Childminder in Devon

Inspection date

Previous inspection date 21/11/2014 10/02/2009

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early years provision

This inspection: 1 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 1 The effectiveness of the leadership and management of the early years provision 1

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This provision is outstanding

 Highly effective planning and assessment arrangements, supported by positive interactions by the childminder, enable children to make excellent progress across the well-delivered educational programme.  There is a high focus on encouraging strong partnerships with parents and other early years settings children attend to support children's emotional well-being and promote a continuous approach to children's care, learning and development.  The childminder has an excellent understanding of the safeguarding and welfare requirements and implements these effectively to maintain children's health, safety and welfare.  The childminder reflects on her practice consistently to drive continuous improvement. She has a very positive attitude to improving her knowledge through training and sharing good practice.

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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 playing inside.

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Inspection activities

 The inspector observed the childminder's interactions with children as they played and in their care practices.  The inspector considered the written views of parents.

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Inspection activities

 The inspector sampled documentation including self-evaluation, communication books and learning diaries.

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Information about the setting

The childminder registered in 2004. She lives with her husband and two children in Tiverton, Devon. The childminder uses the sitting room, kitchen/family room, bathroom facilities and one bedroom for childminding purposes. There is an enclosed garden on two levels with grass and paved areas for outdoor play. The family have a pet dog. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She currently cares for four children in the early years age range.

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

 enhance children's engagement in singing and rhymes through simple props to promote older and more able children's early calculation skills further.

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who attend

Children benefit greatly from positive interactions with the enthusiastic and highly motivated childminder. She has developed extensive and effective planning and assessment arrangements. Consequently, this enables children to make the best possible progress in their learning and reach their full potential. The childminder plans an enriching and highly successful educational programme that supports children's interests and next steps in learning. She encourages children to develop skills across all areas of learning. They are actively involved in their learning and demonstrate high levels of self-assurance and independence. This helps them to gain the skills they need for future learning and the move to school. The childminder encourages strong partnerships with parents and other early years settings children attend. This enables a continuous approach to children's care, learning and development as they routinely share information. The childminder uses the

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who attend

information she gathers productively to enhance children's experiences.

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who attend

The childminder provides a language rich environment to support children consistently to develop very good communication skills. For example, while sharing a story the childminder responded positively to younger children's babbling. She provided a commentary to their actions, such as 'you're bouncing up and down', so that they begin to match words with their movements. The childminder engaged extremely well in children's role-play activities to encourage their language development, such as questioning what is on their shopping list. She provided specific vocabulary to enhance children's experiences and encouraged children to observe and recognise familiar letters, such as those in their name. Children used technology well to support their imaginative role play. For example, children switched the steering wheel on and pressed buttons to activate the lights and sounds. They talked about the journey, such as 'it's dark this way' and 'we're going to

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who attend

Wonderland'. Children showed good awareness of safety when they reminded the childminder to put their pretend seatbelts on.

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who attend

The childminder used song time well to engage with all children. Children participated enthusiastically. For example, young babies giggled happily as they pretended to row the boat as they formed extremely strong bonds with the childminder. Babies jiggled and moved in time to the music, while older children copied actions and accompanied their singing with different musical instruments. Children confidently chose familiar songs, such as five current buns in a baker's shop, and began to learn early calculation skills. However, the childminder did not extend this experience fully by providing props to help children make further links in their learning.

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who attend

There is an excellent range of activities to support children's creativity. The childminder provided an abundant range of materials for children to explore as they created a door wreath for Christmas. Children showed great concentration and flourished in the individual attention they received from the childminder, who questioned and elaborated on children's ideas. Children showed pride in their accomplishments. For example, children commented 'look I'm holding the pencil right' as they drew berries and received praise for their achievements. The childminder listened well to children's requests so that their imagination was not stifled. For example, children requested a spoon so that they could mix the glitter together to create a potion for their magic spell. The quality of teaching is excellent, which results in children achieving exceptionally well.

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

Children thrive in the highly stimulating and supportive environment. The childminder provides an abundant range of good quality toys and resources. She regularly rotates these to support children's interests and to challenge their development. The childminder encourages children to make decisions about their play exceptionally well. For example, she provides a resource book, which includes photographs and pictures of other resources that the children may not be able to reach independently. Consequently, children are enthusiastic and keen to learn, which prepares them extremely well for their next stages in learning.

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

Children form very secure attachments with the childminder, which successfully supports their emotional well-being. The childminder takes time to get to know the children and has exceptional knowledge of their interests and routines to help them settle extremely well. For example, the childminder sings to babies as she cuddles them close to rock them to sleep. The childminder consistently celebrates children's achievements. For example, by displaying their creations and photographs of the activities they engage in, so that they have very high levels of self-esteem. Parents comment favourably on the childminder's interactions, such as how the childminder is 'very attentive to the needs of each individual and making them feel safe and secure in the loving home environment'. Children have excellent opportunities to learn about healthy lifestyles. They learn the importance of washing their hands after using the toilet and before eating. They are

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

supported exceptionally well in this process as the childminder demonstrates how to wash hands with the aid of a familiar rhyme to encourage engagement. Children identify their own needs very well, such as commenting that they are hungry. The childminder provides a healthy snack of toast and honey. Children develop exceptionally good independence skills as the childminder gives them every opportunity to be involved, such as spreading their own honey. Children recalled that honey comes from the bees and the flowers showing good understanding of nature and life cycles. Children demonstrated very good understanding of possible consequences of poor health routines. For example, while reading a book, children commented that if they do not brush their teeth they might rot. The childminder is respectful as she changes babies' nappies. She talks to them continuously to reassure them and responds extremely positively to their developing

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

communication skills. She also maintains dialogue with the other children during this time acknowledging their play and reassuring them that she is close by. Children relish their outdoor activities where they can be physically active. For example, children were keen to draw maps to represent the places of interest they saw on their walk.

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

The childminder provides a very safe environment and, through her close supervision of children, encourages them to take risks to further their skills. For example, children demonstrated excellent understanding of how to use scissors safely. They listened carefully to the childminder and followed instructions exceptionally well, such as to rotate the paper and tuck their fingers in. Children frequently engage in thorough fire drills to help their understanding of safe practices.

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provision

The childminder has an exemplary understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage. She implements her comprehensive policies and procedures consistently to maintain children's well-being. Children move freely and independently as the childminder has thoroughly risk assessed all areas used by the children. There are highly effective arrangements to safeguard children. For example, there is a strict visitor's policy. The childminder routinely checks identification and records visitors to the setting. The childminder requests that visitors place their mobile phone in a communal area for safety. She supervises children extremely well ensuring she does not leave them alone with visitors. She provides very clear explanations so that children learn about how to keep themselves safe. The childminder has recently attended safeguarding training to keep her fully up to date. She has an excellent understanding of her

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provision

responsibility to record and report any concerns she has about a child in her care. She works consistently with key agencies to support children's well-being.

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provision

The childminder has developed extremely strong partnerships with parents and other early years settings the children attend. This supports children's emotional well-being exceptionally well and promotes a consistent approach to children's care, learning and development. Parents wholeheartedly contribute to their children's learning, for example using the daily communication diary to record achievements at home. Parents comment on how their children enjoy coming to the childminder's home and the positive interactions they receive.

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provision

The childminder has an excellent knowledge of the learning and development requirements of the Early Years Foundation Stage. She regularly reviews her planning and assessment arrangements and demonstrates a very secure understanding of how children learn and the delivery of the educational programme. Therefore, there are highly effective arrangements that successfully support children to make the highest levels of achievement.

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provision

The childminder reflects on her practice consistently well to drive improvement. She identifies key areas for improvement and the positive impact this has on children's learning and development. The childminder has addressed the recommendation set at the last inspection and improved outcomes for children by developing highly successful links with other settings children attend. The childminder has a very positive attitude to improving her knowledge through relevant training and sharing good practice with other childminders and professionals. She consistently invites feedback from parents to guide her practice, such as using a verbal exchange of information rather than a written record form if requested.

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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 EY290106 Local authority Devon Inspection number 833765 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 4

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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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