Childminder in Hampshire

Inspection date

Previous inspection date 15/12/2014 23/03/2010

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early years provision

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

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This provision is outstanding

 The childminder has an excellent understanding of how young children learn, using her skilful teaching to support them to develop new skills and knowledge. Consequently, children are enthusiastic learners and their progress is very good.  Children have an exceptional relationship with the childminder and they develop secure attachments. This fosters a sense of belonging and ensures that children are confident learners who are emotionally well-prepared for the next stages in their learning.  The childminder is highly focused on the continual improvement of her provision. Her thorough self-evaluation and improvement planning involves the views of parents and children, reflecting the very high expectations she has of the children and herself.  Partnerships with parents are highly effective in providing for children's individual learning needs. This joint working contributes to the very good progress made by

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This provision is outstanding

children.  Comprehensive risk assessments ensure children's safety and well-being is given high priority.

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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 about children's engagement in activities, and their development and progress.

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Inspection activities

 The inspector observed the childminder 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 2010. She lives with her daughter in Winchester, Hampshire. The whole house is available for childminding with the exception of the bedrooms. There is a fully enclosed garden available for outside play. The childminder currently has seven children on roll, three of which are in the early years age group. The childminder is registered on the Early Years Register and on the compulsory part of the Childcare Register. She attends the local toddler groups and regularly takes children to the parks.

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

 continue to develop the already excellent partnership working with all provisions children attend, in order to further enhance the continuity in their learning experiences.

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who attend

The childminder has an excellent understanding of how young children learn. She regularly observes children at play to review their natural interests and capabilities. As a result, she quickly identifies children's preferred learning styles. Frequent observations and very well-documented assessments assist the childminder extremely well in monitoring children's progress and learning. She routinely evaluates children's achievements and rigorously identifies new targets for their development. These strategies mean planning is always current, based upon the childminder's knowledge of children's individual needs, and their identified next steps in learning.

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who attend

Children's communication and language skills are given a high priority by the childminder at all times. The children independently selected their favourite books and enjoyed looking at the pictures and talking about their favourite characters. The childminder seized this opportunity to reinforce developing vocabulary. For example, young children enthusiastically enjoyed a game naming their ears, nose and eyes. The environment is rich in print. This means children at a young age are learning that words have meaning. Children are encouraged to explore and make marks in sand play activities and to draw with crayons and chalks. All of these opportunities support children's developing literacy skills and early writing skills, in readiness for the next stage in their learning, such as school.

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who attend

Children are particularly confident and self-assured in the setting and develop the dispositions they need to be ready for the next stage in their learning. They understand the routines and develop their independence in the vibrant and enabling environment. They make choices from the accessible resources and develop their own ideas in their play, showing clear characteristics of effective learning. Children engaged in imaginary play with the transporter lorry. Following their interest in loading different vehicles onto the lorry, the childminder challenged their learning encouraging an understanding of size and number. Children learn about the local community through regular outings, including visits to the, parks the children's centre and toddler groups. The childminder takes full advantage of the facilities in the local area and regular days out further afield are also thoroughly enjoyed, such as adventure play areas and farm visits. Children develop an

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who attend

understanding of the world as they plant and grow tomatoes, then harvest and eat them.

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

Strong attachments and superb relationships between the childminder and the children are evident. This is supported through the excellent settling-in procedure in place, ensuring that children settle quickly and happily into the setting. The childminder places a high level of importance upon children being happy and gives high priority to their emotional security, which she acknowledges is vital to enabling children to flourish in their learning and development. The initial information that parents provide about their child's preferences and care needs, enables the childminder to fully meet their needs from the outset.

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

The childminder provides an extremely welcoming environment. As a result, children of all ages confidently select resources of their choice, supporting them to extend their play and their developing imagination. The children display their own art work and this actively celebrates the skills they have used and the learning gained from these experiences. The childminder is an exceptional role model as she is kind and respectful to the children. This is because she understands the importance of ensuring that children are actively engaged in play. Positive behaviour is highly evident. For example, even young children independently tidy away the toys. These personal skills in developing independence and positive relationships support children extremely well towards the next stage of their learning, such as school.

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

A healthy, balanced menu is provided by the childminder. Dietary requirements are discussed with parents to ensure individual needs are catered for appropriately. Children have extensive opportunities to learn about healthy eating and how to stay healthy. The childminder talks to children about the benefits of eating fruit and vegetables and they enjoy growing some produce in the childminder's garden. This supports children to try new foods and in making healthy choices.

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

Children enjoy fresh air and exercise, developing physical skills and confidence as they play on large equipment in the childminder's garden, indoor play centres and the local park. Plenty of fresh air and exercise keep children fit and builds their confidence in all aspects of physical development. The childminder uses these opportunities to reinforce how to use outdoor equipment safely. As a result, children are learning to take safe risks, under close supervision. Children are supported in developing an understanding of how to keep themselves safe in a number of ways. During outings, the childminder discusses road safety and children regularly take part in fire evacuation procedures. This means children are developing a very good awareness of the actions they must take in an emergency.

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provision

The childminder has an excellent understanding of her responsibility to ensure that all of the safeguarding and welfare requirements are met. She has a thorough knowledge of her role and responsibility in identifying and reporting any child protection concerns, and attends regular safeguarding training to remain updated in this area. The childminder gives the utmost priority to keeping children very safe. Risk assessments are very effectively to help minimise hazards, both within the setting and on the many and varied outings provided. These are regularly reviewed to ensure that any potential safety risks are swiftly identified and addressed. All of the required documentation is meticulously reviewed and maintained.

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provision

The childminder is highly motivated and dedicated, which is reflected in her truly inspirational practice and provision. She is an active member of a childminding group and regularly meets other childminder's, sharing ideas and good practice. Children's care and learning is greatly enriched by the childminder's enthusiasm and commitment to her work. The childminder's excellent quality of teaching and robust assessments of children's learning ensure that children are making exceptional progress in their learning and development. This prepares them exceedingly well for the next stage of learning, such as pre-school or school.

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provision

The childminder has a meticulous focus on self-evaluation. All recommendations from her last inspection have been met. Her continual drive for excellence is motivated by her commitment to ensuring that children are happy, safe and achieve the best possible outcomes from their time in her care. The childminder involves parents and children in the process and asks them for suggestions to help her to improve. It is evident that the childminder is using her training and experience gained while working in the childcare field, to develop her practice, through outstanding daily provision. Her aspirations to develop professionally, include attendance on additional training courses, reflect her commitment to continually enhancing her knowledge and skills.

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provision

The childminder has developed very effective links with other settings, sharing what they know about the child in order to ensure consistency in their care and learning. However, there is scope to develop this further especially with nursery and pre-school settings to make this partnership even stronger. Partnerships with other agencies and professionals are exemplary. This ensures that children's needs are quickly identified and that they receive targeted support appropriate to their individual needs.

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provision

Partnerships with parents are excellent. A wealth of information is shared on a regular basis. The information obtained from parents on their child's individual care and learning is outstanding and communication between the childminder and parents is excellent. For example, parental involvement is highly valued through the information they share when their child first starts in the setting, and frequent sharing of learning journals and parent questionnaires. This highlights the high level of importance which is placed upon partnership working and ensures that they work exceptionally well together to meet the children's needs. This demonstrates that continuity of care and learning is paramount to the childminders highly positive ethos.

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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 EY398844 Local authority Hampshire Inspection number 844835 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 7

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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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