Childminder in Walsall

Inspection date

Previous inspection date 01/11/2012 17/03/2010

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 places a good focus on children's individual learning needs. She uses her effective skills in observation, assessment and planning to ensure all children make good progress in their learning and development.  The childminder works well with parents from the outset; this ensures children's individual needs are closely monitored. Children form strong bonds and secure emotional attachments with the childminder, which helps them gain a sense of well- being and belonging.  Children have good opportunities for making independent choices about their play and, when they show a specific interest, the childminder offers encouragement to develop this further.  Organisation of documentation and monitoring and evaluation of the setting is good.

p.1

It is not yet outstanding because

 Systems for assessing children's progress and learning between the age of two and three years has yet to be embedded into practice to highlight any significant emerging concerns to support early intervention.  The premises are safe and secure and systems are in place to update the risk assessment to include new resources and equipment. However, this is not always totally effective. For example, no risk assessment has been conducted on the trampoline.

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 voluntary and compulsory parts 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 dedicated playroom and the outside learning environment.

p.2

Inspection activities

 The inspector held a meeting with the childminder after the children had left the setting.

p.2

Inspection activities

 The inspector looked at children's assessment records, planning and relevant documentation.

p.2

Inspection activities

 The inspector checked evidence of suitability and qualifications of practitioners working with children and discussed the provider's self-evaluation and improvement plan.

p.2

Inspection activities

 The inspector took account of the views of parents and carers included in the setting's documentation.

p.2

Information about the setting

The childminder was registered in 2003 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her father in a house in Walsall, West Midlands, and uses the whole of the ground floor, a bedroom on the first floor and the rear garden for childminding.

p.3

Information about the setting

The childminder has completed basic training including first aid and child protection and updates her knowledge through specific courses, such as health and safety and the revised Early Years Foundation Stage. She attends a childminder group and visits the local shops, library and park on a regular basis. She collects children from the local schools and pre-schools.

p.3

Information about the setting

There are currently six children on roll, three of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 6.30am to 6pm Monday to Friday, except for family holidays.

p.3

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

 review and embed a system for assessing children's progress and learning between the age of two and three years to highlight any significant emerging concerns to support early intervention

p.3

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

 re-assess the risks to children with regard to the outdoor trampoline.

p.3

who attend

Children are contented in this welcoming and friendly home environment where they make good progress in their learning and development. They benefit from the childminder's detailed planning and assessment systems which incorporate the prime and specific areas of learning. The childminder has a good understanding of how to engage children in their learning through gathering useful information of their individual interests, such as starting points in their learning, their individual needs and parents' preferences. She has a secure knowledge of how children learn and recognises that they develop and learn in different ways. The information gained from her observations is used well to plan for children's next steps in their learning. Consequently, children's progress is well supported.

p.3

who attend

The environment is organised to ensure developmentally appropriate equipment is easily accessible for children to initiate their own play. The childminder makes adjustments each day to support children's interests and respond to their individual learning and development needs. For example, their interest in role play is enriched by providing relevant resources like tea towels, dish cloths and baking trays in the home corner or disposable nappies, feeding bowls and cloths to imitate taking care of a baby doll. A good emphasis is placed on promoting children's confidence, communication skills and physical development. The childminder helps to foster children's communication and language skills and form close attachments by singing nursery rhymes and looking at books together. Babies love exploring and investigating electronic toys that make a noise, finding out how they work by pushing buttons and turning knobs. From an early age, children have good

p.4

who attend

opportunities to make marks using crayons, sand and paint, and use their senses exploring the contents of a treasure basket. Children have good opportunities to spend time outdoors in the fresh air and play in the garden using a range of equipment, such as bikes, scooters, a trampoline and a slide. The childminder has developed the outdoor area to inspire children's interest in planting and growing fruit or vegetables, enabling them to learn about the natural world and sustainability. Children's understanding of the world is fostered as they begin to explore and observe features of the local environment as they walk to and from school and visit parks and outdoor attractions. The range of resources available depicting positive images of diversity is good. As a result, children's developing understanding of a diverse society is fostered.

p.4

who attend

The childminder has a sound knowledge of promoting equality of opportunity and ensures all children and their families are valued and respected. She has strategies in place to support children who speak English as an additional language to help foster their language skills while in her care. The childminder communicates very thoughtfully and effectively with parents and gives them every opportunity to become involved in their child's learning at home. Daily discussions and communication books provide parents with information about their child's care routines, meal plans and activities. Good attention is given to keeping them informed about their child's achievements and progress by using learning journals with photographs showing children's enjoyment during activities. The childminder values the views of parents in this process to make sure each child achieves well. Verbal progress reports give parents an overview of their child's development and include the

p.4

who attend

planned next steps for their learning. However, the childminder has yet to implement and embed a system to record the progress check at age two covering the prime areas of learning using her assessment records. She recognises the importance of smooth transition arrangements for the children's next phase in their learning by establishing links with other providers, local nurseries and schools.

p.4

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

Children enjoy a warm and caring relationship with the childminder and this is evident through their play and explorations. For example, children happily move around the playroom and enjoy choosing resources to play with to promote their independence. The childminder is very knowledgeable about children's individual needs and unique personalities. For example, she is aware of the signs when a child is not well, getting tired or needs reassurance with a cuddle. This knowledge is further enhanced by the use of an 'all about me' form which is completed with parents before children start. The childminder works closely with parents to make sure the routines she follows with each child are familiar and comforting. The childminder plans effectively to make sure children are happy, comfortable and have plenty of attention and one-to-one time with her to help them feel special, promoting confidence and self-esteem. Children's behaviour is good

p.5

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

because they respond well to the childminder's calm and patient character. She acknowledges their achievements with lots of praise and encouragement. Gentle reminders help children understand about being kind to each other and taking turns.

p.5

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

Children's individual health, physical and dietary needs are effectively met and are well documented and understood by the childminder. Children learn about healthy lifestyles and follow good hygiene practices as the childminder supports them to wash their hands at appropriate times during the day. Healthy eating is encouraged and children prepare and enjoy fresh fruit at snack time. They have free access to their drinking cups, which are placed on a low table. The childminder provides a range of healthy, well-balanced meals to meet children's needs. Children's well-being is always a priority. The childminder is vigilant about children's safety and she supervises them well at all times.

p.5

provision

The childminder is well organised and has a comprehensive range of policies and procedures in place which underpin her good practice. Policies are shared with parents. This ensures they are clear about how the provision operates and the childminder's responsibility regarding the safeguarding and welfare requirements. The premises are safe and secure and systems are in place to update the risk assessment to include new resources and equipment. However, this is not always totally effective. For example, the large trampoline outdoors has been omitted from the risk assessment process, which potentially poses a risk to children's safety. Access to the premises is monitored and vetting procedures for household members ensure their suitability. The childminder has a clear understanding of child protection issues and is confident about the procedures to follow in the event of a concern about a child in her care. All of the required

p.5

provision

documentation and parental consents are in place and stored safely to ensure confidentiality. All children benefit from good levels of care because the childminder ensures they feel safe, achieve well and are fully included in activities.

p.5

provision

The childminder uses her good knowledge and understanding of the learning and development requirements and how children learn to involve them in a wide range of good quality learning activities. She sees planning, observation and assessment as integral to helping children make good progress in their learning. Observations are used to plan effectively for the children's next steps, with a good focus on the prime areas of learning to ensure children make a good start, and incorporating the specific areas of learning to support children's emerging needs and interests.

p.5

provision

Systems for monitoring and evaluating practice are in place. The childminder knows her strengths and areas for development to further improve learning experiences for children and is able to demonstrate these through discussion. She has identified a training course she would like to attend to learn sign language and also to continue to improve and update both the learning environment and her documentation.

p.6

provision

Partnerships with parents are good and the childminder gives them opportunities to become involved in their child's progress. There is good communication in place with regard to children's well-being and achievements. Parents are encouraged to be actively involved in their child's learning at home and share information about their child's achievements. Parents' views are valued and sought through the use of written references. Their comments are positive about the setting; they are pleased with the care their children receive and feel at ease to leave their children in the childminder's care. The childminder has a clear understanding of the importance of working in partnership with external agencies to ensure appropriate interventions for children who may need additional support.

p.6

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

p.6

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.7

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.7

Setting details

Unique reference number EY268286 Local authority Walsall Inspection number 819851 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 6

p.7

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.8

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.8

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.8

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.8

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.8

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.9

Type of provision

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

p.9