Taylor Patricia

Inspection date

Previous inspection date 01/11/2012 07/11/2008

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early years provision

This inspection: 3 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 3

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This provision is satisfactory

 Children play well together and older children help their younger peers to participate in games and activities. They are supported by a caring childminder who ensures that they feel secure and meets their emotional needs.  Children learn about healthy eating as they enjoy a range of healthy, home-cooked meals and learn about where food comes from.  Effective partnerships with parents ensure continuity for children between home and the childminding environment.

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It is not yet good because

 The childminder does not effectively plan activities to incorporate individual children's next steps of learning and development to ensure they make progress.  The childminder is not fully secure in her knowledge of the educational programmes under the revised Early Years Foundation Stage to monitor planning and ensure it consistently identifies children's progress across all areas of learning.  The organisation of resources does not always support children to access them easily and to initiate play independently.

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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 children in all indoor areas and outside.  The inspector held ongoing discussions with the childminder.  The inspector looked at children's records and documentation.  The inspector gained the views of parents through questionnaires.

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Information about the setting

The childminder was registered in 1993 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with husband, who is her assistant, and two adult children in Northwick, Worcester. She uses the whole ground floor of the house and the rear garden for childminding.

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Information about the setting

The childminder has a National Vocational Qualification Level 3 in childcare. She attends a childminder group and the local children's centre. She visits the local shops and park on a regular basis and collects children from local schools and pre-schools. There are currently 31 children on roll, nine of whom are in the early years age group. Older children attend before and after school. Children attend for a variety of sessions. The childminder operates all year round from 7.30am to 6pm Monday to Friday, except for family holidays.

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must:

 develop further knowledge of the revised Early Years Foundation Stage in order to monitor planning so that children always access activities to cover all areas of learning, that will guide their development and capabilities to fully benefit them for future opportunities.

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

 develop systems to ensure that children's next steps of learning and development are clearly identified and planned for

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

 consider the organisation and storage of resources to provide additional opportunities for children to select a wider range of activities for themselves to enhance child-initiated play.

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who attend

Children play happily with their peers in this homely environment where they are supported by a friendly, caring childminder. She is currently developing her knowledge of the revised framework and the seven areas of learning. However, this is not yet securely embedded to ensure that she always supports children's learning in the prime and specific areas. She is beginning to undertake some observations of children. However, she does not build sufficiently on the knowledge gained from these observations to ensure that the next steps in children's learning and development are fully planned for and supported. Some aspects of the childminder's practice are clear, although she mainly does this instinctively and is not always aware of the impact of her practice on children's learning. Although there are a wide range of resources for children to choose from, some are stored in high cupboards or on shelves where children cannot easily reach them. As a result, this

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who attend

hinders their opportunities to develop their own learning and play. Children enjoy participating in board games with their peers and laugh together as they press the buttons to make the frog's tongue pop out to catch the flies. Older children teach younger ones the rules of the game and the childminder talks to them about sharing and taking turns. Communication skills are supported as the childminder reads stories to the children and encourages them to join in with familiar words and phrases. They point to pictures of animals in books and then pretend to imitate them by moving their arms like a crocodile's mouth shouting 'snap, snap'.

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who attend

Children learn about the environment and how to care for animals. They regularly go for walks in the nearby countryside to collect leaves and sticks, and they help with the dog's grooming routines. They learn to wash their hands after touching the animals or being outside to develop their hygiene practice following these activities. Parents are invited to provide initial information about children before they start and this helps them to settle well and provides continuity between home and minding environments. The childminder shares information with parents daily and discusses ways in which they can continue to support children's learning at home.

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

Children feel emotionally secure with the childminder as a result of the care and affection she gives them. She sits with them as they play and shows an interest in what they are doing. She recognises when children are tired and in need of a sleep and provides a secure, soothing routine to help them to settle. Premises are safe as the childminder has effective procedures in place to identify and prevent potential hazards. All areas used by the children are checked and risk assessed before they arrive. She obtains all consents and permissions as required, including those relating to outings and children's health and medical needs.

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

The childminder sets suitable boundaries for the children in terms of their behaviour and the relationships they form with others. She encourages good manners and children learn to share and be kind to each other. She works closely with parents to find acceptable solutions if behaviour becomes troublesome. Children's health and well-being are given careful attention by the childminder as she develops their understanding about healthy eating. She provides healthy, home-cooked meals, such as fish, roast dinners and cottage pie served with fresh vegetables, and she is mindful of allergies and dietary requirements. Children learn where food comes from as they often visit a nearby childminder to collect eggs from the chickens.

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

Children's personal and social needs are well met. The childminder encourages them to interact and socialise with their peers and provides opportunities for them to mix with a wider group of children at local toddler groups and by meeting with other childminders. Self-help skills, such as independently accessing the toilet and putting on their own shoes and coats, are encouraged. The childminder supports children to develop these skills themselves, as they cut their own fruit, butter toast and wipe the tables before they eat. Physical well-being and health is developed as children access fresh air daily. They play in the garden where they use bikes, cars, a climbing frame and a trampoline to develop their physical skills. The childminder helps to prepare children for starting school as she encourages their independence and self-help skills. Children are familiar with the local school as they go with the childminder when she takes and collects children, and older

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

children talk to their younger peers about activities they have taken part in during their school day.

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provision

The childminder has completed safeguarding training and has a policy in place to ensure children are protected while in her care. She is aware of procedures to follow should she have any concerns about a child and knows when and from whom to seek advice. The childminder is beginning to use self-evaluation to identify her strengths and set targets for improvement. She receives help from her local authority support worker, who provides guidance which enables her to develop her practice. The childminder has completed some training courses to extend her knowledge and understanding of the revised Early Years Foundation Stage, although she does not fully embed this into her practice to fully support children. She also attends local forum meetings and discusses ideas with other childminders to help inform her practice. Planning and assessment are not yet consistent to ensure that the childminder has an accurate picture of children's skills, abilities and

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provision

progress. She is therefore not fully secure in monitoring the seven areas of learning to ensure that children progress towards the early learning goals.

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provision

Children benefit from the engagement the childminder has with their parents, which enables her to ensure continuity of care. She shares information daily and seeks their opinions about her service through the use of questionnaires. She informed parents when her inspection was due and they have written letters to support her. They comment that they are happy with the care their children receive, that children enjoy going to the childminder's and ask to go, and that the food children receive helps them to eat healthy. Partnerships with other professionals are appropriately fostered. The childminder liaises with the local pre-school that children attend to ensure continuity of care.

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provision

Equality of opportunity is promoted and all children are welcome in the setting. The childminder aims to offer quality care to the children and their families. She makes her setting an enjoyable experience for the children where their needs are routinely met and they feel supported and valued. The relationships the children have with the childminder reflect their feelings of security and trust.

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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 205010 Local authority Worcestershire Inspection number 818006 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 8 Number of children on roll 31

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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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