Childminder in SuffolkOfsted inspection, 6 Jan 2015

Inspection date

Previous inspection date 06/01/2015 20/01/2009

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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 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 Children's well-being is effectively supported because the childminder has a good understanding of safeguarding issues. She is aware of the signs and symptoms of abuse and knows how to report concerns. Children develop close emotional attachments to the childminder and feel safe in her care.  The childminder demonstrates good relationships with parents. She shares information verbally with them about what their children have been doing throughout their day. She regularly gives parents written records of her observations of children's learning.  Young children develop a good sense of belonging because the childminder talks to parents to find out about individual routines for sleeping and feeding, and follows these to promote continuity of care.  The childminder provides and delivers a varied range of activities that promote children's interests. The quality of teaching is effective, to support children's continuing

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It is not yet outstanding because

 The childminder does not always focus well enough on supporting all children's transitions to other settings and school, by sharing what she knows about their learning and development.

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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 activities in the kitchen.

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Inspection activities

 The inspector spoke with the childminder at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at records of children's learning, records of suitability checks for household members and a selection of policies and written records.  The inspector took account of written testimonials from parents.

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Information about the setting

The childminder was registered in 1990. She is on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She lives with her husband in a house in Peasenhall, Suffolk. The ground floor is used for childminding along with a patio area for outdoor play. The family has a cat as a pet. The childminder attends a toddler group. She visits the shops and park on a regular basis. The childminder takes children to, and collects children from, local schools and pre-schools. There are currently two children on roll, both of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round. Operating hours are flexible but are typically from 8.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays. The childminder is a member of the Professional Association for Childcare and Early Years.

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

 support children's transition into nursery and school, by contributing to initial assessments of children on entry through sharing what is known about the child.

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who attend

The childminder gathers useful information when children first attend the childminding setting, to establish their likes, dislikes and interests. This enables her to immediately provide activities that children enjoy, supporting them to settle quickly and enjoy their time in the childminding setting. The childminder observes children as they play and keeps a written record, in order to ensure that she is able to identify and plan for their next steps in learning. The childminder encourages parents to review the written records about their children's learning and to contribute what they know about their children. This supports parents to continue to be involved in their children's learning in the childminding setting and at home. She completes the progress check for children between the age of two and three years and shares her findings with parents. However, systems to continue to track children's progress, to ensure that they are working within the expected

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who attend

development band for their age across all areas of learning, are not well established. Despite this, the childminder gets to know the children very well, and talks confidently about where they are in their learning and development. She provides suitably challenging and stimulating activities that children enjoy. As a result, they are motivated to learn and are supported to acquire the skills they need to be ready for the next stage in their learning, such as moving on to school.

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who attend

The quality of teaching is good and the childminder skilfully extends activities that are led by children. For example, when children are playing with the play dough she talks to them about past experiences. Children readily recall the fox that they have seen in the garden and decide that they want to make a birthday cake for it. The childminder asks the children how old they think the fox might be and children confidently predict that it might be four, five or six. The childminder encourages the children to count the number of people present and to cut the play dough cake into the corresponding number of pieces. The childminder is led by the children and what they want to do as well as promoting adult-led activities, such as outings into the local environment where children investigate the natural world. They collect leaves, feathers and other natural materials and the childminder talks to children about seasons and nature.

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who attend

The childminder recognises when children are ready to move on from an activity and they confidently tell her when they want to do something else. For example, when children tire of playing with the play dough they tell the childminder that they want to do something else. She suggests that they could do some drawing or play in the den that they made the day before. Children choose to draw and the childminder provides paper and a range of felt-tip pens of different thicknesses. She supports children to hold the pens correctly. Children are beginning to draw recognisable pictures. The childminder engages children in conversation about what they are drawing and children readily make links with their home life. They talk about what their parents' jobs and their family make up. As they draw the family pet dog, the childminder talks to children about how many legs the dog has and reminds children to draw a tail. When the activity is finished, children confidently use

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who attend

words, such as big and little, to describe the lids for the pens and match them to put them away.

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

The childminder provides a warm, welcoming and friendly environment. She supports children and families well to settle into her childminding setting, through inviting children and parents to visit together before childminding arrangements begin. These visits progress on to short visits where children are left in the childminder's care. The number of visits varies from family to family, dependent on their individual needs. During the visits, the childminder builds relationships with the parents and gets to know the child. She finds out about established routines for sleeping and feeding, and follows these to promote continuity of care. As a result, children are happy and settled. They build a secure bond with her and confidently go to her for a hug and a chat.

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

Children feel secure and develop the necessary skills, which helps them embrace new experiences with confidence, such as moving on to nursery or school. However, the childminder is less focused on supporting the transition arrangements for all children. She does not routinely share what she knows about their learning and development with other providers, to enable them to establish children's starting points on entry to nursery and plan for their future learning. Children benefit from a varied range of age-appropriate toys and resources, to support their learning and development. Toys are stored well, to enable them to select what they want to play with. The childminder demonstrates a good understanding of how to manage unwanted behaviour sensitively, taking into account children's age and level of understanding. She places meaningful praise on good behaviour and individual efforts. For example, she praises children when they share popular

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

resources. This supports children's developing understanding of right and wrong and promotes their self-esteem.

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

Children's health and well-being is promoted well. Their dietary needs are mostly met by parents because they provide packed lunches for their children. Lunches are stored in the fridge until needed. The childminder provides snacks of fresh fruit, crackers and raisins, and individual drinks are kept available at all times, helping children to stay hydrated. The childminder supports children's self-care skills as they move towards independence. They are supported through potty training and wash their own hands before eating. The childminder further supports children's good health by promoting an active lifestyle. Children are taken on regular outings into the local environment, including the fields surrounding the childminder's home. Children explore the natural world and develop their physical skills. The childminder reminds children about safe practices, such as crossing the road safely and looking out for traffic.

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provision

The childminder carries out a daily risk assessment before children arrive, to ensure that risks to children's health and safety are identified and minimised. This means that children are able to play safely in the childminder's home. The childminder has a good awareness of the signs and symptoms of abuse, to help her recognise when a child is at risk of abuse or neglect. She has completed necessary training in child protection, to ensure that she knows how to report concerns and meet statutory requirements. This ensures that the correct processes are followed to protect children. Children are supervised at all times.

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provision

The childminder is committed to continuous improvement and evaluates her childminding practice, to identify her strengths and areas for development. She reflects on the activities that have taken place each day, to consider what has gone well and what has not. This supports her to effectively monitor the quality of teaching and learning, to ensure that each child receives an interesting and stimulating learning experience. The childminder maintains mandatory training, such as first aid and child protection. This ensures that she is meeting the legal requirements and is able to support children's safety and well-being. She attends additional training when it is possible to do so. For example, since her last inspection, the childminder has attended training in supporting children with Autism. She attends local support meetings when possible.

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provision

Written testimonials from parents demonstrate that the childminder has friendly and trusting relationships with them. Parents report that they consider themselves 'lucky to have found this childminder' and are very happy with the service that is provided. They comment that they find her 'caring' and value her 'utmost reliability'. Parents would readily recommend the childminder's services to others. The childminder is aware of the importance of working with others who provide care and learning for the children, to encourage a useful two-way flow of information that ensures a comprehensive sharing of children's learning. No children are currently attending any other settings although some children are due to start at local nurseries in the near 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 250857 Local authority Suffolk Inspection number 864436 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 2

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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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