Childminder in Shropshire

Inspection date

Previous inspection date 01/02/2013 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

 The childminder provides interesting and challenging activities for children, developing their confidence, skills and abilities across most areas of learning.  Partnerships with parents, carers and other settings are strong and supportive, promoting continuity in children's care and learning.  Children are safe and well cared for within the childminder's welcoming home.  Self-evaluation is thorough and effective, leading to improved outcomes for children's learning and their health and well-being.

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It is not yet outstanding because

 The childminder does not always extend opportunities for older children to develop their mathematical understanding; or to encourage younger children to explore, using all of their senses.  Children are not always able to wash their hands independently after messy play. This minimises opportunities for them to manage their self-care routines.

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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 childminder's home.

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Inspection activities

 The inspector held discussions about a joint observation of a planned activity, conducted by 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, qualifications and training.

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Inspection activities

 The inspector discussed the childminder's self-evaluation form and improvement plan.

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Inspection activities

 The inspector took account of the views of parents, carers and older children, from written information included in the childminder's own survey.

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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, who is registered as an assistant, and their child aged 18 months in Hednesford, Cannock, Staffordshire. The whole of the ground floor and two bedrooms and the bathroom on the first floor of the property are used for childminding. There is an enclosed garden for outside play. The childminder attends a toddler group and soft play centre. She visits the local shops, park and nature reserves on a regular basis. She collects children from the local schools and pre-schools.

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Information about the setting

There are currently five children on roll, four are in the early years age group who attend for a variety of sessions and one is of school-age who attends before and after school. The childminder operates all year round from 7.30am to 6.30pm 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 mathematical understanding by: introducing them to the use of mathematical names for 'solid' three-dimensional shapes and 'flat' two-dimensional shapes, and the mathematical terms to describe shapes; and encourage children to count how many and how many more, by adding two groups of objects together

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

 encourage babies and young children to make marks and to feel and squeeze media such as dough and other materials

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

 create further opportunities for children to move towards independence by having hand-washing facilities within easy reach.

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who attend

The childminder provides a broad range of interesting and challenging activities for children, based on their individual needs and interests. She has a secure understanding of the educational programmes, which enables her to plan effectively for children's learning. Observations and assessments are clear and evaluative, leading to clear identification of children's next steps learning. For example, young children are encouraged to develop and progress as they move from cruising around the furniture, to taking their first unaided steps. This helps them to develop good control of their own movements, enabling them to engage in self-chosen play. As a result, they confidently make their own decisions about what they want to play with and where they want to go. This stimulates their curiosity and interest and sense of fun. For example, young children particularly enjoy investigating the ball tent, laughing and giggling as they climb in and throw the balls out. Older children

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who attend

concentrate intently as they fix the train track together, so that they can play with their favourite trains. The childminder offers lots of 'wow' praise to raise children's confidence and esteem, developing their willingness to learn and their ability to achieve new skills. This is further supported by her written 'star of the day' comments, praising children's unique abilities and achievements. She actively encourages children to express their own thoughts and ideas, by using the children's photo activity board for them to choose the toys and games that they would like out the next day. This successfully fosters effective learning.

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who attend

The childminder talks to children during their activities and play, engaging them in conversations which help them to think about what they are doing and what will happen next. This enhances their communication and language skills and their ability to think things through. Children build positive relationships because the childminder is a good role model. She involves older children in the care routines of younger children, encouraging them to say 'goodnight' as they help to settle them to sleep. This fosters a sense of caring and consideration towards others.

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who attend

The childminder provides varied opportunities for older children to handle a range of tools and materials, during their creative and exploratory play. They delight in touching the sticky biscuit dough, as they press and roll it into different shapes. The childminder asks questions which enhance children's learning, introducing complex language to extend their vocabulary, as they learn how to 'knead' the dough. They develop their coordination and fine movements as they roll the dough 'round and round', to make circles. She draws their attention to the cutter shapes, giving lots of praise as they accurately identify a triangle and a heart shape. However, there is scope for her to extend children's mathematical understanding. For example, she does not always encourage older children to explore the properties of well-known shapes, such as how many sides and corners to a square or triangle. While children count how many dough blobs on one tray, they are not always

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who attend

given the opportunity to count how many altogether, between two trays. Younger children enjoy looking at and touching the baking tools, developing their curiosity and interest, but they are not fully involved in the practical activity. This limits their sensory exploration and engagement. The childminder is mindful of the needs of school-age children, providing them with varied art and craft materials to create 'papier-mache planets', for their school homework. The childminder shares detailed information with parents and carers about their child's development and progress and offers good ideas for shared home learning. The activities support children's learning well and prepare them for the move to pre-school or school.

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

Children thrive in the childminder's welcoming home because she provides loving and consistent care. As a result, children build strong friendships and develop their confidence. This equips them with the skills they need when they are ready to transfer to new settings and situations. Children behave well because they understand what is expected of them. The childminder speaks positively and kindly to them, offering clear explanations of what they can and cannot do and the reasons why. This helps children to develop respectful and tolerant attitudes.

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

Children move freely around the childminder's home, benefitting from a safe and secure environment. Toys and equipment are easily accessible to children and attractively presented, encouraging them to make choices and decisions for themselves. The childminder pays close attention to children, adapting routines and activities to meet their changing needs and interests. She is very supportive of young children's emerging skills, giving them time to practise and develop their abilities, under close supervision, as they learn how to negotiate the stairs. This helps children to manage risk safely, as they explore new and interesting places.

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

Children enjoy a variety of healthy meals and snacks, which include freshly prepared toast and fruit. They enjoy sweet and savoury snacks as treats, but these are kept to a minimum to reduce the impact on children's good health. Children follow good hygiene routines, as they are encouraged to wash their hands at frequent intervals throughout the day. However, opportunities for them to do this independently are minimised, because they cannot easily access water to wash their hands, particularly after messy play. Children benefit from regular fresh air and exercise each day, during local walks and outings, which helps them to maintain a healthy lifestyle.

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provision

The childminder supports children's continuing progress very well, because she understands how they learn and develop. She makes good use of the Early Years Foundation Stage framework to guide and inform her practice, setting achievable goals to enhance children's skills and abilities, in most aspects of their learning. This ensures that children have fun and develop a willingness to participate and succeed. The childminder takes time to get to know each child individually. She conducts early discussions with parents and carers to find out what their child likes and can do, using this information to form the foundations of their child's 'learning journey'. Consequently, children approach their next stage of learning with confidence. She is fully aware of how to identify and support children with additional needs, adapting her practice to accommodate their routines and activities.

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provision

Children's safe care is assured because the childminder is vigilant about their safety and supervision. She demonstrates a secure understanding of all safeguarding procedures and maintains comprehensive policies to guide her safe practice. She takes all due care to ensure that children are safely supervised indoors and outside; and to risk assess her home and any equipment that children use. This enhances children's safety and well- being.

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provision

The childminder is a reflective practitioner, undertaking thorough self-evaluation to identify her key strengths and areas for improvement. She sets high standards to continually develop her practice and improve outcomes for all children. For example, she builds strong relationships with parents and other key carers, in order to support children's good health and to promote continuity between settings. She sets clear goals to extend her professional knowledge through further training; and to plan stimulating activities and events for children to explore the outdoor learning environment further. She closely observes younger children to identify their learning priorities, evaluating their enjoyment and progress. She engages parents, carers and older children in the self-evaluation process, helping them to express their thoughts, views and ideas about what works well and things that can be improved. Written examples from the childminder's recent survey

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provision

show that parents value the childminder's 'fantastic' routines and activities and her commitment to supporting their child's individual needs. Older children write about their favourite board games and outings and suggest ideas for 'trips that they want to do more of'. This develops effective partnerships, contributing to children's successful achievements. The childminder builds positive relationships with other settings that children attend, promoting continuity in their learning.

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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 EY449589 Local authority Staffordshire Inspection number 807206 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 5

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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

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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