Childminder in Coventry

Inspection date

Previous inspection date 13/11/2012 08/01/2010

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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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision is satisfactory

 The warm and homely environment helps children to feel settled. They form strong attachments with the childminder so their care and emotional needs are effectively met.  Children play with an interesting range of toys and play activities which encourage them to explore. Some resources are stored in low units to offer opportunities for children to make choices about their play.  Consistent and clear boundaries for children help them to develop a good understanding of acceptable behaviour. Older children help to write the house rules, which keep them safe.

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It is not yet good because

 Information from the childminder's observation and assessments of children is not consistently used to identify their next steps or inform planning for their learning and development.  Documentation does not include a daily record of the names of the children being cared for on the premises and their hours of attendance in order to meet requirements of the Early Years Foundation Stage and ensure children's well being.  Self-evaluation is not fully implemented to drive forward improvements as targets are not prioritised and planned effectively. There are limited opportunities for involving parents in this process.

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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 conducted a tour of the premises during the inspection.  The inspector observed activities in the downstairs rooms.

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Inspection activities

 The inspector spoke with the childminder at appropriate times throughout the observations.

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Inspection activities

 The inspector looked at children's observation and assessment records, a selection of policies and children's records.

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Information about the setting

The childminder was registered in 1996. She lives in Coventry with her husband and adult child. The whole of the ground floor and the upstairs bathroom are used for childminding purposes. There is a fully enclosed garden available for outdoor play. The family has a dog and a cat.

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Information about the setting

The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. There are currently six children on roll, two are in the early years age group. The childminder holds a recognised early years qualification.

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must:

 use the information gained from observation and assessment of each child's progress against all seven areas of learning to inform planning and identify the next steps in their development  ensure that a daily record of the names of children being cared for on the premises and their hours of attendance is maintained.

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

 improve self-evaluation by raising clear targets for improvement and prioritising these into a clear plan that shows how these are being addressed and how parents are being involved in this process.

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who attend

The childminder has a sound understanding of how children learn and provides a suitable range of toys and resources to promote learning. She is aware of children's initial interests, such as looking at animal picture cards and pretend play, so ensures these resources are easily accessible to promote their enjoyment. The childminder observes children in their play and chooses to record these using photographic evidence. However, there is scope for improvement in this area as she is not yet using her observations consistently to plan for individual children's learning or to fully identify their next stages of development. Parents can see their child's assessment record at any time and are encouraged to become involved in their child's learning by adding their comments.

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who attend

Children are happy and engaged and the childminder supports their play, getting down to their level, offering care and attention to support their emotional well-being. The childminder effectively encourages speech as she talks to children as they play and repeats words for reinforcement. For example, the childminder names vegetables, such as carrots and cabbage as a child passes them to her in their pretend play. She repeats the word several times, giving them the opportunity to copy the words. Younger children's language skills are extended because the childminder responds to their babbles and sounds and names objects in picture books. Children also enjoy talking to their parents 'at work' on the toy telephones. Books are readily available which helps children to develop an interest in reading and understand that print carries meaning.

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who attend

Children express themselves creatively, using pipe cleaners, sticky paper and paint to create pictures. They collect leaves, feathers and conkers when they are out walking to use as collage. Children are inquisitive, discussing why there is a 'spiky casing' around the conker and why leaves are different colours in the Autumn. This extends their understanding of the world. The childminder encourages children to explore numbers and counting in everyday situations. For example, when walking to school children count how many of their group go into classrooms and how many are left who will go back to the childminder's house.

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who attend

Babies help themselves to building bricks and attempt to stack them on top of one another and they choose from a variety of simple puzzles and begin to solve problems as they work out that if they rotate the piece they can make it fit. They use sturdy furniture to help them become mobile and carefully shuffle backwards towards ledges until they are safely seated.

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

Children benefit from gradual settling in procedures, which are based around their individual needs and this helps to support them in feeling secure in the home and in forming strong attachments with the childminder. Children are relaxed and confident and develop good levels of self-esteem. The childminder is attentive, offering praise and encouragement for their achievements, such as when children help to tidy up. Babies are cuddled closely when they are tired or upset and this helps to ensure their emotional needs are met well.

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

Children behave well because the childminder is a good role model, treating them with kindness and respect. Young children are learning about sharing and turn-taking because the childminder helps them resolve their difficulties when it comes to sharing popular resources. Older children demonstrate they understand behavioural expectations. The childminder helps children to enjoy each other's company and form friendships by joining in with their spontaneous play to ensure inclusion. The childminder supports children to communicate in different ways through the introduction of Makaton sign language.

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

Children are developing a healthy lifestyle by taking part in some outdoor and physical play. They enjoy going for walks with the childminder and her dog, stopping to feed the ducks at the nearby pond. Occasional outings to the local park offer a safe space for children to run freely and practice their physical skills on the apparatus.

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

Parents provide meals and snacks for their own children which consist of a variety of sandwiches and fresh fruit. Children learn sensible hygiene routines establishing the importance of keeping themselves clean. The childminder supports young children appropriately to develop an awareness of their own toileting needs, encouraging independence in their self-care. Children are gaining a sound understanding of how to keep themselves safe as they follow rules for playing safely when near water and to take care as they negotiate steps in the garden.

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provision

The childminder has a sound understanding of how to protect the children in her care. She is clear of her local procedures for child protection and knows who to call should she be concerned. Areas are appropriately organised and appropriately risk assessed which enables children to move around her home safely.

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provision

The childminder provides a suitable range of activities which enable all children to make satisfactory progress across all areas of learning. Systems for observing what children can do, assessing their progress and planning for their next steps are developing but are not yet fully embedded in practice.

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provision

The childminder has a suitable commitment to improving her service and updating her knowledge, and does this through attending some training, such as first aid and safeguarding as well as maintaining links with her development worker. Self-evaluation is not fully implemented to drive forward improvements as targets are not prioritised and planned effectively. There are limited opportunities for involving parents in this process so that their views on the service can be considered. Records, policies and procedures required for safe and efficient management of the provision are mostly in place and are appropriately maintained and implemented. However the requirement to keep attendance records has been overlooked. This is also a requirement of the Childcare Register.

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provision

Parents are able to share what they know about their child at the onset of care so that their individual needs are effectively met. The childminder provides a friendly and approachable service and regular discussions help to ensure links with parents are maintained. The childminder has created a development folder for each child and shares this with parents, seeking their comments and suggestions on how she can further support their child's development. Therefore parents are kept up to date regarding their children's learning, development and welfare.

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provision

The childminder is aware of the importance of liaising with early years providers, when needed, to complement children's learning and development when they attend more than one setting. She has experience of preparing children for transition to pre-school and school and has appropriate ideas, such as link books, in place to help. She willingly works in partnership with other professionals to support children with additional needs to help them to reach their full potential.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are

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actions)

The requirements for the voluntary part of the Childcare Register are

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To meet the requirements of the Childcare Register the provider must:

 keep a daily record of the names of the children looked after on the premises and their hours of attendance. (Records to be kept) (both parts of the Childcare Register)  take action as specified for the compulsory part of the Childcare Register. (Records to be kept) (both parts of the Childcare Register)

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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 402322 Local authority Coventry Inspection number 819262 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: 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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