Childminder 143187

Inspection date

Previous inspection date 26/11/2014 07/09/2009

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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

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This provision is good

 The childminder provides a wide range of stimulating resources that promote learning across all areas well.  The childminder has a good understanding of the children's learning needs and plans interesting, enjoyable activities that help children make good progress.  The childminder is a good role model, which helps children behave well. Children have formed secure attachments with her that are conducive to their learning.  The partnership with parents makes a strong contribution to meeting the children's needs and promoting ongoing learning.

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It is not yet outstanding because

 The organisation of resources reduces some children's understanding of what is available for their play.  Partnerships with some other early years providers are not established for all children who attend other such provisions.

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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 viewed the childminder's premises and play resources.  The inspector looked at documents provided by the childminder.  The inspector discussed the childminder's improvement plan.  The inspector discussed how the childminder's provision for children.

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Inspection activities

 The inspector observed the childminder's interaction with children while they took part in a range of activities.

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Information about the setting

The childminder started 1992 and registered with Ofsted in 2001. She lives with her husband in a residential area of Portsmouth, with schools, shops and parks in the vicinity. The ground floor of the childminder's home is used for childminding. The house is accessible from the road and there is an enclosed garden available for outside play. The childminder is registered on the Early Years Register and on the compulsory and voluntary parts of the Childcare Register.

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

 extend partnerships with other early years providers to include all those that children attend

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

 organise the play environment so that all children are aware of the full range of toys, resources and equipment available, so that children have a rich choice from which to select.

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who attend

Children enjoy their time with the childminder. They have positive relationships with her and each other and they enjoy doing things with her. The childminder has a good understanding of how to promote children's learning and offers them a wide range of good quality, interesting activities that they enjoy. Children's learning and development is progressing well from their abilities on entry through the positive interaction and skills of the childminder, because her quality of teaching is good.

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who attend

Children have a good balance of child-initiated and adult-led play. They are often encouraged to be independent because they choose what they would like to play with. At other times, the childminder has planned activities that link directly to their next stage in learning, which promotes progress. They become engaged in different types of enjoyable messy and sensory play. They manipulate dough with their hands and use a range of different tools carefully. Children's imaginations are stimulated as they listen to a familiar story and the childminder uses props to recreate the sensation of going through long grass, mud and snow. The childminder is skilled at using incidental moments to teach children about numbers and colour. She is a good role model who encourages children's communication skills by talking to the children about what they are doing and repeating back to the children what they have said, pronouncing the words clearly. Children sing

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who attend

familiar nursery rhymes that promote their understanding of rhyme, so helping their early literacy skills. They enjoy doing actions and they are learning about the order of numbers as they sing number songs. However, the childminder's organisation of resources does not help children make links between the items, their pictures and the printed word. For example, the childminder labels boxes of resources with words but no pictures, which makes it harder for some children to know what is inside. Nevertheless, the children's experiences help develop their communication, literacy and early mathematical skills well in preparation for the next stage in learning.

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who attend

Children's progress is tracked and their achievements recorded including the assessment for two-year-olds. The childminder uses this information to plan suitable activities for the children that support their good progress. Through the activities children develop useful skills for their eventual move to school. The childminder keeps parents informed of their children's progress.

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who attend

Relationships with parents are strong and worthwhile. The childminder shares information with parents about the experiences their children have had each day. Good quality information is exchanged so that they are fully aware of how to extend their child's learning at home.

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

Children are comfortable and secure with the childminder. They have good relationships with the childminder and each other. They respond to her ideas and offer their own ideas knowing that the response will be positive. Her thoughtful interaction with each child reflects that she values them as individuals. Her knowledge of this individuality results in her meeting their needs. The childminder is skilled at interpreting signs indicating children's needs, such as knowing when they need to use the toilet. She helps them to become independent in their personal care. The childminder works closely with parents which results in children receiving continuity in their care because she follows home routines. Children are emotionally secure and well prepared for the next stage of learning.

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

Children's behaviour is good. They clearly know the rules in the childminder's home. This results in children feeling safe within the environment because they know what is expected of them. The childminder teaches them acceptable behaviour, and good manners are encouraged. The childminder teaches children to co-operate so they share and take turns, for instance when playing games. As a result, children develop strong social skills and the ability to play together. The childminder focuses on positive behaviour which builds their self-esteem.

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

Children learn about safety in the home and in various ways; for example, they are reminded to be careful when using scissors. The childminder encourages them to think situations through to decide what is a safe thing to do. For example, children consider whether it would be safe for the pet rabbit to be out at the same time as they play football. Children enjoy healthy lifestyles. They play outdoors either in the garden, at local parks or on the beach. They are offered healthy snacks by the childminder who encourages them to talk about what food is good for them and why. The have their drinks close to them so they can help themselves when they are thirsty. They gain useful life skills when they prepare their own lunches. They carefully spread butter on their bread, choose what they would like to go in their sandwiches and learn to cut these up.

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

Children have access to a wide range of good quality resources that are suitable to their stages of development and cover all the areas of learning well. Children move freely from one area to another deciding where to play. They make choices about what they want to play with from the selection that is on display. Not all resources are stored within reach and some children cannot make choices from these due to labeling that is more suited to older children who can read.

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provision

The childminder has undertaken recent training to help her understanding of safeguarding. She is now secure in her knowledge of how to safeguard children. She is very aware of the procedure to follow if she had a concern about a child's welfare. She risk assesses the environments the children use to reduce hazards and support their ongoing safety. She implements the welfare and learning requirements of the Early Years Foundation Stage. Her polices underpin her safeguarding practice.

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provision

The childminder implements the learning and development requirements effectively. Since the last inspection she has undertaken several courses and acted on advice from relevant professionals to develop her practice. This has enabled her to identify the strengths of her practice and recognise areas to develop. She has created a relevant development plan which reflects her commitment to improving her practice and shows how she is going to continue to move forward. She has met all the requirements from the last inspection and made many changes that contribute to the good outcomes for children. For example, undertaking a course in speech and language has enabled her to improve her teaching skills in helping children understand letter sounds.

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provision

Partnership with parents and others are largely beneficial. She is able to complement the learning some children undertake at their other early years providers. However, she has not made contact with all such providers involved with children, which restricts the continuity of care and education for some.

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provision

Information exchanged between herself and parents helps continuity of care and learning. Parents are extremely pleased with the care and range of activities their children experience with the childminder. They state they can see the progress their children are making and the information exchanged enables them to continue their children's learning at home.

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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 143187 Local authority Portsmouth Inspection number 843125 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 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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