Childminder in Walsall

Inspection date

Previous inspection date 11/01/2013 01/06/2009

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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

 There are effective partnerships with parents, school and outside agencies that ensure children's individual needs are met which provides good support for their move into nursery and full-time school.  Children form strong attachments with the childminder and her assistant, which promotes their sense of belonging. They are happy and settled in the setting and learn effectively as they are supported by knowledgeable and caring adults.  Children settle comfortably in a welcoming setting where they develop well in all areas of learning; they are supported by interesting activities that cover the depth and breadth of their learning.  Children language skills are developing very well, strongly supporting their skills for the future.

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It is not yet outstanding because

 There is potential for different areas of the premises to be readily available to children so that they have space in which they can sit and chat with their friends, such as a snug den and a cosy space.  There is scope to include the opinions of the childminding assistant in monitoring and documenting the progress made by the setting so that improvements are more accurately informed.

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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 playroom.  The inspector inspected the areas of the premises used by the children.

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Inspection activities

 The inspector spoke with the childminder and her assistant at appropriate times during the inspection.

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Inspection activities

 The inspector looked at a range of documentation relating to children and the setting, and children's assessment folders.

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Information about the setting

The childminder was registered in 2008 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder works with an assistant. She lives with her husband and three children aged four, 13 and 15 years in the Pelsall area of Walsall. A playroom, lounge and ground floor toilet facilities are used for childminding. There is a fully enclosed garden for outdoor play. The family have one dog. The childminder collects children from local schools and pre-schools. There are currently 11 children on roll, six of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round. She is a member of the National Childminding Association.

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

 create areas in which children can sit and chat with friends, such as a snug den and a cosy space

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

 extend the methods for continuous improvement so this takes into account the views of the childminding assistant.

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who attend

Children enjoy a good range of stimulating activities that they can select themselves. The childminder and her assistant have a good understanding of the revised Early Years Foundation Stage framework. This results in children having good support in their learning as the childminder and her assistant know the children well and plan activities that they enjoy. This provides opportunities for children to learn and develop new skills. Children have formed warm relationships with the childminder and assistant which encourages them to be confident and eager to try out new activities. Close relationships with the childminder encourage children to settle so they are secure and confident. They form effective relationships with other children, readily including each other in their play.

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who attend

Activities are planned for individual children that meet their developmental needs, have depth and breadth and are based on children's personal interests and experiences. For example, children thoroughly enjoy dressing-up and use an extensive range of dressing-up clothes. This helps children develop their independence as they choose what they want to wear and practise dressing themselves. They extend their creative ideas by pretending they are different characters, such as a magician or fairy. Children's creative ideas are further extended as they play in the home corner and pretend to cook meals using their confidence and good language skills to describe what they are doing. Throughout all activities, the childminder and her assistant challenge children's thinking by asking carefully considered questions. This encourages children to communicate with confidence as they explain to others what they are doing and eagerly include others in their creative

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who attend

ideas as they play. They regularly problem solve, for example, by discovering ways in which small world people in wheelchairs can negotiate steps. They use notepads to practise their early writing skills which promotes their understanding of written text. These skills prepare children very well for the next stage in their learning and when they attend school or nursery.

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who attend

The childminder knows the children well because she finds out about their interests and capabilities from their parents. She makes observations of the children and monitors their progress in order to plan activities to support their learning. An effective partnership with parents and carers makes sure that children receive support that closely meets their individual needs. The childminder discusses each child's progress with their parents as they collect from, and bring their child to, the setting. Parents have open access to their child's individual assessment record which keeps them in touch with their child's progress through photographs and explanations.

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

A supportive environment is provided where children's needs are met well. Children trust the adults that care for them and show that they feel very safe and secure. They are happy, confident and outgoing and respond well to the stimulating and interesting play environment. Children behave well because they know what is expected of them and because adults are good role models. The childminder supports children well in developing a good awareness of safe and healthy lifestyles throughout the daily routine. They wash their hands before their snack and meals and have drinks readily accessible. The environment is kept safe as it is checked regularly and the childminder carries out risk assessments. Children behave safely and help and consider each other as they play and explore. They are forming friendships with each other and are familiar with the routines.

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

The environment is stimulating and resourced well with play activities that children can easily access. Children spend most of their time in a designated playroom and have access to an outdoor environment. There is further scope, however, for the indoor environment to provide accessible cosy areas in where children can sit and chat with friends, such as a snug den and cosy spaces. The childminder arranges the environment so that children can help themselves and be in charge of their own choices.

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

Children eagerly sit at the table to eat their lunch and midmorning snack. Younger children confidently peel tangerines and bananas cutting these safely with a knife into bite sized pieces. Regular visits to an allotment provide opportunities for children to dig and use tools encouraging their physical skills. They plant and harvest fruit and vegetables promoting their understanding of healthy eating and their knowledge of the natural world. The childminder and her assistant are positive role models and support children's understanding of how to share toys and work together during their play. As a result, children behave well and make very good progress in their personal, social and emotional development which supports them as they move onto the next stage in their learning.

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provision

The childminder and her assistant carefully monitor the activities provided for all children to ensure these meet their individual needs. This means that they can progress rapidly onto the next stage in their learning. As a result, children are making good progress in all areas of their learning and development. Planning is regularly reviewed and assessments and observations identify any gaps in children's learning and make sure that their individual needs are met. This demonstrates that the childminder and her assistant have a good understanding of the learning and development requirements. Partnerships with additional agencies are firmly in place so that the childminder is able access additional help for individual children.

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provision

Effective relationships with parents and carers ensure that there are regular exchanges of information regarding their child's progress and parents are supported in their role. The childminder has a good understanding of the correct procedures which contribute towards safeguarding children's welfare. Regular risk assessments, safety procedures and checks are completed. For example, doors and gates are secure and all resources that children can reach are safe and clean. This means the environment is safe and secure and children are kept healthy and safe. The childminder understands her responsibilities with regard to child protection and has a clear knowledge of the procedures to follow should she have any concerns about a child in her care. She ensures that her assistant is also aware of these procedures.

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provision

The childminder consults with children and parents through questionnaires and discussions to monitor the service provide for children to bring about further development and improvement. Clear priorities for improvement are identified as the childminder is aware of strengths and weakness in her provision. There is further potential, however, for this consultation to be better informed by including the opinions of the her assistant.

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provision

The training needs of the childminder and her assistant are managed well as both access regular training and professional development opportunities that ensure they have the necessary skills to continue to be suitable to care for children. The childminder and assistant regularly meet with other childcare providers to share practice and ideas for further development.

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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 EY382913 Local authority Walsall Inspection number 821610 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 11

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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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