Childminder in Gloucestershire

Inspection date

Previous inspection date 18/12/2014 12/12/2008

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early years provision

This inspection: 1 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 1

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This provision is outstanding

 Children are very happy and settled because the childminder values children as individuals and supports them extremely well in this warm and friendly home environment.  The childminder has very high expectations of children based on accurate assessments of their prior skills, knowledge and understanding on entry. Children are very well motivated to learn through explorative play.  The childminder listens perceptively to, carefully observes and skilfully questions children during activities in order to re-shape tasks and explanations to improve learning for children so their progress is quick.  The childminder develops extremely strong links with parents and outside professionals working with children, which ensures a consistent approach is taken to children's well- being.  The childminder goes to considerable lengths to meet children's needs to an exceptionally high standard undertaking specialist training where necessary, which

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This provision is outstanding

helps drive improved provision for children.

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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 interacting with the children inside and outdoors.

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Inspection activities

 The inspector spoke with the childminder and children at appropriate times throughout the inspection.  The inspector took account of correspondence from parents.

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Inspection activities

 The inspector sampled children's records, planning, and written policies and procedures.

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Inspection activities

 The inspector checked evidence of suitability checks and qualifications of the childminder.

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Information about the setting

The childminder registered in 2005. She lives with her husband, adult stepson and two children. They live in Matson on the outskirts of Gloucester. All the house is used for childminding. There is an enclosed garden available for outdoor play. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. There are currently nine children on roll. The childminder walks to a local school to take and collect children. There is a playgroup, park, library and shops in the locality.

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

 extend the use of technology to further increase opportunities for children's understanding of the world.

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who attend

The dedicated childminder has an excellent knowledge and understanding of the areas of learning. Children arrive happily, are very settled and make quick progress in their learning and development in relation to their starting abilities on entry. This is because the experienced childminder fully understands how young children learn and develop through exploratory play, and the exceptional lengths she goes to, to meet individual needs. There is a good balance of child-initiated and adult-led activities with considerable emphasis on the most important areas of learning for young children. The childminder plans these very effectively to support children's individual needs and plan what they need to do next in their learning.

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who attend

When children begin to attend, the childminder finds out their starting abilities by gathering a wide range of information from parents. She then carefully plans activities, so these are interesting, enticing and stimulate children's natural curiosity. Her precise observations and detailed assessments closely monitor children's progress, making sure they are progressing well across all areas of learning. As a result, the childminder has an accurate assessment of children's skills, which enables her to plan appropriate activities and experiences that extend their thinking. This methodical approach enables all children, including those who may have special educational needs and/or disabilities, to be active learners, achieve well and have fun.

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who attend

The childminder is proactive in playing alongside children and constantly evolves learning opportunities for them. Her teaching skills are outstanding. For example, she engages the children in activities supporting them to speak, count, learn the names of colours and shapes as they play, while effectively asking questions to challenge children to extend their thinking skills. Children learn valuable skills for the eventual move to school. For example, some children already write their first and last names.

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who attend

The childminder develops strong relationships with parents so they are up to date about their children's development, with an effective two-way flow of information to aid children's development and learning. Parents are encouraged to discuss the next stages in their children's learning and to share details of their child's interests and achievements at home. The childminder has daily discussions with parents about what their children have been doing. She understands the importance of strong relationships and the impact on children's learning at home. In addition, she meets with parents to give them a summary of children's progress and completes the progress check at age two years in detail. The childminder discusses any areas of concern with parents so that all children, including those who speak English as an additional language, reach their potential. The excellent levels of support and the focused approach for each child enables the childminder to be

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who attend

clear about children's attainment and the next steps they need to take to ensure they are always well challenged.

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

The childminder forms strong bonds with children, providing constant reassurance and affection to promote their independence and self-esteem. The childminder is highly skilled and sensitive in helping children to form secure emotional attachments. Children are happy and content in the childminder's welcoming home. She has a thorough knowledge of each child's background and individual needs and follows the child's home routine to ensure consistency of care. As a result, children quickly build secure attachments and trusting relationships with the caring childminder. This security gives children the confidence to independently explore their environment and, therefore, extend their own learning. This approach prepares them extremely well for the move to school or the next stage of learning.

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

The childminder has carefully organised the learning environment so that children can freely access things that interest them. The environment, inside and outdoors, is rich in good quality toys and resources, which are stored in low-level units and boxes. There is a slight weakness in the opportunities available to children to increase their understanding of technology and understanding of the world; however, the childminder is currently researching resources for the children.

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

Children behave well in the setting because the childminder is a good role model and is kind, patient and calm in her manner. Children benefit from positive interaction as she shows kindness and respect to children, giving them choices and waiting for them to make decisions. Children play alongside each other and show good behaviour, given their stages of development. The childminder handles children's behaviour in a gentle but consistent manner. This ensures they are fully aware of her expectations and helps them develop their self-control. For example, when children choose not to help tidy up she gently helps them to watch the other children and praises them for putting away the toys. This promotes children's personal, social and emotional development.

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

The childminder promotes children's physical well-being and their awareness of health and safety through daily routines, discussions and activities. The children develop extremely useful self-care skills from a young age, such as finding their own bibs and going to the toilet independently. They practise routine hygiene procedures, so learn the importance of hand washing, especially after playing outside. The childminder provides a wide range of fruit and vegetables as an essential part of meals and all children enjoy serving themselves from the meal options, which are nourishing and wholesome.

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

The childminder promotes healthy lifestyles further by taking full advantage of the outdoor learning environment by visiting the local community and play areas. Children further develop their physical skills as they access the wide range of equipment available in the garden. This outside is used extremely well to promote other aspects of learning too, such as through the provision of books in a timber shed. The childminder goes to exceptional lengths to make sure that the learning environment is suited to the needs of all children.

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provision

The childminder has an excellent understanding of the safeguarding and welfare requirements, which she implements to a very high standard. She is very knowledgeable about the procedures to follow should she have concerns about a child in her care and keeps her knowledge up to date. The childminder prioritises children's safety at all times, including on outings. A full range of policies and procedures guide her practice and are shared and discussed with parents so that they are fully aware of the service she provides and her responsibilities. The childminder is fully committed to inclusion. Children participate fully, whatever their needs, because activities are thoughtfully adapted to meet these.

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provision

The childminder has an excellent understanding of the learning and development requirements. She effectively monitors children's learning and development to ensure they make quick progress and that all areas of learning are covered thoroughly, although one aspect of understanding the world requires further attention.

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provision

The childminder has extremely strong partnerships with parents based on warm relationships and highly effective communications. Parents receive information about the range and type of activities and experiences that she provides for the children, including a detailed daily record and planning sheet. Parents comment that they are very pleased with how well their children settle in the childminder's care and how exceptional she is at supporting the children to progress so well.

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provision

The childminder is committed to developing strong links with other early year's provision where her minded children might attend in the future, to maintain continuity of learning and development. She also works closely with other professionals who support the children, such as portage workers and health visitors. This means she has undertaken relevant training to gain new skills to help her particular individual needs.

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provision

The childminder has a strong commitment to maintaining continuous improvement. She regularly gives out parents' questionnaires and consults the children to evaluate her service accurately. She makes effective plans for improvements and for further training to support children's ongoing care, learning and 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 EY299367 Local authority Gloucestershire Inspection number 833997 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 9

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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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