Childminder in Worcestershire

Inspection date

Previous inspection date 29/10/2012 11/02/2009

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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

 Children thrive within a safe, secure and supportive environment.  The educational programmes have breadth and depth across all areas of learning.  Children are happy, settled and display a lovely sense of belonging.  A wide range of fun activities capture children's interests and imagination.

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It is not yet outstanding because

 There is more scope for children to help prepare food.  Opportunities for children to closely examine features within the natural environment have not yet been fully embraced.

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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 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 activity indoors and outdoors.  The inspector held a series of discussions with the provider.

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Inspection activities

 The inspector looked at children's assessment records, planning information, and a range of other documentation.

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Inspection activities

 The inspector took account of the views of parents and carers, and of the information included in the setting's self-evaluation document.

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Information about the setting

The childminder was registered in 2007. She lives with her husband and three children aged ten years, eight years and four years in a residential area of Redditch. The ground floor of the childminder's house is used for childminding, along with an upstairs bedroom. There is a fully enclosed area for outside play.

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Information about the setting

There are currently five children on roll. The childminder is registered by Ofsted on both the compulsory and voluntary parts of the Childcare Register as well as the Early Years Register. The family has two cats and a dog.

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Information about the setting

The childminder supports children with special educational needs and/or disabilities, and those who speak English as an additional language. Access to the premises is over a small step. The childminder walks to local schools to take and collect children and is a member of a recognised childminding association.

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

 extend opportunities to involve young children in preparing food

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

 open up opportunities for children to observe things closely through a variety of means, including magnifiers and photographs.

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who attend

Children play and learn in a warm, welcoming family home. Relationships are strong, and the childminder's practice is based on a secure understanding of how to promote children's learning and development. The childminder uses her knowledge of what each child enjoys doing and their current level of development to plan the activities, equipment and best approach. Ongoing observations are carried out, and the childminder draws conclusions from what she has seen to make an assessment. As a result, planning reflects children's individual needs and interests and learning is accurately focused. Children enjoy their time at the provision and receive appropriate challenge.

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who attend

The childminder's key focus is to enhance children's learning. The educational programme is delivered using a mixture of child-initiated play and adult-led activities, and activities span all areas of learning. Resources are easily accessible, and children develop decision- making skills and independence as they self-select, help to set out activities, and tidy away. All children and their families are included, valued and feel safe. Children are treated as individuals, and are listened to and respected. The childminder is committed to ensuring that children are cared for appropriately for each family. Children are wholly supported at times of transition, and their personal care needs are consistently met.

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who attend

Children are afforded plenty of time to play and explore, whilst being kept safe by a watchful adult. They become deeply involved in a Halloween activity, decorating cupcakes with icing. The childminder incorporates relevant language, introduces new vocabulary and makes reference to colours and shapes. Children receive ongoing praise and encouragement as they create witches hats, bats, spiders and pumpkins. They think creatively and flexibly, and use a range of tools such as rolling pins to effect changes. Children share resources, compare their designs, help and complement each other. They thoroughly enjoy the tactile and practical learning experience, and happily exhibit their unique creations.

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who attend

Children enjoy baking activities such as making fairy cakes, scones, gingerbread men and shortbread. However, there is more scope to involve them in routinely preparing snacks to spark their interest in healthy eating and their personal health and self-care. Children become fascinated with living things and the world around them as they walk the dog, feed the ducks, search for minibeasts, climb trees and explore the wooded area at the local park. Presently, they have limited opportunities to observe items of interest such as leaves, bark and bugs more closely. This is due to more limited access to equipment such as magnifiers, and experiences to arouse their awareness of features in the natural environment.

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

Children play harmoniously together, share and take turns. The childminder's routine supports opportunities for children to get to know each other, develop friendships, and take responsibility for simple tasks. Older children willingly involve and assist the younger ones, and they all show care and concern for others. The childminder acts as a very positive role model and as a result children are polite, well-mannered and well-behaved. The environment is child-friendly and conducive to learning, and the childminder routinely gets down to the children's level to engage with them in their play. Children develop a positive sense of identity as the childminder encourages, listens and responds to their communications.

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

Children are active and benefit from plenty of fresh air and exercise. During trips to local parks, children crawl under logs, roll down the hills and paddle in the stream. In addition, they enjoy regular access to the childminder's garden where they play chasing games, build dens and use the trampoline. The childminder broadens children's understanding of what constitutes a healthy lifestyle through a variety of fun experiences such as fruit picking and junk modelling. Children display a positive attitude towards eating healthily as they relish plates of fresh fruit and make remarks such as 'I've eaten all my strawberries and I'm getting big and strong'. Children thrive as their physical, dietary and emotional needs are very well met.

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provision

The childminder is knowledgeable about the Early Years Foundation Stage and her practice reflects current guidance. Self-evaluation is good and the childminder is aware that quality improvement is a continuous process. The play of all children is valued and the childminder demonstrates a positive approach to meeting the individual needs of each child. The childminder has valuable experience of caring for children with additional needs. Consequently, provision for children with special educational needs and/or disabilities and those who use English as an additional language is excellent. Practice is fully inclusive and the childminder builds caring and respectful relationships with all children and their families.

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provision

The childminder takes all necessary steps to safeguard and promote the welfare of children in her care. An effective safeguarding children policy is implemented and the childminder's knowledge of safeguarding children is fully up-to-date. Thorough risk assessments are conducted, and include everything with which a child may come into contact. Children are taught to be safety conscious and show a strong awareness of how to keep themselves safe, for example, through discussions about road safety and stranger danger. In addition, children wear high-visibility vests during outings and they regularly rehearse the emergency evacuation procedure. Children are confident and take manageable risks in their play.

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provision

The childminder is committed to working in conjunction with parents to promote continuity of care. All relevant information is shared in a timely and sensitive manner and the childminder actively shares information relating to children's progress. Parents are effusive in their praise for the provision and comments such as 'excellent communication skills with the children', 'acts in a professional manner with them at all times', 'friendly and warm personality' and 'caring, clean, safe environment that encourages children's development and imagination' capture their views. Parents have regular opportunities to share their thoughts through questionnaires, and there is a real child and family centred approach to meeting children's needs.

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provision

Partnerships in the wider context make a strong contribution to children's achievement and well-being. The childminder has established strong links with the local school and routinely complements children's learning by finding out about current themes and topics. This ensures that learning is purposeful and progressive. In addition, the childminder builds good links with other childminders through involvement with the local playscheme. The childminder, who loves 'being with kids; seeing them grow and achieve their potential' thoroughly enjoys her role. She creates a happy, home-from-home atmosphere where children feel comfortable, settled and well cared for.

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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 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 EY364212 Local authority Worcestershire Inspection number 888530 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 Number of children on roll 5

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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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