Childminder in Warwickshire

Inspection date

Previous inspection date 26/02/2013 22/02/2010

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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

 The childminder shows a good knowledge of each child's learning needs and stage of development and provides a wide range of exciting and stimulating experiences that interest and engage children. As a result, children make good progress.  The childminder has a very caring and friendly nature and as a result, children settle easily into her care and are happy and content.  Regular communication takes place between the childminder, parents and others involved in children's care and education and this ensures that children are provided with continuity and consistency of care.  The childminder's home is safe, warm and welcoming and there is plenty of space for children to play and rest.

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It is not yet outstanding because

 Opportunities to extend children's imagination, knowledge and curiosity when out in the childminder's garden are not fully exploited. There is scope to improve the availability of resources to enhance children's outdoor play and learning and their understanding of the natural world.  There is further scope to help children to make independent choices and express their preferences about activities and resources that enhance their play and enjoyment.

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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 the childminder engage in a range of indoor learning activities, play and daily care routines with the children.  The inspector held conversations with the childminder and children.  The inspector conducted a tour of the childminder's home during the inspection.

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Inspection activities

 The inspector looked at a selection of documentation that included policies and children's records.

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Information about the setting

The childminder was registered in 2008 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her children aged 15 and six years in a house in Nuneaton, Warwickshire. The whole of the ground floor of her home and the rear garden is used for childminding purposes. The family has two cats.

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Information about the setting

The childminder attends a toddler group and activities at the local community centre. She visits the shops and park on a regular basis. The childminder 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 8am to 6pm, Monday to Friday, except bank holidays and 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:

 enhance children's play and exploration when out in the garden by; providing a greater variety of resources that encourage children to use their imagination, investigate and explore nature. For example, provide wind chimes, lengths of tubing placed near water play areas and material for children to make dens

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

 develop additional ways to help children, including those that are either unable or reluctant to speak, communicate their preferences and make independent choices in relation to resources and activities. For example, through the use of photographs and visual aids.

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who attend

The childminder demonstrates a good knowledge of how children learn and develop. She recognises that all children are unique and develop at different stages and in various ways. She regularly observes children as they play and confidently describes their likes, interests and individual needs. She effectively exchanges important information with parents and others involved in children's care and education. They share their observations of children and discuss ways of supporting and extending their learning at home and in the setting. As a result, the childminder has a clear understanding of children's individual starting points, progress and any areas in need of support. Additionally, she is able to plan and implement activities, routines and experiences to complement those provided for children elsewhere.

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who attend

Children are motivated to learn because of the good level of support and guidance offered by the childminder. She thoughtfully provides a wide range of interesting activities that she knows children enjoy and will help to prepare them for school. Children regularly visit parks and play outside in the childminder's garden. They use large play equipment, for example, slides and climbing frames and they develop confidence as they take risks and learn new skills. Children look for minibeasts in the garden and grow flowers and vegetables in plant pots on the patio area. As a result, they learn about nature and what plants need to grow and thrive. However, opportunities to further support children's outdoor play, learning and exploration are not fully exploited. Resources that can be used in a variety of ways, for example, lengths of tubing, fabric and different-sized containers are not readily accessible to children playing out in the garden. Also, there are no

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who attend

resources outside to help children to discover the effects of the wind, for example, mobiles or wind chimes.

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who attend

The childminder asks children for their opinions and involves them in planning and reviewing experiences. For example, the childminder decided to create a pretend grocery shop in part of her conservatory and children were consulted about its design. They made decisions about the layout and created price and shopping lists, pretend money and credit cards and an 'open' and 'closed' sign. While playing in this area, children learn about money, use their imagination and learn how numbers and letters are used in everyday life. They use mathematical language, for example, 'how many?' They develop pencil control and calculation skills. Furthermore, they learn about technology and how it is used as they play with pretend telephones, a calculator and a till.

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who attend

Children make lots of independent choices about their play and these are enhanced because a wide variety of resources is stored in ways that they can easily access. For example, in boxes placed on the floor or within low-level shelving units. Additional resources are stored in various places around the childminder's home and these are rotated in response to children's requests and planned activities. However, children's choices are hampered because the childminder has yet to devise ways of informing them of her full range of toys and equipment. Also, she has not fully considered methods of encouraging children that are unable or reluctant to speak, to communicate their wishes and preferences, for example, through the use of photographs or visual aids.

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who attend

Children learn about different people and communities as they participate in creative activities inspired by various religious and cultural festivals. They go on outings in the local community and the childminder encourages them to talk about the things that they see and notice. The childminder actively listens and shows genuine interest in what children have to say. Consequently, children know that their comments are recognised and valued. The childminder encourages them to think and problem solve as she asks open-ended questions and their self-esteem is raised as she praises their efforts and achievements. Children are provided with plenty of opportunities to mix with other children and adults, for example, at community groups. Consequently, they learn to share, take turns in play and are forging friendships with other children, all skills required for future learning and transition to other settings.

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

Children are at ease in the childminder's care. She intuitively recognises when they are tired, hungry or upset and provides a warm, welcoming and spacious environment for them to play and relax. Flexible settling-in procedures help children to adjust at a pace that successfully reflects their needs and parental requirements. This helps children to make a smooth transition into the childminder's care. The childminder takes the time and makes the effort to find out about children's home routines. She successfully works with parents and others involved in children's care to provide consistency and continuity. The childminder has developed links with key staff at other settings, which children attend and they maintain regular contact and exchange information about children's welfare, learning and development.

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

All areas of the childminder's home used for minding are clean and safe. Effective hygiene routines are modelled by the childminder and help children to understand the importance of hand-washing. Children manage their own basic hygiene and personal needs successfully and independently. Liquid hand wash is placed within children's easy reach and they use individual flannels to dry their hands. Children learn about healthy lifestyles through a variety of spontaneous and thoughtfully planned activities, alongside everyday discussions. They access the outdoor environment on a regular basis and enjoy plenty of opportunities to exercise and expend energy. Children go for lots of walks and these outings are thoughtfully used to reinforce road safety rules and 'stranger danger'.

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

Children develop a positive attitude towards a healthy diet because it is promoted during everyday experiences and conversations. They learn about food that is healthy and unhealthy and are starting to make some healthy choices, for example, choosing bananas and raisins to eat after lunch. Mealtimes are relaxed occasions with the children and childminder eating together and enjoying each other's company. On the whole, parents provide food for mealtimes but the childminder ensures that a selection of fruit is available for children's snacks. Fresh water is readily accessible for children to be independent when they want a drink. The childminder creatively uses a crocodile puppet, a toothbrush and a story book to teach children about the importance of good dental hygiene. Furthermore, she uses cookery activities to promote healthy eating with the children, while at the same time encouraging their learning in other areas. For example, hygiene is reinforced as

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

children wash their hands and they learn about safety when using knives and equipment.

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

Children behave well and demonstrate very good manners. They readily say 'please' and 'thank you' when appropriate and respond well to the childminder's calm and approachable manner. They show through their actions that they understand and respect the childminder's house rules and behaviour boundaries. The childminder encourages children's good behaviour and effort through praise and positive body language. Additionally, stickers and certificates are sometimes used as an incentive or reward and these are either taken home or shown to parents. Consequently, children develop good self-esteem and learn what acceptable behaviour is. The childminder describes herself as 'firm but fair' and as a result, children are provided with reassurance and consistency.

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provision

The childminder affords a high priority to children's health and safety. She fully understands her responsibilities with regard to meeting the requirements of the Statutory Framework for the Early Years Foundation Stage. She has undertaken a range of training courses that include food safety and safeguarding and these have reinforced her existing knowledge and raised her awareness of relevant issues. The childminder demonstrates a good knowledge of child protection procedures and confidently describes a range of potential signs and symptoms of abuse, in order to safeguard children.

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provision

All documentation required to support the safe and effective management of her setting is obtained and maintained appropriately. A selection of written policies clearly outlines her procedures and responsibilities and these support her practice and are shared with parents. Thorough risk assessments are recorded and supported by daily visual safety checks and a wide range of safety precautions. For example, hazardous items are stored out of the reach of children and emergency evacuation procedures are practised on a monthly basis. Children are only released into the care of authorised individuals and all adults living in the home have been appropriately vetted.

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provision

Children benefit from the childminder's enthusiasm and desire for improvement. She is constantly reflecting on practice and has clear plans in place to develop her service. For example, she wishes to extend the range of resources and experiences available to children, particularly in her garden. Children's welfare is promoted because actions and recommendations raised at her last inspection have been fully addressed. For example, documentation has been updated to include all required information and children's next steps in their learning are identified. Furthermore, the childminder routinely evaluates the experiences, which she provides and talks to children about what they enjoy and would like to do in the future. She effectively uses her observations of children and 'Development Matters in the Early Years Foundation Stage' to inform how she plans and provides experiences for children and assesses their progress. She considers children's learning and

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provision

achievements and whether activities are sufficiently challenging and covering all areas of learning. She asks parents for their opinions and uses their comments, the internet, discussions with other childminders and articles in magazines to help develop her practice. Parents praise the childminder's 'kind, caring and enthusiastic attitude' and comment positively on her safe and child-friendly setting.

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provision

The childminder is not currently caring for any children, who speak English as an additional language or have special needs and/or disabilities. Nonetheless, she has cared for such children in the past and describes appropriate strategies to support their learning and welfare should she do so again in the future. For example, she is well aware of the need to work effectively in partnership with parents and any other professionals involved in children's care and education. This is to enable her to identify what is necessary for each child at any particular time and ensure consistency of care.

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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 EY385000 Local authority Warwickshire Inspection number 821658 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 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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