Childminder in Warwickshire

Inspection date

Previous inspection date 12/11/2012 03/02/2012

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early years provision

This inspection: 2 Previous inspection: Met 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 takes account of children's interests and uses this information creatively to promote all areas of their learning.  The childminder creates a rich learning environment where children are able to think creatively and solve problems for themselves.  Children practise and build up skills, concepts and ideas. The childminder supports their learning through well-planned experiences based on children's spontaneous play.  Children form very secure attachments with the childminder so that they feel safe and secure. This helps them to have a positive disposition to play and learn and promotes their physical, social and emotional well-being.  Effective monitoring systems are in place to ensure that children get the best out of all opportunities to promote their learning and development. The educational programmes cover a wide range of experiences to broaden children's knowledge and skills.

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It is not yet outstanding because

 Parents do not consistently contribute to children's learning journeys to fully support their learning and development.  Self-evaluation is not yet robust; it does not include the views of parents and is not used to reflect on the impact of any training the childminder undertakes to ensure that the quality of children's learning, development consistently improves.

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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 lounge and conservatory downstairs.

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Inspection activities

 The inspector spoke with the childminder about her routines and activities and engaged with the children.

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Inspection activities

 The inspector looked at policies and procedures, which included safeguarding, complaints, risk assessments, the childminder's self-evaluation and children's learning journals.

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Information about the setting

The childminder was registered in 2007. She lives with her husband and children aged 13, eight, six and two years in Atherstone, Warwickshire. The whole of the ground floor and upstairs bathroom are used for childminding. There is a fully enclosed garden available for outside play. The childminder is able to take and collect children from local schools and pre-schools. The childminder has nine children on roll, two of whom are in the early years age range. The childminder is open from 7.30am to 6pm five days a week, all year round. She is a member of the National Childminding Association.

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

 provide further opportunities for parents to consistently contribute to their child's learning and development

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

 develop evaluation systems further and engage with parents to ensure that the quality of children's learning, development and care continues to improve.

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who attend

The childminder has a sound knowledge of the prime and specific areas of learning to effectively support all children's development. She plans suitable challenges, and her effective interactions with children helps them to consolidate their learning and make positive strides in their communication and language. Sensitive and pertinent observations are undertaken to demonstrate the progress that children make. Assessment is accurate and securely rooted in observation in order to plan the next steps in children's learning. However, whilst parents share what they know about their child at the start of the placement, they do not consistently contribute to their child's learning journeys to ensure learning and development is fully supported.

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who attend

Children are provided with a calm, bright, stimulating environment. There are a wide range of resources which are attractively laid out and the childminder encourages children to be involved in their own learning and pursue their own interests and lines of enquiry. The childminder exudes enthusiasm and this transcends to the children so that they are motivated to learn. Children's thinking is supported and challenged as the childminder helps them to develop a skill or solve a problem. For example, the childminder asks a child 'Can you remember how to switch the computer on?' She then praises the child when she selects the right button. Children's physical development is promoted through a range of activities. Climbing equipment helps them to learn how to negotiate steps before coming down the slide. Obstacle courses promote challenges as children think and question how they will reach the other end. They carefully balance as they walk along a chalk line,

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who attend

before stepping up on a box and considering whether they should step or jump off. This also helps to promote children's control and coordination. Children's artistic and creative talents are encouraged as they use a range of different materials. These are prominently displayed for all to see, helping to promote a sense of achievement and pride. They explore a variety of media, for example, making rangoli patterns in rice and flour. Children observe that if they shake the tray of rice the pattern disappears. Children learn to use scissors and attempt to cut paper; the childminder recognises that initially this is too difficult for some children. She suggests that they start by cutting something soft such as, play dough to develop their skills, therefore adapting the activity to meet their needs. This helps to promote children's confidence and self- esteem.

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who attend

Imaginative and creative ways are used to develop children's counting skills. For example, children make their own number books. The childminder uses children's interests to engage them in the activity. For example, a child is fascinated with animals so she obtains a variety of animal pictures for his book. Children stick the required number of items on each page up to five, and then use a hole puncher and treasure tags to hold the book together. This provides a meaningful way for children to learn to count.

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

Children feel secure in the setting as the childminder establishes warm, trusting relationships and familiar routines. She helps children to feel confident and safe. Children enjoy close, supportive relationships with the childminder, helping to develop their confidence and feel reassured. The childminder gives her undivided time to engage and focus on the needs of the children in her care. As a result, children thoroughly enjoy their time with the childminder.

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

Clear boundaries and routines are established with children from the start. Learning to be aware of their own safety is inherent in the day-to-day practice, for example, as they learn how to handle a range of equipment such as, hole punchers and scissors. When moving around inside, they often check themselves and stop running before being reminded by the childminder. Explanations and discussions further help children's understanding of how to keep themselves safe. Children learn from an early age about following good personal hygiene through the established routines. Healthy lifestyles are promoted through diet and regular physical exercise.

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

The childminder takes children to groups within the community and assembly in school to help prepare children for change and transition. She builds on children's personal and social skills so that they are confident to express themselves and manage their self-care needs. This prepares them for their future learning and development.

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provision

The childminder has a robust understanding of the safeguarding and welfare requirements. She is fully aware of her responsibilities to report any concerns, demonstrating a clear understanding of whom to contact so that children are protected from harm. A written policy is shared with parents clearly informing them both of their own, and the childminder's responsibility in this process. The childminder is conscious of the need to ensure that the environment in which children play is safe and visually checks these areas daily.

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provision

The childminder demonstrates a good understanding of the learning and devlopment requirements and as aresult, all children make good progress. The childminder values parent's knowledge, encouraging them to discuss their child's progress at the start of the placement, although this is not consistent once the children are settled. Information is obtained regarding children's routines, preferences and interests ensuring that they are happy, comfortable and settled whilst in her care. The childminder is not caring for children who attend other early years settings. However, she is aware of the importance of establishing positive links with other practitioners in delivering the Early Years Foundation Stage for consistency in children's care and to prepare children for their transitions.

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provision

The childminder has carried out a brief evaluation of the service she provides. Through discussion, it is evident that the childminder is keen to develop and improve all aspects of her provision. She acknowledges that training is key to ongoing improvement and is near to completing a childcare qualification, whilst also accessing training online. She has been proactive in enlisting the support of her local children centre to raise her awareness of diversity and how she can promote this effectively in her setting. This all helps to improve her knowledge and skills. However, she does not consistently reflect on the impact any training has on her practice with regards to children's care, learning and development and has not obtained the views of parents in identifying future areas for improvement.

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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 EY363028 Local authority Warwickshire Inspection number 817708 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 Number of children on roll 9

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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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