Childminder in Staffordshire

Inspection date

Previous inspection date 30/11/2012 05/03/2009

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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

 Children are excited by the wide range of activities on offer. They make swift progress in their learning and development as they access a stimulating environment with high quality resources.  The childminder uses consistent and clear boundaries for children. This helps them develop a good understanding of acceptable behaviour and an awareness of how their actions affect each other.  The childminder has a strong understanding of the Early Years Foundation Stage. This ensures that children are effectively cared for and that their well-being and safety are prioritised.  Children benefit from the robust partnerships that exist between the childminder and other settings that they attend. Information is regularly shared to support their care and learning needs.

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It is not yet outstanding because

 Children's progress is not currently reviewed with parents on a regular basis so that future targets can be jointly identified, parents are able to be more involved in their children's development and children are, therefore, able to make more rapid progress due to a consistent approach.

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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 dining room, observed the rest of the areas used for minding purposes and checked the outside learning environment.

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Inspection activities

 The inspector looked at children's assessment records, planning documentation, the childminder's self-evaluation information and a range of other documentation.

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Inspection activities

 The inspector spoke with the childminder at appropriate times throughout the inspection.  The inspector took account of the written comments provided by parents.

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Information about the setting

The childminder was registered in 2005 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and two children aged eight and 14 years in a house in Leek, Staffordshire. The whole of the ground floor, the bathroom on the first floor and the front and rear gardens, are used for childminding. The childminder attends a toddler group and visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently eight children on roll, four of whom are in the early years age group. Children attend on a part- time basis. The childminder is a qualified nursery nurse.

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

 provide more opportunities for parents to be included in children's development, for example, through regular reviews of their children's progress.

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who attend

The childminder has a robust knowledge of the seven areas of learning and provides a wide range of activities that inspire and stimulate children's interests. Children's language development is successfully fostered through regular conversations throughout the day and through engaging children in routine activities, such as shopping. The childminder gives them three items to remember as they visit the shop and encourages them to tell her what they need as they go around. This encourages them to develop their attention and recall skills as well as engaging them in conversation as they go around the store. Children's language skills are within the developmental milestones for their age and records show that considerable progress has been made from their starting points. Similarly, personal skills are developing rapidly as the childminder encourages good self- care. Children enjoy washing up the toy cups and plates before putting the toy kitchen

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who attend

away and show good personal care as they wash their hands after visiting the toilet and before eating. Early literacy skills are also being developed as children make marks with pens, paints and crayons. They show good control as they use glue pens to make designs on their pictures, squeezing and swirling the pens around as the glitter comes out.

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who attend

Mathematical skills are successfully promoted through a range of play activities. Young children develop an understanding of size and shape as they play with shape sorters and push the different blocks through the holes. The childminder encourages children to understand concepts, such as 'big' and 'small' as they collect leaves to make 'hedgehogs', and gets them to compare the size of the leaves they find. She sings number songs with them to encourage them to count in sequence, with favourites such as 'Once I caught a fish alive'. Activities, such as baking, further develop their understanding of concepts, such as quantity and measure. Children have lots of opportunities to engage their imagination and be creative. They enjoy a range of craft activities, sticking, gluing and making pictures to their own design. They also like to play make-believe, pretending to be dogs and making kennels under the table. The childminder's effective approach in the delivery of

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who attend

the learning and development requirements means that children demonstrate understanding of how to behave and a keen desire to learn; these attributes ensure children's readiness for school.

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who attend

The childminder effectively observes children as they play. She makes a note of their achievements and successfully identifies activities and experiences to move them on. Consequently, children are continually moving forward and are fully engaged in activities as these are challenging and linked to their interests. The childminder has also encouraged parents to share information about their child's learning and development at home and these observations are included in the child's individual file. They complete an 'all about me' sheet which contributes to the childminder's understanding of what children can do. However, opportunities are not consistently provided for parents to contribute further, for example, the childminder is not yet reviewing children's progress with the parents so that future targets are jointly identified and agreed upon. Therefore, there is scope to further promote continuity of care and enable more effective learning across the

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

The childminder gives children plenty of attention, showing them genuine warmth and acceptance. She ensures that they settle in well, and consequently, children feel secure and safe and make a smooth transition from home into her care. They seek the childminder out for cuddles and confidently go and get favourite resources to play with. Their self-esteem is good as they receive lots of praise and encouragement throughout the day. For instance, as they cut out pictures from a catalogue, the childminder praises them for using the scissors with increasing skill. Any unwanted behaviour is dealt with calmly and sensitively. The childminder discusses any issues with parents so that they can work in partnership to help children develop alternative ways of dealing with their frustrations. As a result, children begin to understand what is expected of them and generally play together harmoniously. Throughout the day, the childminder communicates with the

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

children, asking them what they want to do and responds positively to their requests for her to play alongside them. She joins in as they do 'silly walks' to the car and acts out being the 'big bad wolf' as they make the kitchen table into a den to hide.

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

Children's behaviour is good as they are clear about the boundaries and rules of the home. Children know they must sit at the table when they are eating and not run in the home. Self-care is promoted effectively as they feed themselves at snack time and help to tidy up toys after playing with them. A healthy lifestyle is encouraged as the childminder takes children outside every day with visits to the park or games in the back garden, where they enjoy playing in the summer house. Children are also encouraged to learn how to keep themselves safe. The fire drill is regularly practised and children are reminded about road safety as they go out and about. Older children know it is safe to run along the grass to the park but to stop at the corner where the path joins the road, while younger children are kept safe in pushchairs or on reins.

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provision

The childminder has a professional and organised approach to providing high quality care. She is enthusiastic about developing her service further and regularly considers how to bring about positive change for the benefit of the children. For instance, she recognises that she needs to improve her information and communication technology skills so that she is able to effectively support children on the computer and use the internet to access information and resources. She also asks parents and children for their views and seeks to act on any comments they make. She willingly changes her plans to meet the changing needs and wants of children, moving planned activities to another day when they are happily engaged in imaginative play, which allows them to extend and develop their own ideas. The childminder works successfully with other settings that children attend. She finds out about the topics they are covering and builds on this at home. For instance, she

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provision

encourages children to discuss the work they have been doing at school and pre-school and helps them find out more about outer-space when they are learning about the planets. This helps them to get the most out of their learning and promotes continuity of care. She also shares information with them about children's development, helping children to make a smooth transition between settings.

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provision

The childminder has a strong knowledge of the safeguarding and welfare requirements and children's safety is well promoted. The home is safe and secure, with specialised equipment such as fire guards and stair gates used to reduce the risk of accidental harm. Children move freely between the two downstairs rooms, demonstrating confidence and independence as they decide where they want to play. The childminder is also very clear about her role and responsibility in delivering the learning and development requirements. She has devised effective systems to plan and provide for individual children's needs, and consequently, they make very good progress.

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provision

The childminder has positive relationship with parents. She regularly shares information about children's routines and the activities they complete. Any concerns are promptly recorded and shared as required, which ensures that children's needs continue to be understood and met.

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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 EY312075 Local authority Staffordshire Inspection number 820401 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 Number of children on roll 8

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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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