Childminder in Worcestershire

Inspection date

Previous inspection date 17/01/2013 Not Applicable

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early years provision

This inspection: 2 Previous inspection: Not Applicable 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 feel happy and secure as the childminder develops warm caring relationships with them.  Children make good progress in their learning as the childminder has a good understanding of their next steps.  Children behave well as the childminder speaks to them in a calm and respectful manner.  Children's welfare is promoted effectively as the childminder has good hygiene routines in place.  The childminder has a good understanding of how to promote the health and safety of the children in her care. She has assessed the risks to her premises well and organises her home to create a safe and stimulating environment.

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It is not yet outstanding because

 There is room to extend opportunities for children to make marks as they do not have independent access to equipment, such as paper, crayons, chalks and pencils, in their play to support their early writing skills.  There is scope to improve the learning environment so that children are able to select resources, such as sand, water and messy play, more easily.

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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 spoke with the childminder at appropriate times throughout the observations.

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Inspection activities

 The inspector looked at children's daily diaries, contracts and a selection of policies and children's records.

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Inspection activities

 The inspector discussed risk assessment with the childminder and inspected the premises.

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Inspection activities

 The inspector observed the sleep routine and discussed the checks the childminder makes on the children while they are sleeping.

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Information about the setting

The childminder was registered in 2012 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner in Droitwich and uses the whole of the house and the rear garden for childminding. The childminder attends a childminding group. She visits 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, two of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7am to 7pm Monday to Friday, except for family holidays.

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

 develop opportunities for children to freely access messy play, such as sand, water and glue

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

 open up opportunities for children to freely access mark making equipment to support the development of early writing skills.

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who attend

The childminder has good knowledge and understanding of how children learn and develop. She has developed an effective planning and monitoring system to ensure all children make good progress from their starting points to help prepare them for their next stage in learning. Baseline assessments are completed with parents and this means the childminder can plan activities and learning opportunities tailored to each child's individual needs and stage of development.

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who attend

Regular observations are carried out on each child and are clearly linked to the areas of learning and development. This ensures the children are exposed to a balanced educational programme. Although the childminder has not yet carried out any two-year- old assessments, she is aware that she needs to undertake and provide parents with a summary of each child's development in the prime areas.

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who attend

Children arrive at the setting full of enthusiasm and motivated to learn. This is the result of the childminder planning activities that fully engage each child. Children are provided with a range of resources that support the areas of learning and development. However, they have limited chances to independently access resources, such as glue, paint, water and sand. This means that children do not always have sufficient opportunity to develop skills, such as spreading, squeezing and tearing, which help to support the development of their large and small muscle control and provide them with the opportunity to explore different media. Children access a range of learning opportunities, both indoors and outdoors. Resources are plentiful to develop their physical skills and include a slide, tunnel and rocking horse. The childminder uses these resources well to plan exciting and age-appropriate physical play opportunities. For example, she brings resources indoors to provide different

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who attend

arrangements of toys to encourage young children to crawl and climb and move their bodies in different ways. The childminder opens up opportunities for role play as children freely access a well-resourced and inviting play kitchen. This helps to support their imagination and creative skills. Communication and language skills are promoted through a wide range of books, which are shared with the children individually or in small groups However, opportunities for children to independently make marks and develop their early writing skills are limited as resources, such as paper crayons and pencils, are not always freely available to them. Children who speak English as an additional language are fully supported. The childminder has provided books and puzzles that support their home language. In addition, she has worked with parents to understand key phrases that she can use to support the children.

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who attend

Parents feel fully involved in the setting. They verbally communicate with the childminder on a daily basis and share children's achievements. Children's developmental records are always accessible to parents. This also enables them to learn about their children's progress and to extend their learning at home.

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

Children feel very secure with the childminder as she takes time to work closely with parents to understand children's home life and routines. As a result, the children develop strong attachments to the childminder and this enables her to meet all their welfare needs competently. The childminder has a well-established settling-in process that supports children to feel safe and secure. This gives the childminder, parents and children time to get to know one another and feel comfortable.

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

The children are happy and confident as the childminder talks to parents on a daily basis regarding how their children have been at home and if there are any changes to their daily routine. This means their needs can be met and parental wishes are followed. Furthermore, this ensures that there is a consistency in approach between home and the childminder, which helps the children feel secure.

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

Children have a good understanding of how to keep safe. For example, the childminder practices a fire evacuation drill with them and teaches them how to act in an emergency situation. Children are provided with healthy snacks and meals. These are prepared using fresh ingredients every day and the childminder talks to the children about the importance of healthy eating. This helps to reinforce their understanding of a healthy lifestyle. The childminder follows good hygiene routines and child-friendly facilities support children in taking some responsibility for their own personal needs.

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

Children have plenty of opportunities for fresh air and exercise. They are taken to play in nearby fields where they have access a large open space to develop skills, such as kicking, throwing and jumping. In addition, the childminder accesses a soft play centre to further support their physical development. Children behave well as the childminder speaks to them in a calm and respectful manner. Children respond positively to appropriate boundaries with support and encouragement from the childminder. For example, she reminds them to tidy up their toys and they respond positively and follow the instructions.

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

Children have a sense of belonging as the childminder provides each child with their own drawer, which is labelled with their photograph to store their belongings. This helps to support children's developing independence as they are encouraged to access their drawer to find their comforters before bedtime. This prepares the children for school and their next stage in learning as they become independent and are encouraged to do things for themselves. The childminder regularly meets with other childminders at different venues and groups, which enables children to develop relationships out of the setting and encourages the development of their social skills. This varies children's experiences and opportunities and enables them to explore the local community.

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provision

The childminder understands her roles and responsibilities as an early years provider. She attends regular training and she has embraced the changes within the revised Early Years Foundation Sage. She has embedded these into the planning and monitoring systems, and this ensures children make good progress towards the early learning goals.

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provision

The childminder has a good understanding of how to keep children safe. She fully understands her responsibilities in relation to meeting the safeguarding and welfare requirements of the Statutory Framework for the Early Years Foundation Stage. She has attended regular safeguarding courses and can competently discuss the known signs and symptoms of abuse. This ensures the children are kept safe at all times. They are also kept safe as the childminder carries out regular risk assessments, and all adults living on the premises have had Criminal Records Bureau checks to ensure they are safe to be around children.

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provision

The childminder has a strong commitment to continually improve the provision for children. She effectively reflects upon all aspects of children's care and their learning in order to plan for improvement. The childminder highlights key strengths and areas for development through ongoing self-evaluation. She has creatively involved the views parents in the evaluation process as she provides an online survey that they can access via their phones or by e-mail. This helps the childminder develop her practice to ensure that good care and learning is consistently provided for the children.

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provision

Parents are fully included in the setting. They are kept informed of their child's progress and regular newsletters ensure they are kept up to date about forthcoming events. This helps the childminder to work in partnership with parents, which has a direct impact on supporting the development of the children. The childminder also works in partnership with other professionals to share knowledge and good practice. She has worked with external agencies in the past and she knows whom to contact if any children require additional support and is committed to supporting each child's individual needs.

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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 EY448042 Local authority Worcestershire Inspection number 809017 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 8 Number of children on roll 7

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Name of provider

Date of previous inspection Not applicable

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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

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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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