Karpi, Julie Ann

Inspection date

Previous inspection date 21/11/2012 03/06/2009

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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 vast majority of the childminder's practice is based on a secure knowledge and understanding of how to promote the learning and development of young children.  Children are happy, motivated and eager to learn. They benefit from the stimulating and welcoming indoor and outdoor learning environment.  Children's language development is given a high priority. The childminder is confident in extending children's vocabulary and helping them build sentences, and as a result, children are becoming confident communicators.

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It is not yet outstanding because

 Opportunities to develop children's self-awareness and self-care skills have not yet been fully explored.

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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 and kitchen/dining area and spoke with the childminder and children at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at children's learning journals, planning documentation and a selection of policies and children's records.  The inspector also took account of information included in the self-evaluation form.

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Information about the setting

The childminder was registered in 2007 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged four and eight years in Uttoxeter. The whole of the ground floor and the front and rear gardens are used for childminding.

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Information about the setting

The childminder updates her knowledge through specific courses, such as child protection. She is also undertaking a level 3 childcare qualification. She visits the local shops and park on a regular basis. She collects children from the local schools. There is currently one child on roll in the early years age group who attends full-time. School-age children attend before and after school. The childminder is open all year round from 7am to 6pm Monday to Friday, except for family holidays.

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

 help children to develop their self-awareness by: placing mirrors where children can see their own reflection and talking with them about what they see, playfully helping them to recognise that they are separate and different from others by pointing each other's noses, eyes and fingers

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

 help children to develop their self-care skill by: creating opportunities for moving towards independence by having hand washing facilities within reach.

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who attend

The childminder provides a stimulating in and outdoor learning environment that promotes the seven areas of learning. As a result, children are motivated to engage in play and active learning, which helps them to develop characteristics of effective learning. Children's development is effectively supported and extended by the childminder who is playful and skilful in her interactions with them. She spends her time joining in with their play and continually encourages them to develop their communication and language skills. For example, when a child selects picture cards to play with the childminder provides clear, simple, fun explanations and demonstrations about how the cards can be used to match the animal pictures. The childminder models language by providing commentary about they are doing. She effectively uses action songs, rhymes, animal noises and new vocabulary to make the experience rich and fun. As a result, children learn new

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who attend

vocabulary, practise putting words together and develop confidence in expressing thoughts ideas and feelings.

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who attend

The childminder places good emphasis on following children's lead and encouraging them to make choices. For example, she stores all play resources at children's level to encourage them to initiate their own play and follow their own interest. As a result, children are very busy taking part in activities that support and extend learning. For instance, they look at books, make sounds with musical instruments, play imaginatively with small world resources and operate simple technology toys. During all of this play the childminder is effective in capturing opportunities to support and extend learning, for example, explaining and demonstrating how to turn the pages of the book, naming instruments, such as tambourine and demonstrating how the sounds of the instruments can be changed.

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who attend

The childminder effectively uses her observations of children's interests and emerging skills to help her to plan suitable challenging experiences. For example, she extends young children's abilities and interests in playing with open-ended resources, such as play dough. She shows them how to hold scissors to cut the play dough through lots of encouragement and demonstrations to help the children to keep trying and to master the skill. This helps the children to develop physical skills and to learn the benefit of persisting with activities when challenges occur. However, the childminder does not always fully explore opportunities to develop children's self-awareness and independence when the opportunity arises in daily hygiene routines.

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

Children have fun and show a strong sense of belonging within the provision. The childminder provides children with warm, affectionate consistent care in partnership with their parents. This helps children to make a smooth transition from home into her care.

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

The childminder provides children with warm, affectionate consistent care in partnership with their parents. She develops a good knowledge of children's individual likes, needs and routines. For example, she tunes in sensitively when a young child first awakes from sleep and wishes to stay cuddled up. As a result, children are secure in communicating their needs and preferences, which supports their well-being. They enjoy snuggling up to her for comfort and show high levels of confidence and self-esteem as they explore their surroundings and enjoy interacting with visitors to the setting.

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

The childminder is very good at modelling behaviour. This contributes to promoting an harmonious environment where children learn to negotiate, cooperate and consider others. Children benefit from the wide and varied range of activities the childminder provides that help them to become aware of and value diversity. For example, children learn simple greetings in different languages and they take part in craft activities that acknowledge and celebrate different festivals.

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

Children have good opportunities to develop a growing awareness of a healthy lifestyle. They become active and they enjoy first hand experiences of nature as they play on challenging outdoor equipment and collect eggs from the hen house in the childminder's garden.

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provision

The childminder effectively monitors and evaluates the quality of her provision and demonstrates a clear drive for continual improvements in order to secure children's ongoing achievements. Since the last inspection she has effectively focused her efforts on establishing systems to observe, assess and monitor each child's progress. She is also undertaking a level 3 childminding qualification which has helped her to develop her understanding of good childcare practice. The premises have been extended to include a dedicated playroom and easy access for children to move between indoors and outdoors to enhance their learning experiences further.

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provision

The childminder works effectively with parents to support children and ensure their individual needs are met. She shares information about children's experiences and achievements with parents to supports children's learning at home. Written comments made by parents demonstrate they feel their children benefit from the loving environment where they progress well in their development.

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provision

Arrangements for safeguarding children are good. The childminder has a secure knowledge and understanding of safeguarding issues and the procedures to follow to ensure any concerns regarding children's welfare are reported. She creates an environment that is welcoming, safe and stimulating for children to enjoy their learning. The childminder has had no reason to work in partnership with other external agencies or services to support children in her care, but she understands the importance of partnership working.

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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 EY347612 Local authority Staffordshire Inspection number 820825 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 Number of children on roll 1

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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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