Childminder in Southampton

Inspection date

Previous inspection date 07/01/2015 05/10/2011

p.1

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

p.1

This provision is good

 Children develop confidence and enjoy their time with the childminder, benefitting from the range of activities and play experiences she provides.  Children are welcomed into a warm, friendly home where they are valued and included to ensure all make good progress in their learning.  The environment provides children with very good opportunities to choose their play materials and follow their individual learning styles.  The childminder has a very good relationship with the parents; she keeps them fully informed of their children's progress.

p.1

It is not yet outstanding because

 Children's progress in mathematics is not as effective as in the other areas.  The garden has not been fully developed with resources to enable children to explore, build, move and engage in role play in a variety of ways.

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

 The inspector spoke to the childminder, her assistant and the children at appropriate times during the inspection.  The inspector observed activities in the indoor and outdoor learning environments.

p.2

Inspection activities

 The inspector looked at children's assessment records and sampled other documentation including safeguarding information.  The inspector took account of the written views of parents.  The inspector and childminder undertook a joint observation of an activity.

p.2

Information about the setting

The childminder registered in 2011. She lives with her daughter, who works as her assistant, and two grandchildren in the Weston area of Southampton. All areas of the house are used for child-minding. There is an enclosed garden for outdoor play. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. The childminder is registered to provide overnight care. She is currently caring for five children in the early years age range on a part-time basis. The family have no pets. The childminder offers care to children with special educational needs and/or disabilities and children learning English as an additional language. The childminder has completed an early years qualification at level 3 and is accredited to a childminding network.

p.3

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

 extend the educational programme for mathematics making sure rich, varied and imaginative experiences are planned for this area to help ensure all children make rapid progress so they are extremely well prepared for school.

p.3

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

 review and develop the outdoor space, to give all children a full range of activities and experiences, which support all areas of their learning and development.

p.3

who attend

Children enjoy their time with the childminder. She and her assistant create a stimulating environment, where the atmosphere is positive and encouraging. Children take pleasure in their learning and achieve well in relation to their starting points. This is because the childminder provides children with a good learning environment. Children have opportunities to choose their play materials and follow their individual learning styles. For example, they enjoy digging for worms in the soil and talking about what they have found. During creative play, they are able to experiment with chalks, crayons and pencils, and enjoy painting and gluing activities. The childminder keeps good observations and photographs of activities for each child in their learning story. She uses her regular observations to identify learning priorities for each child. This makes it clear to see the progress each child makes and of how the childminder identifies their next steps for

p.3

who attend

learning. Generally, the childminder's good implementation of the educational programmes helps to ensure the children enjoy interesting and challenging experiences across the different areas of learning. The childminder promotes children's independence well; for example, they are developing skills, such as putting on their own coats and helping to tidy up. All children enjoy opportunities to choose, participate and become independent in their play. Children enjoy using the garden on a daily basis. The childminder enjoys supporting children's learning and takes an interest in what they say and do. Children are learning to speak clearly and confidently, increasing their vocabulary due to the good interaction between them and the childminder. The children take part in activities and use their imaginations confidently as they play. They chat happily to both one another and to the childminder, and consequently, are developing good communication skills.

p.3

who attend

The childminder uses good teaching methods as she sits at the children's level, using eye contact to engage children as she listens and responds to what they say. This contributes to the building of good relationships and promotes children's listening skills, preparing them well for school. The childminder makes sure a range of resources is available to the children to help them make good progress in their learning. There are good displays of pictures, words and numbers both inside the home and in the garden. However, in mathematics, the childminder and her assistant miss opportunities to encourage children to count or to use early mathematical language during everyday activities. Therefore, children's progress in mathematics is not as effective as in the other areas of learning.

p.4

who attend

A very good partnership with the parents helps ensure the childminder meets children's individual needs well. They complete information forms when the child starts at the setting, to help the childminder understand the starting points in their learning. Parents are able to access the assessment records regularly to keep them informed about their child's progress. The childminder has a secure understanding of the requirement to carry out the required progress check for two-year-old children and to share a summary of this information with parents so they are aware of their children's progress.

p.4

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

Children feel safe and secure with the childminder and her assistant because they give them close attention. The childminder discusses their specific routines, likes and needs with parents and, as a result, she meets children's individual needs very well. The childminder makes sure there is a safe and welcoming environment for children, ensuring they are all included and supported. Children have access to a wide range of stimulating toys and materials, some of which are stored accessibly to allow children to choose freely. This helps to promote their independent learning.

p.4

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

Children engage in a wide range of indoor and outdoor activities. Daily routines enable children to have plenty of opportunities to play and learn in a variety of ways, for example, playing at a toddler group, or going for walks in the local area. They develop their physical skills as they climb and run around, and can move around freely practising their large muscle skills. However, the childminder has not fully developed the outdoor area to provide additional resources so that children are able to explore and engage in role-play activities in different ways to challenge their learning further. Children are able to access the outdoors in all weathers to have regular fresh air and exercise as part of a healthy lifestyle. This helps them learn more about the world around them.

p.4

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

The childminder supports the children's individual needs well and she is aware of any particular dietary requirements. She is working toward a healthy eating award and makes sure she offers the children healthy, nutritious snacks and meals. She also makes sure drinks are readily available throughout the day to contribute to children's healthy lifestyles. The childminder teaches the children why they need to wash their hands before eating or after using the toilet to reduce the risk of spreading germs to each other. The childminder has good systems in place for managing children's behaviour. She uses positive and consistent strategies to help children learn about boundaries and expectations. She gives children lots of praise and encouragement throughout the day to promote their self- esteem and confidence. The childminder has a thorough behaviour management policy in place, which she shares with parents so they know how she cares for their children.

p.5

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

Children behave well, and are learning to share with others and take turns. They enjoy the many activities provided and talk excitedly when playing.

p.5

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

The childminder promotes children's safety because she has appropriate systems in place to make certain the home remains secure at all times. Children understand the need to keep safe as they regularly practise the emergency evacuation procedure and talk about road safety. The childminder has a secure understanding of how to prepare children for the move to school, for example, by encouraging them to develop independence and recognise their written name. This helps to ensure a smooth transfer, consistency of care and learning, and reassurance for each child.

p.5

provision

The childminder has a very good knowledge and understanding of how children learn and the areas of learning. The educational programme provides children with a broad range of experiences. The childminder has undertaken a variety of training since the last inspection to develop her knowledge and skills. Arrangements to safeguard the children are robust. The childminder ensures children are well cared for, and always well supervised. The childminder and her assistant are suitably vetted, and the childminder is fully aware of her duty to protect the children in her care. She has an excellent knowledge of safeguarding issues and is fully aware of her role and responsibilities. There is a comprehensive range of policies and procedures in place to protect the children including a detailed safeguarding policy. The childminder carries out thorough risk assessments throughout the home and for outings. This helps to promote children's welfare. Self-evaluation systems

p.5

provision

are in place, which identify and deal with any areas for development. The childminder is committed to continual improvement in the setting and providing excellent care. This means children enjoy a variety of experiences and make very good progress.

p.5

provision

Parents are very happy with the very good care and attention the childminder gives the children. Parents receive feedback about their children's routines and achievements at the end of the day. The childminder has her certificate and other relevant documentation on display for parents, and shares a wide variety of information with them. This ensures the childminder enhances children's experiences in the setting and parents are involved in their child's learning. The childminder has no children attending another setting at present. However, she is aware of her responsibility to link up and share information about the child's learning with the other providers of the Early Years Foundation Stage for continuity of care.

p.5

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

p.6

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

p.7

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.

p.7

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.

p.8

Setting details

Unique reference number EY428872 Local authority Southampton Inspection number 845420 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 7

p.8

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.

p.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.

p.8

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.

p.8

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.

p.9

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,

p.9

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’.

p.10

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.10