Jones Susan

Inspection date

Previous inspection date 05/11/2012 30/11/2011

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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 childminder has high expectations for children and teaching is securely based on a thorough understanding of how children learn, which ensures each child makes good progress. The records of assessment are detailed and are used effectively in the planning of activities to move children on in their learning.  Children's communication, language and social skills are very well promoted. The childminder completely extends children's vocabulary and supports them in discussions.  Children demonstrate high levels of independence and have positive attitudes to new experiences. They are settled, motivated and keen to explore and learn.

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It is not yet outstanding because

 Arrangements for sharing information about what children are doing when attending other providers are not fully developed to promote consistency and continuity in their learning.

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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 activities in the playroom, dining area and conservatory.  The inspector held discussions with the childminder.

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Inspection activities

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

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Inspection activities

 The inspector checked evidence of the childminder's suitability and qualifications and her self-evaluation documents.

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Inspection activities

 The inspector took account of the views of parents from information included in cards and letters of reference provided.

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Information about the setting

The childminder was registered in 1999. She lives with her adult child in Clayton, Newcastle-under-Lyme. The whole of the ground floor and the upstairs playroom and bathroom are used for childminding purposes. There is a secure garden available for outdoor play. The childminder is registered by Ofsted on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She minds children each weekday throughout the year. There are currently six children on roll, of whom three are within the early years age group. All early years children attend on a part-time basis and older children before and after school and during the holidays. She takes and collects children from the local school and nursery. The childminder holds an appropriate early years qualification at level 3.

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

 extend the arrangements for sharing information about what children are doing when attending other providers in order to promote consistency and continuity in their learning.

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who attend

The childminder demonstrates a clear understanding of how children learn. She is enthusiastic in her approach, which inspires children to be active learners and to remain involved and interested in the activities provided. The childminder's skill in planning learning opportunities within everyday routines and activities helps children to move on in their learning. For example, following a walk in the local environment to collect leaves they discuss autumn and talk about what they can do with them. They make pictures with the leaves as well as using other materials with some adult-directed input, which enhances children's learning.

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who attend

The childminder involves children in decision making, allowing them to freely choose from the extensive choice of accessible resources. This means that children feel valued and have a sense of belonging. As children immerse themselves in the exploration of counting and placing cookies in number order, their language development is encouraged through skilful questions and challenges set by the childminder. Children repeat phrases and key words modelled by the childminder as they talk about their picture they have completed during the morning, such as bonfire night, fireworks and glitter.

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who attend

The learning environment is stimulating and well resourced, which helps children make progress across all areas of learning. Children are confident as they move around the upstairs playroom and ground floor rooms, selecting activities and resources of their choice. They play imaginatively with a family of bears, using the different sizes and reciting the colours. They carefully put resources away as they choose another activity of threading laces through the holes, using their small physical skills with accuracy. They then demonstrate good coordination skills as they place their completed cards in the storage bag, asking the childminder 'is that right?' as she encourages them to do things for themselves. The range of resources provided by the childminder, such as books and displayed posters about people of the world, help children to value differences and similarities.

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who attend

The childminder knows the children and their families very well, and as a consequence meets their needs effectively. She shares information with parents including details of the care provided and the day's activities. Parents discuss their children's progress with the childminder and share information and photographs in the 'observation profiles' which record children's achievements, supporting consistency in children's learning. Written information from parents clearly shows that good communication and systems exist to support children in their learning and development, both at home and with the childminder.

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

Children are extremely settled and at home in the provision, supported by the calm and consistent interaction of the childminder. They confidently make their needs known, secure in the knowledge that she will listen and respond. Parents recognise the comfortable relationships promoted within the setting and comment that they appreciate the different learning activities and the well-balanced healthy meals and snacks provided. Children initiate their own activities because resources and toys are easily accessible, promoting their ability to make choices and to develop independence. They take care of personal hygiene routines in order to develop the skills needed at the next stage of their learning.

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

The childminder encourages children to socialise, play together, share and respect others. As a consequence, they become active and inquisitive learners and develop further skills for the future. Children listen to instructions and cooperate with the boundaries provided, in turn learning to keep themselves safe. They behave very well and are made aware of the consequences of falling if they don't sit safely at the table.

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

Children enjoy the benefit of being taken to other activities outside the home environment where they meet other children and are able to extend their learning using other equipment. They learn about the world as they collect materials, such as leaves and cones, using them to make pictures, comparing the sizes and looking at differences. The childminder recognises the importance of fresh air, exercise and the value of the promotion of an active lifestyle on the overall development of the children.

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provision

Children's welfare is prioritised and well promoted because the childminder has a good understanding of her responsibilities relating to safeguarding and has undertaken training to promote her knowledge of the Local Safeguarding Children Board's procedures. Children's well-being is further enhanced by the childminder's good organisation, and she provides a detailed set of policies and procedures relating to the setting that support her practice. These are shared with parents and are reviewed on a regular basis to reflect any changes in legislation. The childminder is vigilant about children's safety and has detailed risk assessments in place to help minimise hazards. Regular evacuations of the premises are undertaken with the children to develop their understanding of how to keep safe in an emergency.

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provision

The childminder has attended a high number of training courses since registration and keeps abreast of changes by liaising with other professionals, attending further training opportunities and researching online information. This ensures that she is well aware of all requirements of the Early Years Foundation Stage and implements these to promote children's well-being. The childminder manages daily routines effectively to accommodate the individual needs of the children attending, recognising their need for play and rest. The flexible approach and planning develops through play preferences of the children and ensures they benefit from a good balance of child-led and adult initiated activities that fully sustain their interest. There are a good range of resources available to support children's learning and development, and the childminder provides a rich environment with lots of opportunities to learn through play.

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provision

The childminder uses self-evaluation effectively to deliver sufficient depth, breadth and challenge within activities and to monitor the environment and the changes required within the revised Early Years Foundation Stage Framework. Parents' views are obtained and references provided by them reflect their complete satisfaction with the service. The childminder cares for children on a part-time basis, sharing their care with another setting. Although she has some information about this provision, through informal discussions, there is scope to improve the partnership working in order to fully promote continuity and consistency in children's experiences.

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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 209931 Local authority Staffordshire Inspection number 818121 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 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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