Willis, Kelly Joanne

Inspection date

Previous inspection date 11/02/2013 29/03/2010

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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

 A good range of resources are well organised to ensure that almost all areas of children's development are promoted and focus around the children's needs. This results in them being enthusiastic learners who access toys and equipment independently.  Children are safe and secure as the childminder has a good understanding of health and safety so children can freely access the play environment. Risks are minimised which enables children to enjoy their environment freely.  The childminder is eager to improve and further develop her service. She attends regular training to enhance her knowledge and practice. The childminder puts together plans for improvement that are well targeted to improve the provision for children.  Strong partnerships and effective communication with parents ensure that children receive good support through consistency and continuity in their learning and development.

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It is not yet outstanding because

 There is greater scope to increase the opportunities for children to use number and counting activities during their play and routines to enable them to further develop their skills in mathematics.  There are fewer readily available toys and equipment to promote children's exploration of technology, as a result, there is scope to enhance children's skills in this area.

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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 compulsory part 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 several letters and references written by parents whose children attend the setting.

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Inspection activities

 The inspector observed activities and interaction between the childminder and children in the playroom.

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Inspection activities

 The inspector spoke with the childminder at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at children's assessment records, daily diaries, documentation, the childminder's self-evaluation and a selection of policies and children's records.

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Information about the setting

The childminder was registered in 2010 and is on the Early Years Register and the compulsory part of the Childcare Register. She lives with her husband and two children aged six and 11 years in a house in Coleshill, Warwickshire. The whole of the ground floor, first floor bathroom and the rear garden are used for childminding. The family has a rabbit as a pet. 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. There are currently eight children on roll, all of whom are in the early years age group and attend for a variety of sessions. She operates all year round from 7am 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:

 improve the range of available technology resources that children recognise and can incorporate into their play

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

 increase the opportunities for children to count and make sense of number during their daily routines and spontaneous play activities.

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who attend

The childminder has a good knowledge of the Statutory Framework for the Early Years Foundation Stage and how to encourage children's learning and development through stimulating play activities. Through assessments and the childminders good knowledge of children's individual needs they make good progress as activities are planned and adapted to meet their needs. Children, therefore, enjoy their play activities and are eager to learn and join in group activities. Consequently, children are generally working comfortably within the typical range of development expected for their age.

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who attend

Carefully chosen activities encourage children to develop good communication skills as they become confident in speaking. They tell each other what they are doing during imaginary play. They confidently explore the environment seeking out their favourite toys and use these imaginatively. They work well together as a group as they learn to share toys and resources and older children learn to appreciate the needs of the younger children. Their small muscle skills develop as they construct using building blocks carefully balancing one brick on top of the other. All children join in the excitement of knocking down the structures. Children enjoy listening to music and play musical instruments to accompany familiar songs. They match their movements to the beat to the music and sing along as they remember the words and the tune. Older children use a harmonica and a recorder to accurately match the pitch of the song. The childminder skilfully adapts

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who attend

activities so all children are included and their learning is extended through challenge and stimulation. The childminder asks questions which encourages them to think about their activities. This encourages children's curiosity as they too ask questions and seek out further challenges. Some of the older children can count confidently. There is, however, further scope for counting and number to be included in children's everyday routines and play activities.

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who attend

A good selection of books is readily available and children enjoy sitting with the childminder as stories are shared. Labels and written text help to promote children's early understanding of reading which prepares them well for their move into school. Children are developing their independence as they are considerate of others needs and enjoy sharing their play activities with each other. Parents are actively encouraged to be involved in their child's learning. A daily diary and children's individual assessments are shared with their parents and ensures they are well informed about their child's development and are able to share in their child's learning when they return home.

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who attend

The childminder works successfully with a local school where some of the children attend nursery school. The childminder and teaching staff share details of children's activities and progress which contributes well towards their plans for their further development. The childminder encourages a gradual settling-in time by having good quality information regarding children's preferences and abilities before they start at the setting.

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

Children form warm and caring relationships with the childminder which makes sure they feel safe and secure. Children sit on the childminder's lap to become more closely in involved with their play and have hugs and comfort if they wish. The childminder has a warm and relaxed personality so children learn by her positive example. This encourages them to be kind and considerate to each other, start to form friendships and include each other in their play. They learn right from wrong and how to behave well as they negotiate games, activities and the play space with each other. Older children are kind to the younger ones as they include them in activities and share their toys. Children are gaining in confidence as they move from one setting another. Regular visits to the local school, children's centre and nursery school encourages them to socialise with other children, become familiar with the journey and meet teachers. Children who attend other early

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

years settings enjoy continuity as regular information regarding their progress is shared between teachers and the childminder. This promotes their confidence well as they move onto other settings. Settling-in times are managed very well as the childminder works closely with parents. Children's initial sessions are used to help form an assessment of their abilities and play preferences. This information is used to ensure children have learning experiences they enjoy to ensure they make good progress.

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

Children confidently explore their play environment and through this gain an understanding of risk. Outdoor activities present children with challenge and adventure as they use wheeled toys and safely use a large trampoline. Visits to a local children's centre and the school encourages children to become aware of keeping themselves safe outdoors. They are reminded to be vigilant when they are outdoors and respond safely as they cross the road with the childminder. Visits to venues further afield, including a Chinese restaurant to learn about Chinese New Year, encourage children's awareness of the wider world. Children become aware of food that contributes towards a healthy lifestyle. They enjoy snacks of fresh fruit, home cooked meals and regular drinks of their choice. They move around the setting freely and access the outdoors regularly where they enjoy more boisterous play and exercise. Children help to grow their own fruit and

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

vegetables during the summer months and enjoy peeling and slicing these so they are ready to eat.

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

Children are becoming independent as they help themselves to toys and learn how to put their coats and boots on. They climb onto a step to wash their hands at the sink before snacks and meals and so are learning how to keep themselves healthy and clean. Younger children happily go to sleep on the settee when they are tired. The childminder supervises children well. For example, by checking on younger children regularly when they are asleep. Through the careful organisation of her home the childminder is able to observe children and is actively involved as she supports their play and learning. The play areas are welcoming and well-resourced with toys and equipment that supports children's development and emotional well-being. The wide range of learning experiences prepares children well for the next stage in their learning and as they move onto school. There is, however, further scope for children to use more technology during their play experiences.

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provision

The childminder demonstrates a firm commitment towards improving her knowledge of all aspects of the Early Years Foundation Stage as she regularly attends training courses and shares practice and ideas and other childminders. She attends sessions with the children at a local children's centre accessing a varied range of activities and outings that promote children's learning. She has a good understanding of how to meet the welfare requirements and ensures children play and learn in a stimulating play environment. Comprehensive checks of the premises are made and robust policies further protect children's welfare. Children are protected from harm due to the childminder's good understanding of child protection procedures and a comprehensive written policy that she follows if there are concerns. Children's learning is monitored as the childminder ensures there is a broad range of learning experiences and responds to their individual needs by

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provision

adjusting tasks so that children benefit and make good progress towards the early learning goals. Planning responds to children's individual needs and the childminder is fully aware of where to access additional support should children have an identified need.

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provision

The childminder actively seeks out the opinions of parents and children. This is used to monitor the progress that is being made so that there are good challenges for progression and improvement. This enables plans to be made for further improvement that will benefit the service for children. The childminder is eager to improve her skills and further develop her skills by attending a wide range of training and accessing support from additional agencies. The positive partnership with parents makes a strong contribution towards children's progress. Parents are kept fully informed of their child's progress through discussions as they collect their child and through sharing their child's assessments and photographs of their activities.

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The Childcare Register

The requirements for the compulsory 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 EY399082 Local authority Warwickshire Inspection number 875124 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 8

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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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