Childminder in WalsallOfsted inspection, 11 Feb 2013

Inspection date

Previous inspection date 11/02/2013 22/04/2010

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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 engage in open-ended activity. They become focused on activities and maintain their interest over a period of time.  The childminder knows when to join in children's play, extending and fitting in with their ideas so that children's interest is stimulated through shared attention.  Children's individual needs are met as the childminder recognises that boys and girls play differently. She provides different and specific opportunities so that the strengths, interests and learning preferences of every child are prioritised.  Children are happy and relaxed in the care of the childminder. They readily express their needs and seek cuddles and reassurance when required.  Children are well prepared for their transition to school. The childminder ensures they are equipped with the necessary social skills, such as understanding expectations and boundaries, sharing and taking turns, and treating other children with kindness and

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It is not yet outstanding because

 Children are not consistently provided with opportunities to make marks or to feel different textured materials so that they can explore and experiment with things in different ways.

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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 looked at documentation including safeguarding, risk assessments and children's records.  The inspector had discussions with the childminder and her assistant.  The inspector observed activities.

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Inspection activities

 The inspector looked at children's development records and discussed children's progress with the childminder.

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Information about the setting

The childminder was registered in 1995 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two adult children in Walsall. The whole of the ground floor, the bathroom on the first floor and the rear garden are used for childminding. The family has a dog and rabbit.

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Information about the setting

The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park 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, two of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7.30am to 6pm, Monday to Friday, except Bank Holidays and family holidays.

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

 increase opportunities for children to make marks, for example, by providing 'tool boxes' containing various items so that children can use and explore with these, indoors and outdoors, on a regular basis

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

 increase the range of interesting and unusual resources that inspire exploration, such as treasure baskets or textured materials; for example, wall coverings, scarves, raffia and string.

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who attend

The childminder is confident in her knowledge of the prime and specific areas of learning. She uses this to good effect, supporting all children so that they acquire skills to learn and develop effectively. Regular observations enable her to complete an accurate assessment of children's abilities. She uses the 'Development Matters in the Early Years Foundation Stage' guidance to accurately identify further lines for development. This helps to ensure that children are provided with individual activities that are suited to their level of understanding. She pays attention to the different ways in which boys and girls learn, and their preferences are clearly reflected in the play provided. For example, boys in particular enjoy construction and physical activities, so these feature on a regular basis. She is keen to ensure that all children have access to the resources available and they can use them in

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who attend

The childminder plans suitable challenges so that children are happily engaged in what they are doing. She gets down on the floor so that she is at the children's level and observes all that they do. She follows children's leads by giving eye contact, repeating the sounds they make, demonstrating that she is listening and tuning in to children. As young children develop their vocabulary, the childminder repeats the words they are saying and adds more, so that they begin to grasp how to build sentences. Books, stories and rhymes, combined with her positive engagement and interaction with children, help them to develop their language skills, while consolidating their learning.

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who attend

Children have lots of hands-on experiences, such as feeding and putting their doll to bed, playing with water and making cakes. The childminder helps to structure, support and extend their play, for example, introducing wooden blocks to make enclosures for their farm animals. Young children particularly enjoy making the animals walk over and balance on the blocks, concentrating as they get the animals to stand up. They build the blocks up and then giggle as they knock them down, looking at the childminder with a great sense of satisfaction. They repeat this over and over again, sometimes being encouraged to count the blocks, while gaining control and coordination. The childminder provides children with time to complete tasks and, therefore, through play they can repeat and refine their skills needed for future learning. This means that children often sit and learn to concentrate for extended periods of time.

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who attend

Children walk everywhere, helping to develop a positive attitude to exercise. They visit the local arboretum to play on the equipment, such as swings, slides and climbing apparatus. This helps to develop their large muscle skills. Trips out in the local area provide opportunities for children to consolidate skills learned and enable them to develop awareness of the world around them. For example, they talk about what and who they can see on their travels. Visits to shops enable children to explore and feel the texture of different produce, such as fruit. The childminder uses these opportunities for children to name and count items, before placing them in the shopping basket. Children develop knowledge and understanding of the world. They learn about the food chain through planting, growing and gathering fruits and vegetables from the garden. They also take part in a variety of cultural festivals and special events.

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who attend

Children help the childminder to make play dough, which they then roll, cut and mould into various shapes. Young children explore the feeling of paint as they 'squidge' it through their fingers and make marks on paper. Older children become more skilled in refining the marks they make, for example, drawing lines, circles and other recognisable shapes. This provides some opportunities to develop their sensory experiences through different materials. However, resources for making marks and other textured materials are not freely available or readily accessible. This restricts regular opportunities to inspire children's exploratory instincts.

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who attend

The childminder engages well with parents. She gathers information from parents at the start of the placement to find out what children like and enjoy so that she can build on this. She uses opportunities to talk to all parents about learning at home and children's progress so she can plan accordingly. She is aware of the progress check at the age of two and completes it in consultation with parents.

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

The childminder establishes close bonds with children. This helps them to feel emotionally secure and settled, so they are confident and play happily. They readily seek cuddles and reassurance when they are unsure of any new situations, for example, visitors to the house. The childminder has regular and ongoing discussions with parents regarding children's well-being, learning and development. She finds out about their likes and what they can do, building on this during the time they spend in her care. This means that resources and activities are planned according to their interests. Routines are carefully followed, such as children's preferences, for example, whether they sleep in a pram or cot. Any changes to routines, such as the introduction of toilet training, are discussed with parents so that they can be implemented consistently. The childminder is currently liaising with parents regarding the use of dummies. She sensitively promotes the importance of

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

children's communication skills and how dummies may be a barrier to language acquisition, if used all the time. This helps in developing consistency in children's development at home and with the childminder.

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

Meals are provided by the childminder, who is very committed to promoting healthy eating. Children benefit from home-cooked, freshly prepared food, using organic and free- range produce. A variety of fruit and vegetables from the garden and allotment are eaten daily. These are cleverly disguised in sauces, soups and mashed potato so that even faddy eaters have a nutritious diet. Children also grow and prepare their food, helping them to develop a healthy attitude and interest in what they eat. Children gain skills in hand-and- eye coordination as they learn to use cutlery appropriately. They learn about potential risks and what they can do to keep themselves safe. Most importantly, they are encouraged to listen to instruction from the childminder, as often this includes a safety element. For example, children are reminded not to run around inside so that they do not fall over. They are taught how to be gentle when handling and stroking the family dog.

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

When out and about, children learn how to cross roads safely, using their knowledge of the 'green cross code' or waiting for the green man to illuminate at pedestrian crossings.

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

Children develop an understanding of right and wrong. Rules and boundaries are consistently implemented so that children learn what is expected of them. At times, some children present challenging behaviour, and throughout, the childminder remains calm. She uses continual reinforcement, role modelling and ongoing discussion to highlight why this is wrong. This helps children to understand about acceptable and unacceptable behaviour. The childminder does not currently care for any children with special educational needs and/or disabilities in the early years age range, although she is aware of the importance of liaising with other professionals if necessary to ensure transitions are smooth and children are fully supported.

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

There are a wide range and variety of resources available for children, although due to space, these are stored in different areas around the house. The childminder is currently looking at a means of cataloguing all that she has available so that children are more readily able to make choices. In the meantime, the childminder regularly rotates the resources. She particularly notes children's interests and preferences so that these can be accommodated and planned for in their play.

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

Children are well prepared and supported for their move to nursery or school. The childminder is aware of the impact that any changes may have on the way children act and behave. Therefore, she does as much as she can to reduce their anxieties. This is done through visits to the setting, discussion and sharing books about new experiences, so that children can identify with the feelings of the characters in the story. In addition, a concerted focus on children's personal, social and emotional development, such as being able to put on and take off coats and shoes, helps to prepare them for their transitions.

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provision

Safeguarding policies and procedures have been significantly improved since the last inspection. This, combined with the childminder's updated knowledge gained through reading and training, means that safeguarding is effectively promoted and maintained within the setting. The childminder has good awareness of child protection issues; she knows the procedures to follow and who to contact should she have any concerns about the welfare of any of the children in her care. Thorough risk assessments are undertaken, inside and outside the home, so that any hazards are kept to a minimum. The childminder also obtains further information from any venues she intends to visit with the children. This enables her to plan accordingly, so that she makes any contingency arrangements and revise her own risk assessment as necessary. Evacuation procedures are regularly carried out; older children recognise the sound of the smoke alarm and know

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provision

what to do if there is fire. Younger children are beginning to make connections with the sound and getting out of the door. All of these procedures help to ensure that children's safety and welfare is promoted at all times.

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provision

The childminder is keen to work with other professionals so that appropriate interventions are identified. This means that all children can receive the necessary support they require. Relationships are established with other early years settings, such as school, so that the childminder can ensure consistency in children's care and learning.

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provision

The childminder is keen to make ongoing improvements to the care she provides for children. She recognises that reflection is important to analyse what she does well and identify what can be done better. She welcomes all advice and support, quickly implementing any suggestions made, demonstrating her continual desire to improve. For example, since her last inspection, she has prioritised and focused on the actions and recommendations raised. As a result, her safeguarding knowledge is secure and she has made great strides in her understanding and delivery of the Early Years Foundation Stage learning and development requirements. She evaluates what she does to ensure that activities are meaningful and provide sufficient challenge for children across all areas of learning. The childminder seeks parents' views and willingly incorporates any changes to her practice if requested to do so.

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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 255295 Local authority Walsall Inspection number 818492 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 5

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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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