Childminder in Warwickshire

Inspection date

Previous inspection date 28/11/2012 Not Applicable

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early years provision

This inspection: 2 Previous inspection: Not Applicable 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

 Children are encouraged to explore the indoor environment and show curiosity about different objects and how they can be used.  Young children begin to make links in their learning with real-life experiences, for example, pressing the buttons on a mobile phone and then holding it to their ear.  Children are confident to communicate their feelings and needs in different ways, for example, babbling, squealing, crying and talking in English and other home languages.  Children form close relationships with the childminder, who is sensitive to their individual needs. This helps children feel happy and secure in their surroundings.

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It is not yet outstanding because

 At times there are missed opportunities to extend and develop children's play and learning by introducing additional resources.  The garden is not regularly used to provide children with opportunities to explore and have first-hand contact with the weather, the seasons and the natural world.

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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 looked at documentation including safeguarding, complaints, accident and medication procedures.

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Inspection activities

 The inspector had discussions with the childminder and observed activities with the children.  The inspector looked at children's learning journeys.

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Information about the setting

The childminder was registered in 2012 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband, adult child and children aged seven and five years in Long Lawford, Rugby. The whole of the ground floor and an upstairs bedroom are used for childminding. There is a fully enclosed garden available for outdoor play. The childminder collects children from local schools and pre- schools. The family has two bearded dragons.

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Information about the setting

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 is open from 7.30am to 6pm Monday to Friday all year round. She attends a childminder group and visits the local shops and parks on a regular basis.

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

 provide increased support to develop children's interests further, for example, providing containers to put objects in and out of

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

 make more effective use of the garden so that children have opportunities to experience different types of weather and explore the natural world.

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who attend

Children thoroughly enjoy their time in the childminder's care. She has a sound knowledge of how to observe children in their play and assess the learning taking place. This enables her to plan activities that build on children's learning and generally provide challenge so that children are motivated and engaged in their play. More confident children explore their surroundings and the toys available, twisting, turning and pushing buttons and knobs to see what happens. They attempt to place shapes in the corresponding holes and with some of the shape sorters are able to successfully complete this task. Some of these resources are more challenging but children do not give up. Instead they cleverly work out that by taking off the top they can put all the shapes inside. They then sit back proudly in recognition of their achievement before taking the shapes out and repeating the activity again. Children like to move objects around the room and use them in different ways.

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who attend

They particularly enjoy putting figures, shapes, blocks and anything else they can find in and out of things, developing their concept of space. The childminder has observed this but has not considered how she can extend and develop children's play and learning through additional resources, such as bowls, boxes or bags.

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who attend

Children make connections to real-life observations and experiences and develop a sense of the world around them; for example, a child presses the buttons on a mobile phone. She then holds it up to her ear and starts to babble animatedly. Children are curious about the bearded dragons moving in their cage and go and peer through the glass. The childminder comes over and talks to them about what the dragons are doing, which extends their understanding. A child pulls at the lock, demonstrating her knowledge as to how to open the cage but also expressing her desire to get access to them. Children watch in fascination and observe how the dragons catch locusts and crickets to eat. Planned activities enable the children to develop their senses as they handle, touch and see how they feel, while also learning how to care for living things.

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who attend

Children use everyday routines and play activities to count, such as how many bricks they can build for their tower. The childminder observes young children's early attempts at mark making as they swirl their fingers and hands in the pasta sauce or yoghurt that they spill in their highchair tray. As a result, the childminder provides children with paper and crayons helping them to develop hand-eye coordination as they draw squiggles and lines. Children engage in physical activity inside and outside the home. They enjoy action rhymes and running around in the local park where they swish through the leaves. However, the garden is not used to its full potential so that children can experience different types of weather and explore the natural world.

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who attend

The childminder provides an inclusive environment where children's culture and language are promoted. She seeks out and uses words that are familiar to them and children learn how to count in German. She finds out about customs and festivals, for example, the different ways in which people around the world celebrate Christmas. This helps to raise all children's awareness of people's differences sensitively.

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

Children are comfortable and form secure, caring attachments with the childminder. She tunes into the individual needs of each child, recognising that some children are more confident than others and therefore express themselves very differently. Some children are happy to get stuck in and explore while others need the reassurance of a cuddle and support from the childminder to engage in play. The childminder encourages independence and a keen disposition to learn; for example, asking a child to get a book or toy and gently persuading them as she says 'go on you can do it' and then giving the child praise. This helps to promote children's self-assurance and confidence.

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

Children from an early age are encouraged to do things for themselves, such as using a spoon to feed themselves or to pull off their socks and shoes. They express their needs through gestures, such as holding their arms up to be picked up and cuddled, while also expressing themselves in English and their home languages. They show their caring nature, for example, one child when having a drink of water, picks up her sibling's cup and takes it over to her. They quickly learn routines and boundaries through role modelling and clear instructions from the childminder. She uses consistent methods to manage children's behaviour, but also develops children's understanding through explanation and discussion. This helps to keep children safe and secure and develop a sense of right and wrong. The childminder does not currently care for any children with special educational needs and/or disabilities or children who attend other early years settings, although she is

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

aware of the importance of liaising with other professionals if necessary to ensure transitions are smooth and children are fully supported.

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

Children eat healthily, heartily tucking into raisins, plain biscuits and fruit for their snack. They rest and sleep according to their individual needs. Children learn about making healthy choices through discussion and the healthy attitude to food in the childminder's home. Resources are of a good quality and particularly sturdy for young children's use. The childminder recognises that these are not all accessible due to limited indoor space, although they are rotated to provide variety. However, she is devising a catalogue of the resources available so that children can make independent choices regarding their play.

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provision

Children are effectively safeguarded as the childminder has a good understanding of her role in protecting them from harm. She recognises the signs and symptoms of abuse and the process to follow if she has any concerns. Risk assessments are robust so that hazards to children, inside and outside the home, are kept to a minimum. Evacuation procedures are regularly carried out at different times of the day and week so that all children can participate. The childminder is quick to respond to any problems encountered during these practices and revises her escape plan accordingly. This ensures children are safe and know what to do in the event of a fire. Policies and procedures to promote the safety and well-being of all children are shared and agreed with parents and consistently implemented by the childminder.

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provision

Children benefit from the open and trusting partnerships that the childminder establishes with their parents. She finds out about children's likes, interests and what they can do, to use as a starting point for their learning. Daily diaries act as a means of communication sharing between the childminder and home to relay information about routines and children's development. Parents inform the childminder of any issues that may impact on children's behaviour or approach to play and learning, such as teething or a sleepless night. This enables her to tune into and be sensitive to the individual needs of each child. Children have only been attending for a short time and are still settling into the routine, but the childminder is keen to seek their views and those of their parents. Discussions and ongoing observations provide some feedback but the childminder wants to gain further information. She has devised questionnaires for parents and a more simplified model with

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provision

signs and symbols for children to complete in order for them to contribute their views further.

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provision

The childminder is keen to make ongoing improvements to the care she provides for children. She reflects on areas that require development and how these can be achieved, for example, accessing further early years literature. This is helping to broaden her knowledge of the learning and development requirements and improve resources to enhance children's development. For example, she is collecting a variety of resources to make treasure baskets so that she can improve children's sensory experiences. She has also made links with other childminders to share ideas and best practice. She is committed to developing professionally through attending training that is relevant to her role so that she can fully support children in all areas of their learning and development. While children do not currently attend other early years settings, the childminder is aware of engaging with other providers so that transitions are smooth and children are prepared for

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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 EY446011 Local authority Warwickshire Inspection number 800318 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 Number of children on roll 7

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Name of provider

Date of previous inspection Not applicable

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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. 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

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Type of provision

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, safeguarding and child protection.

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Type of provision

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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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