Childminder in Warwickshire

Inspection date

Previous inspection date 15/10/2012 13/01/2009

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

 The childminder uses her knowledge of the prime and specific areas of learning to effectively support children's development. Children make good progress as the childminder builds on what they know and can do.  Positive relationships are established with parents, who are encouraged to share what they know about their child and contribute to their learning and development.  Children form secure attachments with the childminder as she provides warm and consistent care, sensitively tuning into their individual needs.  Children are encouraged to develop an understanding of healthy practices and quickly learn to manage their personal needs.  Effective partnership working with other settings ensure that children's individual needs are met and their learning and development is consistently supported.  The childminder is very keen to make ongoing improvements through training and networking to improve her practice.

p.1

It is not yet outstanding because

 Children have few construction resources that they can fix together in different ways or resources that stimulate babies to handle and manipulate things, such as toys with buttons and knobs.

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 2016  more frequently where Ofsted identifies a need to do so, for example where provision was previously judged as 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 for inspection 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  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 compulsory part of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

p.2

Inspection activities

 The inspector observed activities in the lounge and kitchen.

p.2

Inspection activities

 The inspector spoke with the childminder about her routines and activities with children.

p.2

Inspection activities

 The inspector looked at policies and procedures to include safeguarding, complaints, accidents and risk assessments, the childminder's self-evaluation form and children's learning journals.

p.2

Information about the setting

The childminder was registered in 2004. She lives in a village on the outskirts of Rugby with her husband and children aged 12 and 14 years. The whole of the ground floor is used for childminding, along with a bedroom and bathroom on the first floor. There is an enclosed garden for outdoor play. The family has a dog.

p.2

Information about the setting

The childminder is registered on the Early Years Register and the compulsory part of the Childcare Register. She currently has two children on roll in the early years age group. The childminder offers care from 7am to 6pm five days a week, all year round. She has a National Vocational Qualification in Childcare, Learning and Development at Level 3. She is a member of the National Childminding Association.

p.2

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

 increase the range of construction toys of different sizes that children can fix together in different ways and resources that stimulate babies to handle and manipulate things, such as toys with buttons and knobs.

p.3

who attend

The childminder is developing a sound knowledge and understanding of the revised Early Years Foundation Stage Framework. Learning journals have been updated to encompass the prime and specific areas of learning and the childminder has completed several observations under the new format. She assesses the learning taking place, clearly linking this to the 'Development Matters' guidance, and plans for children's next stages of development across all areas of learning. Positive relationships are established with parents so that they can share what they know about their child. The childminder uses this information to capitalise and build on children's learning. Parents speak highly of the support their children receive while in the childminder's care. One parent states that 'The childminder is brilliant and my child has done nothing but thrive under her care and has been able to flourish'.

p.3

who attend

Children's personal and social development is fostered well. The childminder encourages them to become confident and independent. For example, children get their coats and shoes when going out and attempt to put these on. The childminder encourages children to work out solutions, for example, a child brings his coat, puts this on and stands as if ready. The childminder says 'what have you forgotten, look at your feet'. The child goes back to the hall and returns with his shoes. Children fetch their own changing bags and help the childminder to find their nappy and cream. Some children become upset, expressing their feelings and dislike of the nappy changing routine. The childminder skilfully distracts them with songs and tasks, for example, asking children to hold something for her and telling them how clever they are for doing so. The childminder uses games, such as counting toes, to introduce numbers. Action rhymes develop a sense of

p.3

who attend

anticipation as children wait to be tickled.

p.3

who attend

Children attend various social groups within the community and this helps to broaden their experiences and extend their learning as they have different play opportunities. The childminder observes how children interact with others and helps them understand the rules of playing cooperatively and talking turns. This is also reinforced in the childminder's home through different games, for example, when playing shops. Children go hunting for conkers and count how many they can find, visit the local farm to buy eggs for their cake baking and explore the texture of fruit and vegetables at the local village shop. They visit local parks to run around and play on the equipment helping to develop their control and coordination and promote their physical development. While out, they begin to learn more about the world around them.

p.3

who attend

Children follow their interests, explore their surroundings and available resources while the childminder tunes into and responds sensitively to their individual needs. She is attentive, chats frequently with them and uses open-ended questions to stimulate their language skills. A variety of books are available to promote language further. Children cosy up to the childminder and discuss what they can see on the page.

p.4

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

The childminder establishes strong attachments and bonds with all children. Lots of cuddles, eye contact, being close to young children and familiarising babies to the sound of the her voice, ensures that all children feel safe and secure. They appear happy and relaxed in her care and are equally at home exploring and playing independently or engaging with the childminder in chosen activities. Clear routines and boundaries are established and children quickly become familiar with these while helping them to keep safe. They listen to the childminder and follow her instruction, for example, sitting on the chairs properly when asked to do so. Care and consideration is shown to each other. For example, older children take younger children by the hand and say 'follow me', when fetching a toy from an adjoining room.

p.4

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

There are good opportunities for children to be outside and active, such as walking to and from school. The childminder successfully promotes safety. For example, she discusses how to cross the road and talks about stranger danger. Children express their needs clearly, often through actions, such as getting a blanket when they want a sleep. The childminder tunes into the non-verbal communication that children relay, such as crying when they are hungry, and responds to this promptly. This means that children's individual needs are met.

p.4

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

Children have access to some of the available resources but the childminder also rotates toys according to children's ages and interests. These generally support children's all- round development, although there are fewer construction toys for children to assemble and join or resources with buttons to press that stimulate babies to handle. However, the childminder compensates for this by taking children to local groups most mornings of the week. This ensures that children have access to a wide range of resources and activities to promote all areas of their learning and development. In addition, this helps prepare children for their transition into a larger learning environment.

p.4

provision

The childminder has a good understanding of the safeguarding and welfare requirements. She has a range of policies and procedures, which clearly underpin all aspects of her service. These are given to parents so that they are aware of her responsibility to provide a safe and secure environment and promote children's well-being. Vetting procedures ensure that all adults are safe to be in contact with children, while a back-up childminder is available to support the childminder in an emergency.

p.5

provision

Relationships with parents are warm and welcoming, and a regular exchange takes place verbally at the beginning and end of the day. The childminder ensures that information is shared regarding children's routines, likes and preferences so that the she can meet their individual needs. She also establishes very positive partnerships with other early years settings that children attend, liaising with key persons at the setting to exchange information regularly. In addition, she receives newsletters and updates regarding each child's progress so that consistency of learning and development is provided. Children attending the local pre-school cover an autumnal theme so the childminder plans her own activities accordingly to extend their learning further. For example, children feed birds in the garden and local park, learning why this is important as winter approaches. This helps to develop their understanding of the world around them and care for living things. A

p.5

provision

teacher comments that the childminder 'provides good information regarding observations and assessments, which is used for our baseline assessments and she is eager to participate in any work that will move the children forwards toward their full potential'.

p.5

provision

The childminder is committed to improving her service and attends relevant training to develop her knowledge of the Early Years Foundation Stage. Since her last inspection, she has completed a National Vocational Qualification at Level 3 and feels that this has helped her considerably in all aspects of her childminding, particularly with regard to the learning and development requirements. She uses self-evaluation effectively to identify her strengths and target future areas for improvement. For example, she has identified that her organisation of resources and children's access to these can be improved, and this is her next priority. She welcomes any advice and support given and uses this to enhance her childminding provision.

p.5

The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met

p.5

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 Satisfactory Satisfactory provision is performing less well than expectations in one or more of the key areas. It requires improvement in order to be good. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be inspected again within 12 months of the date of this inspection.

p.6

Grade Judgement Description

Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not Met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

p.6

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.6

Setting details

Unique reference number EY292837 Local authority Warwickshire Inspection number 886117 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 2

p.6

Telephone number

set out in the guidance ‘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.7

Type of provision

For the purposes of this inspection the following definitions apply:

p.7

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.7

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.7

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 that are usually their own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

p.7

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.7

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.8

Type of provision

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

p.8