Childminder in Warwickshire

Inspection date

Previous inspection date 15/11/2012 31/01/2011

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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

 Children enjoy a suitable range of activities which promote their language, vocabulary and communications skills.  Children develop confidence and appropriate skills in independence as they choose from a wide range of toys and equipment.  Partnerships with parents and other settings are strong, which promotes children's care and learning. Good systems are in place to meet children's individual dietary needs.

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It is not yet good because

 The educational programme lacks a wide enough range of adult-led activities. Systems for observation, assessment and planning for the next steps in learning have scope for further development.  The current system for self-evaluation has scope for improvement and does not currently include regular input from both parents and children.  Systems for reviewing and assessing children's safety are yet to be updated to ensure all potentials hazards to children are identified and minimised.

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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 main downstairs room.

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Inspection activities

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

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Inspection activities

 The inspector looked at children's learning journeys, documentation, children's records and a selection of written policies.  The inspector looked at other areas, such as the conservatory, garden and kitchen.

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Information about the setting

The childminder was registered in 1996 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her mother and uncle in Rugby, Warwickshire. The whole of the ground floor, which includes a lounge and dining area and conservatory, is used for childminding purposes. There is a fully enclosed rear garden for outdoor play. There are currently seven 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 7am to 7pm Monday to Friday, except for family holidays.

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Information about the setting

The childminder attends pre-school groups and the local children's centre. She visits the shops, library and park on a regular basis. The childminder collects children from the local schools and pre-schools.

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must:

 improve the range of adult-led activities and experiences provided for children and develop further observation and assessment of children's learning to identify their next steps, using this to inform future planning.

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

 develop a thorough self-evaluation process, which includes the views of parents and children to identify strengths and areas for development

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

 improve procedures for keeping children safe in the home by reviewing and assessing risks to children and update risk assessments to ensure all potential hazards in the home are identified.

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who attend

The childminder is developing her knowledge of the revised Early Years Foundation Stage. She plans activities and play opportunities around themes, such as autumn, rather than focusing on children's individual interests. The childminder knows what areas of learning children need support in, such has their communication, but she does not always use her observations to inform future planning. This means that there are some gaps in children's learning and progress. Children have access to a wide range of toys and equipment, but a lack of challenging and planned adult-led activities means that children on some occasions show little interest in their learning.

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who attend

The childminder is fully aware of the progress check for two- and three-year-olds and has recently completed this with the children's parents. This has identified areas in which children are making appropriate progress as well as areas for further support. Children access a suitable range of activities to promote their communication. They enjoy songs, rhymes and stories with the childminder. She uses a satisfactory range of teaching methods, such as asking open-ended questions which start with what, why, and how, to stimulate children's thinking. Children play with cars and small world equipment which promotes their imagination. They develop skills in counting as they play and thread wooden bricks. They learn by copying adults around them. For example, children show interest in the inspector's laptop and find a similar toy to play with. They press buttons and know how to switch the sound on and off. This helps children develop appropriate

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who attend

skills for the future. Children use crayons and pencils to make marks with and also enjoy art activities. They use different textures, such as foam and tissue paper, to glue and stick with, which promotes their creativity.

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who attend

The childminder has positive relationships with parents and other carers. She has a daily diary for children and gives daily feedback to parents to keep them appropriately informed of their children's progress. This also promotes opportunities for parents to continue children's learning at home. The childminder cares for children after school, and complements their learning and supports them with their homework and spelling. Children develop suitable physical skills as they use a range of equipment at home and out in the community. They enjoy activities in the local park and soft play centre where they develop skills as they run, climb and pedal wheeled toys.

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

Children are happy and have secure attachments with the childminder, who is warm and caring towards them. This enables children to develop their confidence and independence which they will need for their future learning. Children learn to share and take turns with toys. They show concern for each other as they bring toys for their peers and show affection as they hug each other when upset. Children show they feel secure as they explore areas in the home. For example, they go in the playroom to observe a workman in the garden and soon return to the childminder for reassurance.

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

Children develop appropriate self-help skills, for example, they cooperate in care routines and try to put their coats and shoes on. The childminder practises good hygiene routines and talks to the children about hand washing before eating food. Children are encouraged to adopt healthy lifestyles as they are provided with a variety of snacks and meals which meet their individual dietary needs. They have opportunities to experience fresh air and exercise in the outdoors. Suitable procedures are in place to support children's transition to school, which includes visits, stories and discussions about going to school. This ensures they are helped to prepare for their move to another setting.

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provision

The childminder has an appropriate knowledge and understanding of her responsibilities relating to the safeguarding and welfare requirements. She understands the signs that indicate a child may be at risk of harm and has a clear safeguarding procedure to follow. She has the required records in place to promote the welfare and well-being of the children and to support the management of her childminding provision. However, her systems for planning, observation and assessment lack rigour and consistency to help track children's progress effectively across the seven areas of learning

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provision

The childminder has started to evaluate her practice to target areas for development. For example, she has attended training on the revised Early Years Foundation Stage and identified she would like further support from the development worker to help her improve the educational programme provided. The childminder regularly attends pre-school and childminding groups in the local children's centre where she shares and discusses good practice. However, she does not yet regularly involve parents or children in her self- evaluation to ensure their views are captured. Systems for monitoring the effectiveness of the educational programme are still under development since the childminder is developing her knowledge. As a result, she is not yet fully overseeing or tracking children's learning to help them make progress.

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provision

The childminder provides parents with regular information about their children's progress and welfare through daily discussions and photographs. This ensures they are suitably informed. She works appropriately with other settings, such as the school, to share information and promote consistency in children's learning and welfare. Children are generally safe in the home and a risk assessment is in place which identifies most potential hazards. However, this does not include all hazards, such as a glass vase which children are able to access. This means that some aspects of children's safety are not fully promoted.

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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 201324 Local authority Warwickshire Inspection number 817949 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

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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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