Childminder in Isle of Wight

Inspection date

Previous inspection date 25 May 2016 29 January 2013

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 The childminder provides an interesting and varied learning environment indoors and outdoors. It is clean, organised and offers a range of resources to motivate children and excite their interest. Children make good progress.  The childminder has a good understanding of her role and responsibilities. She seeks guidance from her local authority and other childminders to help her meet the legal requirements.  Partnerships with parents are good. Information is shared regularly to develop continuity between the childminder and children's homes.  Children are happy, confident and settle easily. The childminder knows their individual needs, likes and dislikes, which helps her to consistently meet their care routines and support their learning.  Children have many opportunities to develop their social skills. They accompany the childminder on visits within the local community and meet up with other childminders

p.1

This provision is good

and their minded children at local groups.

p.1

It is not yet outstanding because:

 The childminder has not fully developed the range of opportunities for children to develop their early literacy skills, particularly for those who prefer to be outdoors.  Children do not always have sufficient time to think about and answer questions, to extend their thinking and problem-solving skills.

p.1

What the setting needs to do to improve further

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

p.2

What the setting needs to do to improve further

 extend the range of opportunities for children to develop their early literacy skills, particularly for those who prefer to be outside  improve the opportunities for children to think about and respond carefully to questions, to extend further their problem-solving skills.

p.2

Inspection activities

 The inspector observed the quality of teaching during daily routines and activities and the impact this has on children's learning.  The inspector took account of the views of parents and carers.  The inspector looked at relevant documentation, such as the records of children's progress and evidence of the childminder's qualifications and training.  The inspector discussed a planned activity with the childminder.

p.2

Effectiveness of the leadership and management is good

The childminder has a positive attitude to continually extending her knowledge, skills and practice. For example, she identifies and attends specific training to support children according to their needs. Safeguarding is effective. The childminder has a good understanding of how to keep children safe. She is confident about the procedures to follow should she have any concerns about a child's welfare. The childminder is reflective and uses feedback gained from parents and children to maintain her good quality of teaching and the learning environment. She has made links with the schools to help prepare children for the change. Children go with the childminder on school runs and become familiar with the playground and new classroom.

p.3

Quality of teaching, learning and assessment is good

The childminder provides a wide range of varied activities which are age-appropriate for the children attending. She observes and accurately assesses children's achievements, and plans suitable and challenging activities that support their learning. All children are making good progress. Since the last inspection, the childminder has strengthened her planning systems to provide activities that meet the individual next stage in each child's development. She has also taken time to think about how children, particularly the younger children, can select resources independently. For example, puzzles and activities are easily available on the floor and from a low-level windowsill.

p.3

Personal development, behaviour and welfare are good

Children form secure attachments with the childminder and look to her for support or reassurance, which helps to support their emotional well-being. The childminder encourages children to begin to take care of themselves independently. For example, she encourages younger children to wipe their own nose. Partnerships with other professionals are good. For example, the childminder has accessed specific support from health visitors and from specialist teachers of deaf children. This has helped her to learn effective strategies and activities to support children's early communication skills.

p.3

Outcomes for children are good

Children confidently explore the environment and independently choose where they wish to play, which helps them to be active learners. They develop a good range of physical skills. For example, children enjoy climbing up steps to access the garden, and throwing soft darts at a target. Children make good progress from their starting points and are prepared well for the next stage in their learning and eventual move to school.

p.3

Setting details

Unique reference number 105158 Local authority Isle of Wight Inspection number 1048563 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 8 Total number of places 4 Number of children on roll 4

p.4

Name of registered person

Date of previous inspection 29 January 2013

p.4

Telephone number

The childminder registered in 1997. She lives in East Cowes on the Isle of Wight. The childminder works from Monday to Friday, 7.30am until 6pm, all year, except for family holidays. She holds an appropriate qualification at level 3.

p.4

Telephone number

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.4

Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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, safeguarding and child protection.

p.4

Telephone number

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 reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.5

Telephone number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

p.5

Telephone number

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

p.5