Childminder, Out-of school day care in Staffordshire

Inspection date

Previous inspection date 21/01/2013 17/09/2009

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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

 Children are happy, content and enjoy attending this welcoming setting. They take part in a wide range of activities within the home and experiences outside the setting. This supports them in making good progress in their learning and development.  The childminder has developed strong links with parents and works with them from the outset to ensure children's individual needs are met.  Children feel safe and develop a sense of belonging with the childminder. They form strong bonds and emotional attachments with her, which helps them to gain a sense of well-being and security.  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 has minimised hazards so children are able to use the whole of the ground floor and the garden in their play.

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It is not yet outstanding because

 Opportunities for parents to contribute to their child's ongoing assessments have yet to be fully embraced to further enhance children's learning and development.  The childminder uses the information gained from her observations to plan the next steps in children's learning, although she has yet to fully consider how to monitor children's progress across all areas to ensure gaps in children's learning can be identified to enable her to better plan and shape learning experiences for each child.

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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.

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Inspection activities

 The inspector observed the childminder and children engage in a range of indoor learning activities, play and daily care routines.

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Inspection activities

 The inspector looked at children's assessment records, evidence of the suitability of adults living on the premises, a selection of policies, risk assessments and children's records.

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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. She lives with partner, adult child and two children aged 11 and four years in Walsall. The whole ground floor of the house and the rear garden are used for childminding. The childminder occasionally works with an assistant. She visits local parks on a regular basis and collects children from local schools and nurseries. There are currently 12 children on roll, five of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from Monday to Friday, except for family holidays. 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:

 build on the delivery of the educational programmes by introducing a systematic approach to planning activities to ensure the prime and specific areas are covered in sufficient depth and breadth over time. For example, by making better use of the Development Matters guidance to consistently monitor children's progress and further enhance their learning.

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

 enhance partnerships with parents by encouraging them to share information about their child's learning at home, so that their views are part of the ongoing assessment of their child's learning and development.

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who attend

Children are cared for in a welcoming family home where they feel very comfortable and secure. They make good progress towards the early learning goals because the childminder makes learning fun and meaningful. She is enthusiastic about her role and she knows how to engage children in their learning. Children are involved in a range of experiences outside the home, such as visits to the swimming baths and the farm to pick fruit during the summer and pumpkins for Halloween. The childminder understands how children learn and ensures that all children are involved in activities they enjoy to help them to move forward in their learning. Activities support children's ideas and interests, and they have time to play at their own pace and become absorbed in activities they enjoy. Planning, observation and assessment systems are working mostly well to provide parents with an overview of their child's achievements and progress on a regular basis.

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who attend

However, there is scope for the childminder to support parents to be fully involved. For instance, by sharing their observations at home to provide useful information for assessment records and future planning. A range of photographs show children taking part in a wide variety of activities, both indoors, outside and during their visits to the seaside and gymnastics group. These depict both their enjoyment and achievement. Observations are used to plan the next steps in children's learning. However, there is scope for developing a more precise approach to planning across all the areas of learning. For example, by using the 'Development Matters' guidance to monitor children's progress over time to make sure they reach their expected developmental milestones. Interaction between the childminder and the children is good and this helps promote children's sense of security and belonging. All children's needs are given good consideration, with a strong

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who attend

focus on developing confidence and independence, literacy and mathematical skills to underpin their future learning when they start school. During activities the childminder asks children questions to make them think about what they are trying to achieve, and this helps promote their understanding and learning. They show that they feel at home and use all the space well to play games, such as hide and seek, and enjoy time after lunch where they can sit in the conservatory and relax.

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who attend

All children enjoy being able to access a good range of resources themselves in the dedicated playroom. This helps promote their independence, and develop and extend their play ideas. Children get on well together and chat easily as they play, with older children involving younger children in their play, such as looking at books together and talking about the story. Children's literacy skills are fostered well; they have a comfy book corner, enjoy listening to stories and singing rhymes, and are provided with many opportunities to practise their writing skills. Children enjoy a range of games which help them to focus on counting, shape names, colours and simple calculation. The role play kitchen is well used by children and this enhances their imaginative skills. They happily make up their own games and pretend to iron clothes and make food. The opportunities for children to enrich their expressive art and creative skills are good; they make group collage displays, enjoy

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who attend

painting and sticking activities, and create models using cardboard boxes and tubes. They manipulate play dough and use a range of tools, such as rolling pins, shape cutters and scissors, and they mould the dough into different shapes.

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who attend

Children's understanding of the world and diversity is fostered as they explore and observe features of the local environment. They learn about differences in society and take part in cooking and craft activities linked to different festivals and celebrations such as Chinese New Year and Pancake Day. They use their senses to explore a wide range of natural materials and resources, such as sand and water play, and take part in art and craft activities. A wide range of electronic resources are easily accessible and this introduces children to technology as they find out how equipment works as they press buttons and turn knobs. Children's physical skills are fostered very well through a range of outings to local parks and soft play centres, and they enjoy the time spent in the garden, dancing and musical activities. Overall, children are supported well to acquire the skills and capacity to develop and learn, and be ready for their next stages in their learning.

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

Children enjoy a warm and caring relationship with the childminder and show through their play and interactions that they feel safe and secure. They move around the home with confidence knowing the childminder is close by to support and guide them. The childminder encourages children to make their needs known and gives them choices about what they would like to do. She talks to them about what they would like to eat at snack and lunch times. The childminder plans effectively to make sure children are happy and comfortable during their time with her, and they chat effortlessly with her as they play.

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

Children's behaviour is good and they are helped to understand the rules for being together. This helps promote positive relationships by understanding the needs of others. The childminder promotes good behaviour and explains to children about being kind, sharing and using good manners. She deals with any issues in a sensitive manner and uses appropriate strategies and clear explanations to support children's understanding of what is right and wrong. The childminder acknowledges children's achievements with lots of praise, encouragement, stickers and rewards, and this helps to boost their confidence and make them feel good about themselves.

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

The childminder works closely with parents and provides feedback each day about their child's care routines, activities and achievements. Children benefit because the childminder has established links with the local schools children attend to support them during these times, and ensure continuity of care and learning. Equality of opportunity and inclusion is well considered. Children and their families are warmly welcomed into the childminder's home and treated with respect and equal consideration. Detailed discussions with parents ensure the childminder is aware of children's interests, likes and dislikes, and parents' preferences. The 'all about me' form completed at the beginning of the placement helps the childminder develop close bonds with each child, and provides the necessary information to help meet all their needs, which support good transitions for every child in her care.

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

Children's welfare is fostered effectively because systems are in place covering all aspects of children's care, including accident and medication recording procedures. The childminder holds an up-to-date paediatric first aid qualification and is able to deal with children's needs appropriately in the event of an accident. Children's specific health, dietary needs and allergies are well documented and understood by the childminder. Healthy meals and snacks are provided and tailored to meet children's preferences. Children become involved in helping prepare meals; they cook pizzas, bake cakes and help to peel potatoes and carrots for a cooked lunchtime meal. Good arrangements are in place to minimise cross-infection during daily routines, with frequent discussions about washing hands after using the toilet and before mealtimes.

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provision

Children are safeguarded effectively because the childminder is clear about her role in keeping children safe. She is secure in her knowledge of the procedures to follow in the event of a concern about a child in her care, and has the local agency contact numbers available if needed. Children benefit from the childminder's commitment to ensure the premises are safe through ongoing risk assessments. The required smoke detection and fire control equipment is in place, children are familiar with the emergency evacuation procedures and the childminder talks to them about keeping themselves safe on outings. Access to the premises is monitored and vetting procedures for household members ensure their suitability to have contact with the children. All of the required documentation and parental consents are in place, maintained accurately and stored appropriately to ensure confidentiality.

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provision

Children benefit from the childminder's commitment to attend training, some of which has provided her with a different way of thinking about child development. The childminder has attended training with regard to safeguarding, behaviour management and food safety, and this helps enhance her knowledge about these aspects of her practice. She is well organised and has a comprehensive range of policies and procedures which underpin her good practice. Policies are shared with parents and this ensures they are aware about how the provision operates. During the settling-in period the childminder talks to parents about how she meets the learning and development, and welfare requirements of the Early Years Foundation Stage.

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provision

The childminder uses her good knowledge and understanding of the learning and development requirements and how children learn. She involves them in a wide range of good quality learning activities to help them make progress and achieve. The childminder meets children's needs because she works closely with parents. There is good communication in place with regard to children's well-being and parents have good opportunities to talk to the childminder about their child's progress. They receive feedback about their child's day through the use of a daily diary. The childminder is aware of liaising with local agencies and how children benefit from this collaborative working. All children are treated equally and benefit from good levels of care because the childminder ensures they feel safe, achieve well and are fully included in activities.

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provision

Systems for monitoring and evaluating the provision are progressing well and the childminder has clear plans in place for improving the provision, including enhancements to the outdoor play space. The action and recommendations from the last inspection have been implemented well to improve children's safety, well-being, planning and assessment, and to help strengthen the focus on continuous improvement through self-evaluation.

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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 EY383210 Local authority Walsall Inspection number 821614 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 12

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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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