Childminder 142220

Inspection date

Previous inspection date 19/12/2014 10/09/2009

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early years provision

This inspection: 2 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 2

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This provision is good

 Children are valued as individuals and inclusive practice is fully promoted. As a result, children are extremely confident and very independent learners.  The childminder develops warm relationships with children and their parents. Children benefit from this because they are very happy and well settled, and their ongoing learning is continued at home.  The childminder has a good understanding of how young children learn through play. She provides a broad range of stimulating and interesting resources and activities, which supports children to make good progress.  Children are very effective communicators because the childminder spends time positively interacting with them and encouraging the development of their vocabulary and language skills.  The childminder effectively uses comprehensive policies and carefully considered procedures to make sure children are safeguarded and protected from harm. This

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This provision is good

means children's welfare is fully promoted.

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It is not yet outstanding because

 The childminder does not make full use of strategies to ensure that information about children's individual learning needs is successfully shared with other settings, in order to strengthen the shared approach to children's 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 children at play indoors.  The inspector carried out a joint observation with the childminder.

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Inspection activities

 The inspector viewed a range of documentation including suitability checks for the childminder and all adults in the household, evidence of training, and the policies and procedures of the setting.  The inspector sought the views of parents from many written referrals.

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Information about the setting

The childminder registered in 1996. She lives with her husband and two adult children in a three-bedroom house in Frome, Somerset. The ground floor is used for childminding, which includes two lounges, a dining room, hallway, conservatory, kitchen and toilet. There is a safely enclosed rear garden for outside play. The family has a dog and three cats, to which the children have supervised access. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. There are currently four children on roll in the early years age group.

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

 explore strategies for sharing more information about children's individual learning needs with the other settings they attend, to strengthen all aspects of consistent partnership working.

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who attend

The childminder provides children with a stimulating and challenging environment, which captivates their interest and motivates them to explore and discover. The childminder competently encourages children to make the most of a broad range of experiences, which cover the seven areas of learning. As a result, there is support for children's all round development. The childminder is very thoughtful and the children benefit from the imaginative experiences she provides. For example, children delight in role play activities, including setting up a castle with knights and horses. Children immersed themselves in the play scenario, which encouraged their learning in all areas. For instance, the childminder talked about the colours of the horses and counted the knights; this helps children learn about early mathematics. The childminder uses a range of strategies including varying the tone of her voice to generate enthusiasm and express her thoughts. She uses questioning

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who attend

skills to encourage children to develop their critical thinking, and models her own thought processes. Therefore, there is much support for children to learn how to think for themselves and have a go at new things. As a result, children become confident learners. The childminder understands how to stand back and allow children to explore and discover for themselves, and when to intervene in play to extend learning. Likewise, she makes suggestions or offers support to meet the needs of the children. This helps to engage them and enables them to conquer difficulties they may encounter. For example, she encourages children to explore the small world toys, which offer a variety of learning experiences. This helps children to learn about the world around them and prepares them very well for their future learning. Children communicate with confidence because the childminder places a strong emphasis on promoting their communication and language development. She uses sign language to

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who attend

help children with communication difficulties and this demonstrates her inclusive practice is thoughtful and meets individual needs. Children make independent choices about their play, accessing resources themselves. The childminder provides children with a broad selection of pens, pencils and paper, which they freely access to make marks as they play, and so develop the skills needed for early writing. The childminder makes good use of equipment, such as press button interactive toys, which helps to prepare children for future technology they may encounter.

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who attend

The childminder observes children throughout the day, assessing their skills and gaining a good understanding of their abilities. This means that she knows the progress they make. The childminder uses this information effectively to plan a range of activities, which provide good levels of challenge and so help children to move forward with their learning. Long- term planning is created in collaboration with childminding groups. Together the groups exchange good practice and provide activities for children to participate in adult- led or child-led tasks. This enables the childminder to follow children's individual interests and emerging needs. The childminder takes time to get to know the children in detail when they first start. She involves parents in effective systems to gather significant information. Parents complete 'All about me' forms; this means that the childminder has a good understanding of children's likes, dislikes and developmental needs. In addition, the

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who attend

childminder takes time each day to keep parents fully informed about the children's achievements through meaningful two-way conversations and daily diaries. Online learning journeys are completed with precision and parents can access these whenever they chose. Clear identification of next steps of learning are listed and can be continued at home to offer shared learning. The childminder uses this information to inform her routines each day. This includes the completion of the progress check for children between the ages of two and three years. Therefore, parents are actively involved in children's ongoing learning.

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

Children feel extremely secure in the childminder's home. They benefit from the kind, warm bonds and emotional attachments that they develop with her. The childminder is caring and exceedingly attentive to the needs of the children. For example, she arranges cosy comfortable spaces when children become tired. This also means that children learn to become confident in expressing their feelings and needs freely. The childminder shows enthusiasm and laughs along with the children. She involves herself in play with them. As a result, children have great fun and thoroughly enjoy spending time in her company. Therefore, children are exceptionally well settled in the childminder's home. The childminder makes very good use of sensitive and thoughtfully considered strategies to help children settle and to comfort new children. For example, she encourages children to bring in their favourite toy from home and discusses routines at home to mirror at the

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

setting. This means that children are emotionally well supported during the flexible settling-in period. Furthermore, the childminder works closely with other childminders, and she takes the children to groups where they socialise confidently with other children of the same age. This familiarity helps children to settle extremely well into their next stage in learning.

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

The childminder follows highly effective procedures to help keep children safe. She updates her policies and procedures regularly to make sure the environment is suitable to meet children's needs. The childminder minimises any risk efficiently, to ensure practice meets the emerging needs of the children. The childminder teaches children about road safety when they are out in the local community and on daily school runs. She explains when it is time to tidy the areas to ensure there are no tripping hazards; this helps them assess their own risks. The childminder follows good practices that aid children's health and reduce the risk of cross-infection. She encourages parents to provide children with healthy lunch boxes and she promotes this learning extremely well in activities. For example, children walked to the shop, selected healthy fruits and tasted them when they returned home. This attitude helps children learn to learn to make positive choices about

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

their diet to promote their long-term health and well-being. The childminder enhances learning about safety excellently. For example, a recent trip to the fire station taught children about fire safety and people who help them.

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

Children make significant progress in learning how to behave appropriately. This is because the childminder is a superb role model. She is polite and respectful to the children who, in turn, respect each other's differences. This successfully supports the well-being of children as they develop good self-esteem because they know they are appreciated. Highly comprehensive strategies are in place to ensure that children are kept safe throughout the day.

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

The childminder offers children a very good range of interesting, exciting toys and resources. Children are actively encouraged to freely and safely explore the areas used for childminding with optimal confidence. The childminder arranges the space in her home extremely well in order to create a vibrant, spacious and stimulating environment. For example, toys are stored attractively on shelves. This means that children make clear independent choices about what they play with because it is so well organised. Many of the toys are easily accessible within the play areas around the house, giving children independent access and much choice. Children's independence in further promoted because the childminder effectively uses the daily routine to encourage children to develop confidence in their abilities. Consequently, children flourish and become increasingly confident.

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provision

Children's welfare is very well supported. This is because the childminder has a good knowledge of the safeguarding and welfare requirements of the Early Years Foundation Stage. The childminder is very clear on child protection procedures and who to report any concerns to. She has attended safeguarding training to increase her knowledge. In addition, all people who live in the childminder's home have been subject to relevant Disclosure and Barring Service checks to assess their suitability. Consequently, the well- being of the children is effectively promoted. Detailed policies and procedures, including the safeguarding of children, are covered well in the provision. The childminder had developed sound procedures for the assessment of risk. She makes good use of written checklists to ensure that all aspects of her home, including the garden, are safe from hazards. This helps to ensure that children remain safe while in the childminder's care.

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provision

The childminder has a comprehensive knowledge of the learning and development requirements of the Early Years Foundation Stage. She is well motivated to ensure that children make good progress and has high expectations for their learning. Effective monitoring of children's ongoing development is well organised, with online systems that cover all areas of assessment and analysis. These show that all children make good progress. This also means that the childminder knows the capabilities of the children well. In addition, the childminder makes good use of flexible planning; she tailors this to the developmental needs and interests of the children. Therefore, children are well motivated to learn. The childminder reflects critically on her practice. Additionally, she recognises her strengths and weaknesses through self-evaluation procedures, which include the views of both parents and children. As a result, clear plans are in place to make changes that will

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provision

benefit the children and the provision as a whole. The childminder ensures that she attends any relevant training events that become available.

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provision

The childminder has a positive attitude to developing partnerships with parents. Parents are kept well informed about their child's care, achievements and progress in their learning through meaningful daily conversations. The childminder also provides detailed summaries of learning, which parents contribute to. The childminder spends time getting to know parents and regularly seeks their views and wishes. Furthermore, parents comment that they are very happy with the progress their children make. Children benefit from this effective partnership as learning is continued at home. The childminder has some understanding of the need to work with other settings and external agencies to provide continuity of care and learning. However, she does not make significant connections in order to support continuity of care for children who attend dual settings. There is room to consider additional strategies for ensuring information about children's

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provision

individual learning needs is regularly shared, to further enhance the continuity of learning offered to minded children. The childminder works closely with other childminders and has developed close links with local children's groups and schools. Overall, this helps to prepare children for the future.

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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 142220 Local authority Somerset Inspection number 841521 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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