do not become too frustrated with the challenge. Children articulate their feelings well as their speech is clear and concise, the childminder builds on children's speech by using clear and appropriate language. She encourages younger children to develop communication skills by talking to them clearly, responding to their sounds and babbles and naming objects they are using.

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who attend

The childminder provides children with a varied range of learning experiences, some of which are planned, however, the majority are freely chosen by the children. The learning that takes place, provides some opportunities for children to develop skills they require for the future and for their next stages of learning. For example, going to school. The childminder encourages children to learn good listening skills and to develop physical skills which will help them to put on and take off their coats and shoes.

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

Children settle well into the childminder's care and behave in ways which demonstrate that they feel safe and secure. Parents are encouraged to play an active role in their children's settling-in period, providing them with opportunities to share relevant and important information with the childminder about their children's home routines. The weaknesses identified in the leadership and management section of the report have an impact on the grading for the contribution to children's well-being, as not all adults living on the premises have been appropriately checked with regards to their suitability.

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

Children move confidently around the areas of the childminder's home accessible to them. Limited space, within the home, results in the childminder storing the majority of her resources in her children's bedrooms. Children do however, have some choice over their play and learning as they pick activities and resources from choosing cards, which the childminder has prepared for them. The childminder then facilitates their ideas or fetches the resources they require from their storage spaces. Children generally behave well, demonstrating an understanding of the childminder's expectations of them. However, the lack of effective planning, the childminder implements, sometimes results in older children becoming easily distracted and dis-interested in what has been provided for them. The childminder recognises the importance of making sure children feel emotionally secure and uses clear praise and encouragement to enhance their self-esteem and confidence.

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

Children are generally learn about healthy lifestyles through the childminder's working practices. She promotes healthy eating and ensures that children are provided with a good amount of fresh fruit and vegetables to contribute to their five a day. The childminder provides home-cooked meals for children and liaises with parents regarding the content of the meals. Children develop knowledge of keeping healthy as they participate in physical activities provided for them by the childminder. For example, they visit local parks and indoor play centres on a regular basis. Children are generally reminded about keeping healthy, for example, older children know that they need to wash their hands before touching food. The childminder uses trips and outings to local children's centres and activities session to prepare children for their next stages of learning. For example, they develop confidence when meeting new people and experiencing new places.

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provision

The childminder demonstrates secure knowledge of the signs and symptoms of abuse and her responsibilities with regards to referring any concerns to the appropriately authorities for investigation. She also demonstrates her knowledge of how to protect children by providing a secure environment for them to play and learn in. However, the childminder's knowledge of safeguarding children is weak. She has failed to inform Ofsted of changes to her household members, which has resulted in Ofsted not being able to fulfil its duty of checking all adults living on the childminder's premises. The childminder's knowledge of what she needs to inform Ofsted about is poor. Therefore, evidence is not available to demonstrate that all adults who live on the childminder's premises or have contact with minded children are suitable.

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provision

The childminder has been registered for a number of years, but recently took a three year break from childminding to work at a local pre-school. She returned to childminding in September of this year and is beginning to develop her provision again. The childminder has reviewed her written policies and procedures and implemented some new ones to cover changes that have taken place during her absence from actively caring for children. The childminder has clear knowledge of the learning and development requirements of the early years foundation stage and is using an electronic system for tracking children's progress. She finds this system very beneficial and has received positive feedback from parents who can access information about their child's learning from home at any time. However, the childminder's systems for planning a challenging educational programme for each child is less secure, resulting in some children becoming dis-interested and impacting

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provision

on their behaviour. The childminder is not effectively using self-evaluation to identify her strengths and weaknesses or involving parents and others in this process. This has an impact on her ability to continuously improve.

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provision

The childminder has a secure relationship with parents, which enables her to work in partnership with them. She communicates daily and keeps a daily diary which she shares with parents, detailing their children's routines, meals and activities. The childminder has links with a local pre-school, which enables her to develop good partnership working and also has close connections with the local primary school.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are

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actions)

The requirements for the voluntary part of the Childcare Register are

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To meet the requirements of the Childcare Register the provider must:

 implement effective systems to ensure that any person having unsupervised contact with children is suitable to be in regular contact with children and an enhanced Disclosure and Barring Service check has been obtained through Ofsted in respect of that person (compulsory part of the Childcare Register)  implement effective systems to ensure that any person having unsupervised contact with children is suitable to be in regular contact with children and an enhanced Disclosure and Barring Service check has been obtained through Ofsted in respect of that person (voluntary part of the Childcare Register).

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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 EY310354 Local authority Suffolk Inspection number 820371 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 3

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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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