Childminder in Staffordshire

Inspection date

Previous inspection date 14/12/2012 02/12/2008

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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 childminder's home is richly resourced which inspires children to explore, investigate and have fun as they play and learn.  The childminder conducts precise and accurate observations and assessments. This helps her to plan meaningful learning experiences which are tailored towards children's individual skills, abilities and needs. As a result, she successfully supports children's continuing progress towards the early learning goals.  Children adopt 'special helper of the day' responsibilities, taking part in everyday tasks, such as setting the table for lunch. They receive lots of positive praise for their achievements, raising their confidence and self-esteem.  The childminder is highly committed to developing her knowledge and understanding of how children learn and develop, researching new opportunities which help her to enhance their individual learning.

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It is not yet outstanding because

 The risk of children falling on the laminated floor surface indoors is increased, as they are not always encouraged to be aware that they need to take care when their shoes become covered in sand as they move between the garden and the house.  The childminder has not yet considered extending partnerships with other providers in order to share good practice ideas about children's 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 observed activities in the play room and the outside learning environment.  The inspector held discussions and a joint observation with the childminder.  The inspector looked at children's assessment records and planning documentation.

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Inspection activities

 The inspector checked evidence of the childminder's suitability and qualifications and discussed her self-evaluation form and improvement plan.

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Inspection activities

 The inspector took account of the views of parents and carers spoken to on the day and from information included in written comments received by the childminder, and from her own parent survey.

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Information about the setting

The childminder was registered in 2004 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and three children aged 19, nine and seven years in Tamworth, Staffordshire. The whole of the ground floor and the rear garden is used for childminding. The childminder has completed a number of training courses including first aid and child protection. She updates her knowledge through specific courses, such as food hygiene and the revised Early Years Foundation Stage programme. She holds a level 3 qualification in childcare.

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Information about the setting

The childminder organises a network group for childminders and visits the local children's centre. She takes children to the local shops and park on a regular basis. She collects children from local schools. There are currently 10 children on roll, eight of whom are in the early years age group. Children attend for a variety of sessions. The childminder is an accredited childminder offering funded early education for two-, three- and four-year-old children. She is open all year round from 7.30am 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:

 extend children's awareness of how to keep themselves safe, by encouraging them to take care when moving freely between the garden and the house, in order to avoid unnecessary slips and falls, particularly when they have been playing in the sand

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

 expand opportunities to share good practice ideas about children's learning by extending partnerships with other providers.

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who attend

The childminder provides a broad range of exciting and stimulating learning and play experiences which inspire children to explore, investigate and have fun. As a result, children consistently demonstrate the characteristics of effective learning. Assessments are accurate, precise and visually informative, providing the childminder with a clear view of what each child knows and can do from the onset. This helps her to plan effectively across the seven areas of learning, matching children's individual interests and development needs to the educational programmes. As a result, children make good and often rapid progress towards the early learning goals.

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who attend

The childminder is actively engaged in children's play, encouraging the next steps in their development at every opportunity. For example, during a shopping trolley card game she asks open questions which encourage children to think carefully and work things out for themselves. As a result, children talk confidently about taking turns and how to work out the number of items on their list. They consider how many more items are needed to complete the game, developing their mathematical skills. The childminder skilfully supports children's different levels of understanding, setting good levels of challenge so that they all participate with eager enthusiasm and express delight in their achievements. As a result, older children confidently recall items on their list and develop complex vocabulary as they practise saying 'aubergine'. They express their developing sense of humour as they giggle and talk about how a television character likes cheese. Younger

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who attend

children recognise when items are not the same, showing a clear understanding of the rules of the game. They show increasing levels of curiosity and concern for others as they look for how many cards are needed for someone else to 'catch up'. Very young children enjoy taking part and show good levels of interest as they learn how to select, name and match the pictures to their list, developing their critical thinking and understanding.

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who attend

The childminder gives children time to follow their spontaneous interests, providing rich and varied resources which help them to develop and expand their own ideas. For example, children thoroughly enjoy sand play outdoors using a variety of tools and containers to dig and build. They play imaginatively with small world figures, placing the toy pirates into their sand island. They show high levels of excitement and enthusiasm as they select toy animals, such as a 'crocodile' to add an element of danger to their inventive play. Older children demonstrate their knowledge, skills and abilities independently, as a result of the childminder's excellent interactions. Consequently, they select favourite books from a numerous range, inviting younger children to join them on the cosy sofa for a story. They show a clear understanding of story structures, showing younger children how to 'read' the words and turn the pages from the beginning to the

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who attend

end. Children delight in the content of the story, talking with great interest about what they can see and count. This fosters a keen interest in reading books for pleasure and purpose, enabling children to develop the skills they need for future learning. Parents and carers are kept well-informed about their child's progress and achievements through daily conversation and detailed written records. Photographs of children's learning experiences are attractively displayed around the childminder's home, showing clear links to the seven areas of learning. This ensures that parents and carers can take a full and active part in their child's learning, in partnership with the childminder.

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

Children are happy, comfortable and settled in the childminder's warm and welcoming home. They build strong and trusting relationships because the childminder encourages them to be friendly, kind and respectful towards each other. They understand expected rules of behaviour, receiving good levels of support to help them share and take turns. They take part in 'special helper of the day' routines, adopting a sense of responsibility for everyday tasks, such as setting the table for lunch. Children receive high levels of praise for their achievements, raising their confidence and willingness to succeed. Children's safety is highly prioritised, ensuring that they can play safely outdoors. For example, the childminder has replaced the slippery decking surface outside with soft rubber mats, enhancing children's safe play. However, children are not always encouraged to take care indoors when their shoes become covered in sand, which increases the risk of slips and

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

falls. The childminder provides many opportunities for children to discuss the importance of road safety during outings and uses visual prompts effectively to reinforce children's understanding. She consolidates their knowledge further by taking them to different types of pedestrian crossings so that they can practise their skills safely.

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

Children's good health is promoted very well. They thoroughly enjoy continuous outdoor play, benefitting from regular fresh air. They enjoy vigorous walks each day, increasing their fitness levels and appetites. They use the stethoscope to listen to their hearts beating after active exercise, helping them to learn about the impact of exercise on their bodies. The childminder provides nutritious meals and snacks and encourages children to drink plenty of fluids to quench their thirst. She selects interesting books and plans varied creative projects to enhance children's understanding of the importance of good hygiene and nutrition. Children become adept at managing their own self-care routines because the childminder encourages their independence from an early age. As a result, younger children know where their shoes are kept when they wish to get ready for outdoor play, whilst older children help themselves to a tissue when they need to wipe their nose.

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

The childminder's home is bright, stimulating and richly resourced, offering children lots of exciting opportunities to develop and learn. They access imaginative play equipment with ease, demonstrating care and consideration as they tuck the dollies up in a blanket for a sleep. A variety of art and craft materials and treasure basket objects are freely available, inspiring children's creativity and curiosity. Children enjoy outings to various community groups, such as, the toy library and other play centres, broadening their experiences outside of the childminder's home. This helps them to develop the confidence they need when they are ready to transfer to new settings and school.

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provision

The childminder demonstrates a secure understanding of the Early Years Foundation Stage framework. She has gained a level 3 childcare qualification which has helped her to focus her skills and expertise specifically in supporting children's learning and development. As a result, children progress very well towards the early learning goals. The childminder uses effective assessment methods to identify each child's skills, abilities and needs, which enables her to plan precisely for their next stage of learning. Safeguarding procedures are robust, ensuring that children are protected from harm and neglect. For example, the childminder keeps up-to-date with current safeguarding guidelines through training. She uses the information obtained to review her written policy so that her safe practice can be easily shared with children's parents. She recognises the signs and symptoms of abuse and is very confident to act promptly if she has concerns about a

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provision

child's well-being. The childminder conducts thorough safety checks of her home and keeps detailed risk assessment records covering the indoor and outdoor environment. This ensures that children's safety is assured overall. Self-evaluation is effective, leading to significant developments in the childminder's professional practice. She sets meaningful and challenging targets for self-achievement, attending varied training courses throughout the year. She uses the information gained to best effect, adapting her routines, resources and communications with parents in order to enhance children's care and learning experiences. For example, she has recently introduced the 'Letters and Sounds' programme to support children's communication and language development. This involves children in creating inventive resources, such as, 'giant ears' to wear on a 'listening walk' to develop their listening skills and awareness of

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provision

different sounds in the environment. After further research, the childminder has also introduced recordable talking pegs to her range of resources. This allows children to hear the sounds of their own and their parents voices, offering enhanced communications. Actions and recommendations from the previous inspection have been successfully addressed, leading to high quality improvements in the delivery of the educational programmes, the assessment arrangements and the use of self-evaluation tools as a basis for ongoing internal review.

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provision

The childminder builds positive relationships with parents and carers, engaging them as partners in their child's learning and everyday routines. This secures effective home links and opportunities to share ideas of how to support children's continuing progress. The childminder receives high levels of praise from parents and carers, complimenting her 'phenomenal' skills and expertise in helping children to learn and develop in a fun and caring environment. The childminder is beginning to develop firm partnerships outside of the setting, seeking out advice, support and guidance from the early years advisory service to enhance her practice further. She organises a childminding network group, creating possible opportunities for shared professional practice, as well as broadening children's social experiences outside of her home. The childminder has effective procedures in place to support children with identified needs and to help children transfer

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provision

smoothly between home and other settings. This ensures that all children are able to achieve to their full potential.

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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 EY292916 Local authority Staffordshire Inspection number 820104 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 10

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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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