Childminder in Hampshire

Inspection date

Previous inspection date 14/01/2015 30/07/2014

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early years provision

This inspection: 4 Previous inspection: 4 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 4 The effectiveness of the leadership and management of the early years provision 4

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This provision is inadequate

 The childminder has a poor understanding of the learning and development requirements of the Early Years Foundation Stage. She does not understand what all the areas of learning cover and does not provide activities that reflect these adequately.  The childminder does not understand the need to observe children or know how to do this to assess their progress. She does not plan activities that reflect what children need to learn next in their learning and development, based on their interests and abilities.  The childminder does not understand how children grow and develop, and does not have effective teaching methods. She does not question children effectively to take learning forward, particularly in regard to their language and communication development.  The childminder has not undertaken any form of training to improve her knowledge of the learning and development requirements since the previous inspection. She has not

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This provision is inadequate

made sufficient improvement to her practice since the previous inspection.  The childminder has no systems to evaluate her practice and does not know how to improve the quality of her provision.

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It has the following strengths

 The childminder meets children's individual care needs.  The childminder is calm and caring in all her interactions with the 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 children's activities in the childminder's home, and her interaction with them.

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Inspection activities

 The inspector spoke to the childminder about how she plans children's activities and assesses their progress.

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Inspection activities

 The inspector discussed the childminder's policies and how she works with her assistant.

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Inspection activities

 The inspector sampled the childminder's records and documentation, including children's information records.  The inspector took account of parents' views, obtained through discussion.

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Information about the setting

The childminder registered in 2003. She lives with her husband, an adult daughter and two school-aged children in New Milton, Hampshire. The childminder uses the ground floor of her home for childminding, which includes a playroom, kitchen, dining room and toilet facilities. There is an enclosed garden available for outside play. The childminder is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. She works with her husband, who is also a registered childminder, and an assistant. There are currently 11 children on roll. Of these, six are in the early years age group. The childminder also cares for children over the age of eight years.

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must:

 develop a knowledge and understanding of the learning and development requirements in order to deliver the best possible outcomes for children

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must:

 improve the observation and assessment systems in order to enable children to make good progress in their learning

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must:

 gain knowledge of effective teaching methods and an understanding of how children learn and develop in order to plan purposeful play to help them to move forward in their learning.

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

 gain understanding of how to monitor and evaluate the quality of the educational provision, taking into account the views of parents and children.

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who attend

The childminder lacks knowledge of the areas of learning. For example, she does not understand what 'Understanding the world' covers. Children make some progress in this area by chance, such as when learning about their local community on outings, but this is not from purposeful planning. This weakness is because she has not had any training in the Early Years Foundation Stage, does not understand its requirements, and lacks knowledge of how children grow and develop through purposeful play. This means the range of experiences she provides does not cover all areas of learning and development. The childminder sets out activities for the children to choose but these are limited in variety and the same for all. These weaknesses slow the progress made by children in their learning and development.

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who attend

The childminder does not gain enough information to enable her to identify children's abilities when they first start. This means she has no point from which to check their progress. The childminder does not understand the need to observe children and use assessment to help her to plan for their progress. The childminder has recently introduced new records, so shares some information with parents about children's involvement in activities. However, because of her lack of understanding of assessment, these are notes of children's activities that do not help the childminder plan what children need to do next. The childminder is now aware of the requirement to complete a progress check for two- year-old children.

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who attend

Despite the childminder's lack of understanding of how to assess children's progress, she is aware of children's interests and of what they like to play with. However, she does not always put out items that particular children enjoy, owing to her system for rotating resources. This means activities are not always sufficiently interesting for each child. All children are expected to do the same activities, which the childminder does not adapt to meet the needs of each of the individual children. When children lose interest in an activity the childminder does not suggest something else to help them progress. For example, if children do not like one type of messy activity, another type is not offered.

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who attend

Children respond to the childminder when she asks a question or asks them to fetch something. However, the childminder asks questions requiring only single word answers and does not engage and encourage the children in conversations. She gives children little time to respond to questions so they can think about what they want to say. Children do not say anything until the childminder makes a comment or asks a question. They move between playing with toys quietly and there are long periods of silence. Although the childminder recognises when children's speech is delayed, she does not plan any activities specifically to address this delay to help children catch up. Children do not make sufficient progress in the important area of their communication and language development. They do not gain the skills necessary for the next stage of their development, owing to the lack of effective teaching. The childminder is aware she has a limited knowledge of the

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who attend

learning and development requirements of the Early Years Foundation Stage and states she is unsure of how to address this.

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

The childminder does not provide a welcoming environment for children. Children's trays are named but there are no displays on the playroom walls, for example, of children's work to help children feel they belong. Since the last inspection, the childminder has reorganised the storage of some toys to encourage the children to make their own choices. There are boxes full of plastic bricks, books and kitchen role-play equipment that children can freely access. However, the childminder has misunderstood what was required of her. She does not use her resources effectively to support children's learning and development. For example, while she now provides a range of art and craft materials in drawers accessible to children, the childminder will get these out but only when children ask for them; they do not help themselves. This approach does not help children to become independent and does not support those children who cannot ask. The

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

childminder now rotates resources weekly so that many, such as the musical instruments, a playhouse and dolls, are unavailable to children even when the childminder knows children particularly enjoy playing with them. The childminder misses opportunities to engage children, and some lack enthusiasm for learning. This does not help children gain positive attitudes towards learning.

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

The childminder meets children's individual care needs and routines. Parents are encouraged to share information about their children's dietary and care needs, Children have a trusting relationship with the childminder, so they are settled and emotionally secure. Parents comment that the childminder has a, 'welcoming smile' and is, 'experienced at looking after children'. Children have positive relationships with the childminder. The childminder is a positive role model for children's behaviour. She is calm and caring in all her interactions with the children. She has a fair understanding of expectations of children's behaviour, taking account of their individual needs and stages of development. Children tidy up at suitable times and they receive praise and appropriate support to raise their self-esteem and confidence. The childminder treats boys and girls equally.

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

The childminder completes risk assessments on her home and for any outings to help her to identify and minimise hazards to the children. The childminder follows positive hygiene practices to maintain children's good health. She teaches children the importance of washing their hands before they eat. Children have a varied and balanced menu served to them, which they enjoy. This ensures children enjoy healthy food and experience a variety of tastes.

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provision

The childminder has not successfully addressed an action from her last inspection regarding her understanding of the requirements for assessing children's progress in their learning and development. Weaknesses in the assessment system remain, which slow children's progress. The childminder does not have a clear understanding of how to monitor the effectiveness of teaching. She admits she does not know how to support children's learning in order to improve the educational programmes provided. The childminder has not updated her knowledge of the requirements of the Early Years Foundation Stage through attending relevant training for her professional development, or by some other means. Therefore, the childminder has a poor understanding of the learning and development requirements, which results in children making limited progress in all areas of learning.

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provision

The childminder has an adequate awareness of safeguarding and child protection procedures and knows what to do if she has any concerns about a child's welfare. She has made some improvements to her childcare provision since the last inspection, so now meets the safeguarding and welfare requirements. The childminder now shares information with parents about her child protection policy and procedures. The childminder now obtains written permission for children to take part in outings. She supervises children appropriately and staff deployment is effective to ensure she maintains adult-to-child ratios. The childminder has completed the necessary first-aid training.

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provision

The childminder makes parents feel welcome. She now keeps parents better informed about their children's activities. The childminder has partnerships with other early years settings the children attend and talks to staff from them. However, she does not routinely share information on children's progress in their learning and development so all can take a consistent approach. The childminder has no links with other agencies, such as the local authority early years advisors or other childminders, to help her improve her knowledge and understanding, for example by discussing good practice. The childminder does not evaluate her practice with a view to improving it. She does not take into account the views of parents or children to help her do this. All this means the childminder is unable to ensure continuous development and improve the quality of her provision and children's progress by herself.

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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 EY258305 Local authority Hampshire Inspection number 986213 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 11

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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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