Childminder in Plymouth

Inspection date

Previous inspection date 02/12/2014 06/10/2009

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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 uses questioning well to help children think, and develop their communication and language skills.  The childminder is attentive and helps children to feel safe and secure in his home.  The childminder establishes warm and trusting relationships with the children, which supports their emotional well-being.

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It is not yet outstanding because

 The childminder does not always make full use of everyday routines to fully promote children's mathematical learning.

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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 the childminder and children.  The inspector held discussions with the childminder and co-childminder.

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Inspection activities

 The inspector sampled documentation including children's records of development, risk assessments, accident records and policies.  The inspector reviewed written feedback from parents.

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Information about the setting

The childminder registered in 2009. He lives with his wife and three children in a two- bedroom house in the Peverell area of Plymouth, Devon. The childminder works with his wife who is also a registered childminder. The childminder's home is accessible by three steps to the front door. The whole of the ground floor is available for childminding with the first floor for sleeping and use of the bathroom. Children access an enclosed back yard for outdoor play The loft conversion bedroom is not available for childminding purposes. The childminder's home is within walking distance of schools, pre-schools and local parks. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. There are currently 15 children on roll of whom seven are in the early years age range. The family has a rabbit, a budgerigar and two Border Collie dogs, kennelled outdoors.

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

 enhance opportunities to promote children's mathematical learning during daily routines

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who attend

The childminder has a good understanding of how children learn and develop. He knows children well and uses this knowledge to provide a broad and balanced range of enjoyable learning experiences, based on their individual preferences, interests and abilities. The childminder and co-childminder work together to plan a range of experiences and activities for the children, which cover all areas of learning. He uses the information gathered from parents about children's likes and dislikes to provide experiences he knows children will enjoy. Consequently, children become engrossed in activities on offer. The childminder works with his co-childminder to observe children at play. They use this information to identify any gaps in learning and to plan what children need to learn next to drive good progress in their learning and development.

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who attend

The childminder recognises children's love of books and stories and ensures these are easily accessible. He supports them well and asks children if they can remember the title of a book. By giving the child the start of the title, it jogs their memory. The childminder patiently waits for children to answer questions giving them time to think. Consequently, children feel valued and listened too. He encourages children from a young age to be involved in making decisions about what they would like to do and play with. He listens carefully to children as they start to develop their early language skills and repeats words to help them to learn how to say a word correctly This builds on all children's vocabulary and supports their communication skills successfully.

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who attend

During the inspection, children build a lighthouse out of bricks and share that lighthouses protect ships. The childminder and child use the construction to discuss other resources, which are 'bigger and 'smaller'. This introduces children to comparisons and mathematical language. However, the childminder does not extend this effectively during everyday routines to further challenge children. For example, he does not encourage children to count how many pieces of banana are in their bowl, or work out how many they will have left once they have eaten two more slices.

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who attend

The childminder listens to what children say and uses this to extend their learning. For example, when they comment on the birds that they see through the window, the childminder asks them what the weather is like outside. This helps them to learn about the changing seasons and nature. The childminder plans a good balance of adult-led and child-initiated play activities, adapting the activities to suit children's developing needs. For example, when he recognised some children were losing interest in a particular activity he quickly incorporated story-time. This engaged the children well and introduced them to rhymes and sounds to promote their early literacy.

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who attend

The childminder takes children to places of interest to help them to learn about their local community. He celebrates festivals with them throughout the year to help them an understanding of the wider world and diversity. Children benefit from regular visits to various social activity groups. This helps children develop friendships with other children and actively engage in larger group activities. Children learn how to manage their own personal care needs, enjoy a healthy diet and engage in physical outdoor play each day. They are curious, inquisitive and keen to learn. Overall, children make good progress in relation to their starting points because the childminder provides effective opportunities for them to develop key skills for future learning.

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

Children are happy and secure. They develop a strong bond with the childminder and his co-childminder. Consequently, children confidently seek support from either adult. This supports their sense of well-being and helps them to feel safe and confident. As a result, children are independent and happily explore the home environment to find favourite toys and play. The childminder promotes children's health and safety well and maintains good hygiene in the home. Children are very familiar with the routine for the day and confidently wash their hands before snack time and sit to the table. The childminder is familiar with children's dietary requirements as parents share any allergies. Consequently, the childminder is vigilant about the food he provides to children. Children are given time to enjoy their meals, and confidently share when they have had enough to eat. The childminder uses meal times to encourage children to learn good social skills This helps

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

children to develop the skills they need for starting pre-school and school.

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

The childminder's home is clean, welcoming and comfortable. Toys are stored at child height, so children are able to help themselves. This promotes their sense of belonging and encourages them to develop independent skills. The childminder provides a good range of resources, which are suitable for the ages and stages of children he cares for.

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

During the inspection, the childminder sat alongside the children as they played, giving them praise and encouragement. He reminded them of the importance to share and take turns. This helped children to learn good cooperation skills as they played together, and to be mindful of younger children around them. Consequently, children behave well. The childminder teaches children to keep safe as they play. He talks calmly to children to explain about their behaviour, saying things such as, 'you can look out of the window but you must not bang on it, as it is glass and could break'. The children listened and stopped, showing that they are learning to manage their own behaviour.

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

The childminder's home provides children with plenty of space to play indoors. Children have fresh air each day as they walk to school, play in the garden or visit the local parks. As a result, children have space to be physically active and opportunities to run around safely.

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provision

The childminder has a good understanding of his responsibilities in meeting the requirements of the Early Years Foundation Stage. He is clear about what he must do to protect children should he have any child protection concerns, or in the event of an allegation being made. He keeps written policies and procedures to support his practice in maintaining children's welfare, and updates these to reflect current good practice. For example, by making sure visitors switch off their mobile phones before entering his home when children are present. All persons living at his home over sixteen years of age have undergone the relevant Ofsted suitability checks. All the required documentation is well maintained, accessible, and kept secure and confidential. His documentation includes a clear record of children's attendance showing how he and his co-childminder meet the adult to child ratio requirement.

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provision

The childminder demonstrates a commitment to continuous improvement. For example, he has developed his provision by looking at new ways to extend the use of outdoors. This means children can now access outside in inclement weather because the childminder has built an overhead shelter. He is pro-active in updating his first-aid qualification prior to its expiry date. He has identified other courses he wishes at access for the children's benefit. The childminder has met the recommendation from his last inspection. His planning and observations are consistent with each child's needs and successfully track their progress. The childminder completes the required progress check for two-year-old children, which he shares with parents. As a result, overall, children are receiving good support and learning opportunities to help them move onto the next stage in their learning.

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provision

The childminder works closely with parents to make sure he understands and is able to meet children's needs. This enables him to develop good relationships. Testimonials from parents praise the care their children receive, and the variety of activities their children enjoy. The childminder has formed links with other early years providers children attend to promote continuity of care and share information about the children's development.

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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 EY392513 Local authority Plymouth Inspection number 996468 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 15

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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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