Woodcock, Elena Livioara

Inspection date

Previous inspection date 25/11/2014 29/01/2014

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early years provision

This inspection: 2 Previous inspection: 4 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

 Children enjoy a range of interesting and stimulating activities that cover the seven areas of learning. Therefore, they are making good progress in their learning.  Children are cared for in a safe environment because the childminder carries out extensive risk assessments to ensure their ongoing health and safety. The daily routines and outings effectively enhance children's understanding of how to keep safe.  The childminder's organisation of the environment and her daily routine enables children to play an active part in their learning and development.  The childminder demonstrates a commitment to continuous improvement. Therefore, she effectively prioritises improvements that will benefit children the most.

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It is not yet outstanding because

 The childminder does not consistently organise group activities to ensure younger children have opportunities to participate.  The childminder does not always plan the very good range of resources available for very young children carefully to allow them to freely access books of interest.

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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 premises with the childminder.

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Inspection activities

 The inspector held discussions with the childminder and her assistant about children's engagement in activities, and their development and progress.

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Inspection activities

 The inspector observed the childminder and her assistant engage in a variety of learning experiences with the children.

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Inspection activities

 The inspector looked at a selection of documentation including children's learning journals, records and written policies.

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Information about the setting

The childminder registered in 2011. She lives with her husband and two children in Farnborough, Hampshire. The premises are close to shops, parks, schools and public transport links. The childminder uses the sitting room, playroom, dining room, kitchen and downstairs cloakroom for childminding purposes. There is a garden available for outdoor play. The childminder's provision operates from Monday to Saturday, for most of the year. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder is registered to work with her husband who is her assistant. There are currently six children on roll in the early years age range, most of whom attend part-time. The childminder also offers care to older children up to the age of 11 years. She collects children from the local school and attends several toddler groups on a regular basis.

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

 enhance opportunities for younger children to independently access books, to maximise children's early reading skills

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

 review the delivery of group activities, to support each child's full engagement and participation.

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who attend

The quality of the educational programme is good. The childminder provides a broad range of activities for children both in and out of the home. This means that children take part in a full and balanced curriculum across all areas of learning. The childminder provides children with interesting, stimulating and age-appropriate activities. However, the book area is a little disorganised and some books are too high for children to independently select. This means that children are not fully supported to reach the highest level of achievements. Nevertheless, overall resources are stored well in low-level boxes and arranged attractively for easy selection. As a result, children play freely and actively enjoy exploring their spacious environment.

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who attend

The childminder plays with children down at their level, to focus and engage their attention and enhance their learning. For example, younger children enjoyed sitting with the childminder reading books. She responded well and repeated the words encouraging developing vocabulary. This also enhanced their language development as children could hear the sounds of the words she used. The childminder pointed out the pictures and described them to the children in detail. This allowed the children to respond with questions and enhanced their communication skills. However, at times, group activities are not organised to ensure all younger children have opportunities to fully participate. For example, during a painting activity, the table became overcrowded. Despite children indicating through expression that they wished to participate, they were kept waiting. This means that sometimes children are not able to contribute in a way which is of value to

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who attend

them or others. Nevertheless, overall the childminder knows children well. This means the activities provided provide individual children with sufficient challenge.

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who attend

The childminder is a good role model as she contributes to children's ideas. For example, children made pretend sausages and cakes from play dough. They informed the childminder they were at a caf. She extended their play asking open questions that encouraged children to think about size and shape and what else they might like to make. As a result, children developed further their speaking and language skills. Children demonstrated their good independence and physical skills, as they selected their own resources and used their small muscle skills to squash, pull and poke the dough. Children have further opportunities to develop their physical skills, as they regularly go out for walks in the local area, visit toddler groups and enjoy activities, such as music and movement with the childminder. This enables children to develop their confidence and self-esteem and further develops their knowledge and understanding of the world in which

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who attend

The childminder quickly establishes children's starting point based on her observations and information gained from parents on entry to the setting. Ongoing observations and assessments enable the childminder to identify children's next steps and therefore provide activities to support their individual progress. This information enables her to produce regular, clear summaries and informative progress summaries. These enable her and parents to track children's progress over time through all areas of learning. Parents praise the progress their children make with the childminder and report that their children enjoy their time with her. The childminder also works with the other settings the children attend such as the local nurseries. This provides good continuity of care and learning for the children, as she is able to share children's stages of development, including what she is currently working on with them. As a result, emerging gaps in children's learning are

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who attend

identified and they continue to make good progress.

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

Children feel safe and secure with the childminder. They have a strong and trusting relationship with her and enjoy much positive interaction. The childmidner liaises with parents to ensure routines mirror those at home and children receive continuity in the care they receive. As a result, children learn to manage their own needs and the childminder supports them according to their level of development. The childminder understands the need for thorough preparation, to help children to be ready for school. She supports children by encouraging them to work towards greater independence. For example, children learn to hang their own coat up and write their own name. High priority is given to children's safety. The childminder supports children to learn to recognise risks in the home and on outings. As a result, they are beginning to learn to how to keep themselves safe. For example, children help to tidy away toys and learn about road safety when on

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

The childminder has effective processes in place to help children respond to behaviour boundaries. Clear rules and the consistent management of unwanted behaviour means that children begin to understand what is expected of them. The childminder and her assistant are positive role models. They show warm affection and set good examples to children and encourage them to be helpful, kind and polite. The childminder talks to children about what they are eating, so that they learn to recognise healthy foods. Children learn good hygiene routines because they receive effective support from the childminder. For example, children wash their hands thoroughly before snack and after messy play. They use individual towels to prevent the spread of infection. The childminder ensures that children have fresh air each day. They play in the garden and enjoy regular visits to parks.

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provision

The childminder has a good understanding of the safeguarding and welfare requirements. Children play in a safe and secure environment. The childminder assesses everywhere that children play to help her ensure that they are safe, taking action to minimise risks. Risk assessments are extremely thorough and robust. The childminder continues to develop her own knowledge through a variety of training opportunities. In addition, effective supervisions with her assistant identify his training needs. This also supports the childminder to effectively review her operational policies and procedures in line with current legislation. For example, the childminder and her assistant have up-to-date first- aid training. In addition, the childminder updates her awareness of safeguarding issues and understands the procedures to follow should a concern arise about a child in her care. All of the adults in the household have undergone the required suitability checks. This

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provision

means the childminder is clear about her responsibilities with regard to protecting children from harm.

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provision

The childminder has well organised written documentation. Records show attendance registers are up to date and permission is obtained from parents to leave the children in the care of the childminder's assistant for two hours at most in a single day. The childminder is keen to provide a service that evolves to improve outcomes for children and their families. Since her last inspection she has worked closely with the early years advisor, appreciating the support and guidance that she receives towards improving her practice. As a result, she is building up her knowledge of how children learn to support them in their development effectively. The views of parents and carers are valued and questionnaires ready to be used to further gain their thoughts. When evaluating her practice the childminder has a high regard to her strengths and where to make improvements that will enhance outcomes for all children.

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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 EY433522 Local authority Hampshire Inspection number 998130 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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