Childminder in Wolverhampton

Inspection date

Previous inspection date 11/12/2012 15/01/2010

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early years provision

This inspection: 2 Previous inspection: 2 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 childminder has a good understanding of the revised framework. This enables her to provide an interesting and challenging range of activities and experiences that address the individual needs of children.  Children are supported well to develop communication and language skills and in their physical, personal, social and emotional development so that children make good progress in their learning. All children currently attending are working comfortably within the typical range of development expected for their age.  The childminder forms secure attachments with children and promotes their well-being and independence.  The safeguarding and welfare requirements of the Early Years Foundation Stage are understood by the childminder. Arrangements for safeguarding children are strong and well embedded. Clear policies and procedures are known and understood by the childminder and her assistant and implemented consistently.

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It is not yet outstanding because

 Self-evaluation processes do not currently take into account the views of children and their parents.  Limited opportunities are provided for parents and children to be involved sharing and contributing to individual observations, starting point assessments and ongoing assessment records for learning.

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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 within the childminder's playroom.

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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 2006 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged 14 and 17 years in a house in Wolverhampton, West Midlands. The childminder's mother is nominated as her assistant and may be used for additional support if required. The whole of the property and the rear garden are used for childminding. The childminder visits the local library, local soft play areas, the local shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently six children on roll, all of whom are in the early years age group and attend for a variety of sessions. She would also offer care to school-age children before and after school and during school holidays. She is open all year round, Monday to Friday, except for family holidays.

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

 extend opportunities for parents and children to be involved in learning by providing them with routine opportunities to share and contribute to individual observations, starting point assessments and ongoing assessment records

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

 extend self-evaluation to include input from parents and children to drive forward improvement and support children's achievements over time

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who attend

The childminder has a robust knowledge of the seven areas of learning and provides a broad range of activities that interest and stimulate children. She has a secure understanding of how children learn and plans and provides a good range of play activities and experiences. She supports children well as they adapt and settle into a new environment. As a result, children are developing confidence, show they are interested, engaged in their play and are making good progress in their learning and development. The childminder makes effective use of space both inside and outside the home. She provides a good range of toys covering all areas of learning for children with an age and stage appropriate selection provided at low level. The childminder is aware of individual children's capabilities; she has high expectations for children and offers extension and challenge within activities where she actively motivates children to learn. This helps

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who attend

children prepare for their next stage in learning and facilitate children to make individual progress. For example, she is currently working on extending children's exploration and investigative skills where children are seen to thoroughly enjoy manipulating and exploring in the artificial snow activity provided.

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who attend

Children are happy and engaged. 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. Children enjoy sharing stories with the childminder and books are readily available which helps children to develop an interest in reading and understand that print carries meaning. Early literacy skills are also being developed as children make marks with pens, paints and crayons. Children as young as two years of age are beginning to trace over their names. Children enjoy a range of craft activities, enjoying cutting out and gluing within the Christmas list activity provided. The childminder encourages children to explore numbers and counting in everyday situations. The positive reinforcement they receive contributes to their high levels of self-esteem and confidence

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who attend

as they feel special and valued in the childminder's home.

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who attend

The childminder observes children as they play and records their achievements. Her records indicate that children are making good progress across all the areas of learning. The childminder has a good understanding of where individual children are in terms of their learning and development needs. She plans activities to move them forward and to consolidate their existing skills. Effective partnerships with parents have been established and close bonds with children attending that allows the childminder to work consistently with families as a whole to support individual children's care, learning and development. However, opportunities for parents and children to be involved in learning by providing them with routine opportunities to share and contribute to individual observations, starting point assessments and ongoing assessment records is not implemented. This means there are missed opportunities for active involvement and input from parents and children.

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

Information is sought from parents when children initially join the setting to ensure that the childminder has a good understanding of the individual children's needs and how to offer appropriate care to them. Gradual settling-in arrangements are implemented to provide a smooth transition for children. For example, information about individual routines, any medical needs and individual preferences is sought. A warm and welcoming environment is provided for children where the childminder has developed close bonds with them. She has a good understanding of how to keep them safe and secure by implementing a range of policies, procedures and records that support this. For example, she completes regular risk assessments, maintains comprehensive safeguarding policies and procedures and maintains security of the premises. She also encourages children to learn about safety. Children have created their own risk assessment scrap book

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

highlighting potential risks adorned with colourful art work that depicts these risks. Behaviour management is addressed in a positive way and the childminder works closely with parents for consistency of approach in relation to any specific behaviour issues that may arise.

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

Children are relaxed and confident and develop good levels of self-esteem. The childminder is attentive, offering praise and encouragement for their achievements. Children are encouraged well to develop their own personal independence. They are encouraged to select resources to play with, encouraged to wash and dry their own hands and are supported in putting their own coats and shoes on in preparation for going outdoors. A healthy lifestyle is encouraged by the childminder who encourages children to select healthy options within meals and snacks provided. She encourages children to walk within the local environment and facilitates regular use of the outdoor area for a variety of different purposes. For example, children enjoyed participating in soil play in an upturned boat in the rear garden. The childminder has also developed links with local schools that children attend and effectively supports children during transition, sharing information and

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provision

The childminder is dedicated to providing quality care. She has a strong commitment to help every child have a good start in life and aims to do this through the provision of a warm, safe and secure setting, where children can really thrive. The childminder is committed to the ongoing development of her knowledge and expertise and is keen to attend additional training to support this aim. She has begun to implement effective self- evaluation and reflects on the provision she offers to children. She identifies areas to focus on and develop further and works with the local authority advisors to develop the service she provides. However, she does not currently seek input from parents and children in these evaluations. This means their views on the service are not considered as part of this process to drive for improvement and support children's achievements over time. Effective safeguarding policies and procedures are in place and the childminder has attended

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provision

training to ensure she is able to address concerns identified in relation to child protection. For example, she has a written safeguarding policy and has information from the local authority which means she has the correct information and contact details at hand if needed to ensure children's safety.

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provision

The childminder has a good understanding of the revised Statutory Framework for the Early Years Foundation Stage and the Development Matters guidance, including knowledge and understanding of the prime and specific areas of learning. Systems implemented for observation, planning and assessment reflect this and highlight the progression children make during their time at the setting and identify next steps in learning. She provides a good range of activities and experiences that are of interest and provide challenge for children to support learning, providing them with regular opportunities for adult-led and child-initiated activities. Children have lots of choice within routine activities completed, such as, selecting which book they would like the childminder to read for them from the selection available. This results in children being happy, content and facilitates their ongoing learning and development. The childminder has created a

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provision

development folder for each child and shares this with parents on a regular basis. Therefore, parents are kept up-to-date regarding their children's learning, development and welfare. She has formed positive working relationships with the local school and shares information with regards to children's well-being, care needs and class topics and themes.

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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 EY332593 Local authority Wolverhampton Inspection number 894607 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:

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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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