Childminder in Worcestershire

Inspection date

Previous inspection date 25/10/2012 02/02/2010

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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

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This provision is good

 The children have a good relationship with the childminder in this homely setting. They form close friendships with one another and thoroughly enjoy playing with role play resources, developing their imaginations. Children receive good support and opportunities to develop their writing skills and to develop their creativity.  Children's individual sleep routines and care needs are well met. They develop their physical skills with regular opportunities to play in the garden all year round and benefit from local walks in the countryside.  The childminder has made significant improvements to the quality of the care and learning environment. Her provision enables children to make good progress in their learning and development. She has undertaken ongoing training to develop her knowledge and skills for the benefit of the children who attend.

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It is not yet outstanding because

 Babies and younger children have some opportunities to play with different media, such as sand and play dough. However, opportunities for them to fully explore different textures are more limited. Also, resources promoting children's understanding of mathematics, in relation to number and shape, are more limited.  The childminder is conscientious as she seeks and acts upon advice. However, she lacks some of the vision required to enable her to identify clearly some minor areas for improvement.

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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 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.

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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.

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Inspection activities

 The inspector observed activities in the lounge.  The inspector held discussions with the childminder when appropriate.  The inspector looked at a sample of children's records and assessments.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of the childminder, including the self-evaluation form.

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Inspection activities

 The inspector took account of the views of parents included in the childminder's parent surveys and children's assessment records.

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Information about the setting

The childminder registered in 1992. She lives with her husband in Earls Common, Worcestershire. The lounge, kitchen, toilet facilities and spare bedrooms in the house are used for childminding. Children have access to an enclosed garden for outdoor play. The childminder provides part-time care in her home for two dogs. The childminder is registered on the Early Years Register and the compulsory part of the Childcare Register. She currently has six children on roll, four of whom are in the early years age range. She also offers care to children aged over five years. The childminder takes and collects children from the local school and pre-school and attends several toddler activities on a regular basis.

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

 enhance the educational programme for babies and younger children by providing a wider range of materials, resources and sensory experiences to enable children to explore colour and texture, and extend the range of games and resources that promote children's understanding of mathematics, including numbers and shapes

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

 build upon the process of self-evaluation to ensure a clear focus on areas for improvement.

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who attend

Children thrive in this homely environment where they enjoy participating in a wide range of activities both indoors and outside. The childminder has good relationships with the children and gets involved in their play and supports their interests. Children are able to choose what resources they want to play with from toys that are easily accessible within the lounge and an extensive range in the spare room which can be easily accessed. Children are confident talkers and able to express their views on what they want to do. They develop their imaginations as they get involved in role play with the kitchen set, making drinks for the childminder. The children play extremely well together, getting dressed up as princesses, making dens and playing with their baby dolls. They dress up in Chinese outfits and play with oriental cooking equipment for Chinese New Year, promoting their understanding of the world.

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who attend

Children are happy and become engrossed in their play. They sit, with good concentration, when playing with activities, such as sticking pressed leaves on paper, and are keen to do more. Children make good progress in their creative skills as they enjoy a wealth of craft activities, such as sticking, making collages, painting, making cards and masks. The childminder has resources and uses them creatively with older early years children. For example, she provides dinosaurs in the sand, bubbles in the water, and tools for children to use while playing with the dough. However, opportunities for babies to explore differing textures using their senses are more restricted. Children make very good progress in their letter recognition and emergent writing with support from the childminder. Children are supported with individual attention while playing games and when completing jigsaws. They enjoy rest and comfort as they sit on the childminder's knee listening to their

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who attend

favourite stories. Number books and questioning from the childminder promote children's knowledge of numbers. However, other resources reflecting numbers and shapes are more limited for younger children. Construction toys help to promote children's fine motor skills as they design and build.

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who attend

The childminder knows children's individual development very well. She undertakes observations, initial assessment and identifies children's next steps in their 'learning journey' folders. These are illustrated with photographs and demonstrate the good progress they are making. More recently the childminder has begun to produce 'progress reports' which include parents' comments to ensure they are involved in this more formal assessment of their children's development. Children make good progress in their physical skills; babies are encouraged to walk with a push-along baby walker and praised enthusiastically. Children develop good physical skills in the well-equipped garden, when using the trampoline and during trips to parks. The childminder continues to purchase new resources, such as a balance bike, to provide further challenges for children.

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

Children benefit from fresh air and develop an appreciation of the countryside as they go for walks through the long grass and play in the shallow ford. Children eat nutritious snacks, and choose their fruit and water, which is always accessible. They enjoy their packed lunches, which are stored appropriately in the fridge. The childminder supports children when hand washing. She talks to them about the correct procedures to follow to ensure they thoroughly clean their hands and provides explanations as to why hygiene practices are important, such as why it is not appropriate to take toys into the bathroom. Babies' toys are wiped regularly to prevent cross-contamination. The childminder works closely with parents regarding issues such as toilet training and uses a reward chart to ensure consistency and meet parents' wishes. Babies' sleep routines are given a high priority and they have good opportunity for rest. They are frequently checked while

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

The childminder is very safety conscious and provides good levels of supervision. Children are cared for in a safe environment and risk assessments are effective in ensuring this. The childminder takes appropriate action to minimise risks, such as replacing resources as they break. She carefully assesses her daily practice, for example, much consideration goes into deciding if individual children are ready to walk without reins when out and about. Children learn about safety through regular evacuation drills, and road safety is discussed when collecting children from school. Children demonstrate they feel safe as they express their views to the childminder.

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

Children have a good relationship with the childminder and seek her affection. They form close friendships with each other and develop a real sense of belonging to the setting. They behave very well together. The children develop their manners as the childminder encourages them to say 'please' and 'thank you'. Children are encouraged to help tidy away and develop their self-care skills, such as putting on their own shoes and coats. In preparation for pre-school, the childminder also supports children on visits to these groups, which aids their transition.

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provision

The childminder is very well organised, especially with her documentation, which ensures she meets the requirements of the Early Years Foundation Stage. As a result, children's health care needs are also well met and her provision supports children in making good progress towards the early learning goals. The childminder has made significant improvements in supporting children's learning and development. She has written observations and assessments in place and provides a greater range of activities to promote all areas of learning. This has resulted from the training the childminder has undertaken in relation to the Early Years Foundation Stage. The childminder seeks support from the local authority to update policies and ensure she is well informed. This is also achieved through attending partnership meetings with local schools.

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provision

The childminder has made significant progress, acting on previous actions raised and visits from early years professionals. Children are well protected as the childminder has improved her knowledge of safeguarding. She has all of the necessary documentation to hand to ensure the appropriate action is taken in the event of there being a concern about a child in her care. She undertakes an annual written self-evaluation as she strives to improve the quality of service she provides and, with support, identifies areas for improvement. However, she is still refining her skills in identifying all areas for improvement without support.

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provision

The childminder works closely with local pre-schools, discussing children's progress with key persons, sharing information and borrowing resources. The childminder has good relationships with parents and offers support when needed. Parents are well informed about their child's day through discussion and a written diary. They are in a good position to promote their child's learning from home and in partnership with the childminder as they see their child's 'learning journey'. This identifies children's next steps and they also share in the more formal assessment process. The childminder seeks parental views in relation to the quality of her provision. They comment extremely positively on how safe and well cared for their children are and the progress their children make in their coordination, writing and creative skills. They also comment on how happy their children are with the childminder and how much they benefit from her good interaction.

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The Childcare Register

The requirements for the compulsory 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 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.

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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.

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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 204571 Local authority Worcestershire Inspection number 817999 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 6

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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.

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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 that are usually their 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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