Maclean, Jane

Inspection date

Previous inspection date 19/12/2012 16/12/2010

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision is satisfactory

 Children are happy and settled in the childminder's home. Settling-in arrangements ensure children are comfortable and confident in their surroundings.  The childminder is always in close proximity to the children, she intervenes in their play at appropriate times to help children share and be kind to one another. Therefore they are learning how to behave.  Children select what they would like to play with from a suitable range of resources. This helps to promote their skills in becoming independent.

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It is not yet good because

 The childminder has limited understanding of the educational programmes and the seven areas of learning. This means children's individual next steps in their learning are not always identified to ensure they reach their full potential.  Opportunities for children to fully extend their understanding of people have not yet been fully embraced with specific reference to people with disabilities.  Plans for improvement are in the early stages of being developed. Key areas for improvement are beginning to be identified; however, parents are not encouraged effectively to be involved in this process to ensure children benefit from better practice in all areas.

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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 compulsory part 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 records of the children's learning, information displayed for parents and a selection of policies, procedures and children's records.

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Inspection activities

 The inspector spoke with the childminder at appropriate times throughout the inspection.

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Inspection activities

 The inspector observed activities taking place in the childminder's lounge and kitchen.

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Information about the setting

The childminder was registered in 2001 on the Early Years Register and the compulsory part of the Childcare Register. She lives with her child who is 12 years of age. The family live in a residential area in Coventry close to the city centre. The childminder uses the downstairs of her premises for childminding. There is also a fully enclosed garden for outdoor play. She takes children to activities in the local community and drops off and collects children from local schools.

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Information about the setting

The childminder currently has three children on roll, all of whom are in the early years age group. Children attend on a full and part-time basis. The childminder operates each weekday all year round except for holidays that are discussed with parents in advance.

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must:

 develop further knowledge and understanding of the learning and development requirements to ensure the educational programme across the seven areas of learning is consistently implemented through planned, purposeful play in order to provide a challenging and enjoyable experience for all children.

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

 provide experiences and resources to develop children's understanding of differences, with specific regard to people with disabilities

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

 improve the use of self-evaluation to take into account parents' views and identify priorities for the future to drive improvement for children and their families.

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who attend

Children are comfortable in the childminder's home. They are happy and often laugh with the childminder as they play fun games. For example, they laugh together at tidy up time as they attempt to get the toys to land in the toy boxes. Children are making satisfactory progress in their learning and development. This is because childminder has some understanding of the children's interest and activities that are suitable for their age and stage of development. The childminder plays with the children, she sits in close proximity to them ready to support them as and when the need arises. For example, she helps them to hold the glue brush correctly. However, she is not fully secure in her understanding of the educational programmes and the seven areas of learning. Therefore children's learning is at times incidental rather than through planned, purposeful activities. The childminder is beginning to observe the children's learning. She is learning how to assess the children's

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who attend

current stage of development with the support of her early years advisor. Children can select from a suitable variety of play equipment which is stored at their level. Therefore, they are becoming independent in making choices for themselves. They confidently move between the areas in the childminder's home exploring their environment. The childminder keeps the parents informed about the types of play the children have been involved in. For example she shows them pictures their children have made and write notes in their individual daily diaries.

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who attend

Young children are making some progress in their personal, social and emotional development. This is because they spend time with children of a similar age in the childminder's home and at local groups. For example, the childminder takes the children to a song and rhyme group in the local area. Through singing and learning new rhymes, children's communication and language is also being developed. Children of all ages are encouraged to share, take turns and be kind to one another. The childminder praises them when they show consideration for their peers. For example she affectionately cuddles children when they follow her instructions and offer the bowl of snacks to their friends. Consequently children feel valued and are comfortable in the childminder's care.

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who attend

Through art and craft experiences young children are learning new vocabulary. For example the childminder introduces the children to words like glitter, sparkly and glue. Children confidently access books that they look at alone or take to the childminder for her to read to them. They enjoy listening to pop-up character stories about animals, such as a bear. The childminder repeats some of the words for young children to copy. For example words, like bear and mice and they try to copy what the childminder has said. As a result children are developing skills in communicating with adults and learning that books are fun.

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

The childminder spends time with the children's parents in the early stages finding out about their individual needs and preferences. She collates information on children's daily routines which helps promote a sense of security as they settle into her care. Children's emotional development is supported as they develop warm and comforting relationships with the childminder. She responds to children's needs, for example by supporting them when they indicate they would like a drink. The childminder regularly reminds and encourages all children to have a drink as they play. Therefore they are learning the importance of frequently having fluids.

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

The childminder provides the children with snacks, such as bread sticks or fruit which suitably supports their nutritional needs. She talks with parents about foods to provide in children's lunch boxes to ensure all children have a consistent message about healthy eating. Children have time outdoors every day playing in the childminder's garden or on equipment at the local park. Consequently, they develop their physical skills while being in the fresh air. They also play some games indoors which promote their physical development, for example, throwing and rolling a small ball to one another. Children learn about appropriate hygiene routines as the childminder gives them support to become independent in their personal care. For example, she provides them with individual wipes and demonstrates to them how to wipe themselves clean after meals and messy play.

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

The childminder carries out daily checks of the premises to ensure children are safe. She reminds the children about how to keep safe. For example, she explains to them why they must not throw toys indoors and run through her lounge. Children practise the emergency evacuation procedure which ensures they develop an understanding of their own safety.

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

The childminder's home is clean and welcoming to children and their families. Children's behaviour is generally good. The childminder manages any undesirable behaviour according to their age and stage of development. She is also aware of what triggers undesirable behaviour and intervenes to prevent children from hurting one another. For example, she encourages children to share when children squabble over the most popular resources. Through spending time with other children and adults the children are encouraged to form relationships and attachments. These developing skills help to support children when they move onto their next stage, for example to another provider. The childminder has some resources which help children understand about differences in our society, such as race. However she does not provide experiences or resources which depict positive images of people with disabilities. Therefore their understanding in this

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provision

The childminder is in the very early stages of reflecting on her practice. She is beginning to identify her strengths and areas for improvement. For example, she is aware she needs to increase her knowledge of the revised framework, including her awareness of her responsibilities in relation to the progress check at age two. The childminder understands the benefits of involving parents in the self-evaluation process. However, she has not introduced systems to effectively engage them and get their views. Therefore, there is limited capacity for improvements that will benefit children and their families. Actions and recommendations raised at the last inspection have been adequately addressed. This has had a positive impact on the children's health and information the childminder obtains from parents.

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provision

The childminder suitably understands her responsibilities in keeping children safe from harm. She has a sound knowledge of the procedures to follow in the event of any concerns about a child in her care. The childminder demonstrates some understanding of her responsibilities under the requirements of the Statutory framework for the Early Years Foundation Stage. She meets most of the regulatory requirements, such as keeping accident records and a record of children's attendance. This means that children are kept safe and protected from harm. However, she does not fully understand the learning and development requirements, which impacts on children's progress.

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provision

All children and their families are suitably included in the life of the setting. The childminder ensures all children can be involved in all of the activities. For example, she provides small child-sized equipment, such as a table and chairs. As a result, young children can sit with their peers at snack time and do activities together. The childminder understands the benefits of working alongside other professionals. Therefore, children with special educational needs and/or disabilities can be fully included. The childminder is aware of how to ensure partnership working and the benefits of engaging with other providers. This means that children attending more than one setting can receive continuity in their care. The childminder is also developing partnerships with parents. At the onset of care she spends time building relationships by getting to know the children and their families. The childminder shares her policies and procedures with them. Therefore, they

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provision

are aware of what to do if their child is poorly or if they wish to make a complaint. The childminder shares that parents say they are 'happy with the service she provides'. She says they especially appreciate that their 'children are happy and keen to come to the childminder each day'.

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The Childcare Register

The requirements for the compulsory 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 510550 Local authority Coventry Inspection number 819430 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 3

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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. 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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