Childminder in Staffordshire

Inspection date

Previous inspection date 05/03/2013 Not Applicable

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision is satisfactory

 The childminder provides a suitable range of activities and resources to support children's satisfactory progress towards the early learning goals. She extends children's literacy skills well.  Children develop secure attachments and bonds with the childminder and her family, which promotes their well-being.  Overall, the childminder develops positive relationships with parents. This helps her to work in partnership with them to help children to settle well and provide continuity in their care.

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It is not yet good because

 Opportunities to encourage children to persist with challenges and find ways to solve problems are not fully maximised by the childminder.  Information gathered from parents on entry to the setting does not sharply focus on children's learning and development, in order to fully support their progress from the start.

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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

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged 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 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  scheduled 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 lounge and garden  The inspector took account of the written views of parents.  The inspector interacted and spoke with children present.

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Inspection activities

 The inspector spoke with the childminder about the daily routines, children's individual learning and self-evaluation.

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Inspection activities

 The inspector looked at a range of documentation, which included safeguarding and complaints, children's learning records and the childminder's self-evaluation.

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Information about the setting

The childminder was registered in 2012 on the Early Years Register and the voluntary and compulsory parts of the Childcare Register. She lives with her husband and two children aged 10 months and six years in Cannock, Staffordshire. The whole of the ground floor and the bathroom on the first floor of the property is used for childminding. There is an enclosed garden available for outside play. The childminder is able to take and collect children from local schools and pre-schools.

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Information about the setting

There are currently five children on roll, two are in the early years age group, who attend for a variety of sessions and three are of school-age, who attend 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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must:

 support active learning through encouraging children to keep on trying when they have difficulties and support children to think critically by encouraging them to develop their own ideas and ways to do things.

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

 provide opportunities for parents to contribute to the initial assessment of children's starting points on entry, in order to fully support progress in their learning and development.

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who attend

The childminder provides a programme of activities that help children to make sound progress towards the early learning goals. She observes children at play and records her findings in their development folders, using text and photographs. She uses this information appropriately to assess children's learning when they first attend and on a continuing basis. A weekly plan is completed, identifying a suitable range of activities and resources to provide suitable support for children's next steps in learning. The childminder exchanges this information with parents, which helps to include them in their child's learning. The childminder seeks information from parents about children's interests on entry. However, she does not seek information about their developmental starting points. This does not ensure that children's progress is fully supported when they first attend . However, children are suitably prepared for their eventual move to school.

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who attend

Children play in a stimulating environment, which reflects their interests and stage of development. For example, children enjoy making tents indoors and they play imaginatively in the outside playhouse, using a variety of small world resources. Children's interest in giving meaning to the marks they make is captured and supported well by the childminder. For example, she encourages children to describe marks which they make on the condensation that she creates by breathing on the surface of the playhouse window. These literacy skills are further extended by the childminder as she talks to children about the letters that represent the sound they hear at the beginning of their name.

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who attend

Children are suitably supported to develop their understanding of the world through taking part in activities, such as planting seeds and putting nuts out in the garden to feed squirrels. They spend time in the local park, climbing up equipment and sliding down poles and they enjoy moving to music, which supports their physical skills. Children enjoy listening to stories and engaging in conversation with the childminder, who encourages them to use language to describe number and recall events. This supports their communication and number skills. However, opportunities for children to develop the characteristics of effective learning are not fully maximised by the childminder. For example, when children say 'I can't do it', the childminder takes over their task rather than encouraging them to have a go or to remember how they have succeeded previously. This does not ensure children are challenged to take part in active learning by persisting with

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who attend

an activity when challenges occur. In addition, at times, the childminder gives too many directions to children about how to complete their self-chosen tasks, such as putting a nappy on the doll. This does not support children to find ways to develop their skills of thinking critically by solving problems and finding new ways to do things.

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

Children settle well into the setting because the childminder provides settling-in sessions with their parents. This enables children to become familiar with the childminder and the new environment. It also provides time to exchange information with parents and identify children's needs. A daily diary is completed by the childminder to continue this exchange of information. This supports children's smooth transition between their care at home and in the setting. Children develop close and trusting relationships with the childminder, who is warm and responsive to them. Children's sense of belonging is also fostered through the use of photographs of them taken in the setting and at home. They are supported well to manage their feelings and behaviour. For example, the childminder encourages children to begin to accept the needs of others through the use of imaginative play, such as washing dolls. They respond well to the boundaries that the childminder sets, for example by only

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

playing in the first half of the garden.

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

The childminder works well in partnership with parents to support children as they move towards independence in their self-care skills. The organisation of the environment also supports children to develop their independence. Children can move freely and access a varied range of resources to follow their own interest and initiate their own play. Children adopt healthy lifestyles because the childminder promotes healthy eating, fresh air and exercise. They spend time throughout the day playing in the childminder's garden. Children take part in preparing healthy home-cooked food, such as making bread. They are developing a suitable understanding of their own safety because the childminder gives simple and clear explanations about safety during their play and routines. For example, she explains to children about the dangers of the road and that they are not yet big enough to play on the larger trampoline safely.

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provision

The childminder has a suitable understanding of the Early Years Foundation Stage. She is aware of the importance of assessing and monitoring the delivery of the educational programmes and she has developed clear records, which summarise children's progress. She provides an inclusive environment where resources and activities promote knowledge of different cultures, backgrounds and abilities. This helps to ensure that everyone feels welcome and valued. The childminder is aware of the need to work co-operatively with external agencies and other providers to ensure progression and continuity of learning and care for all children.

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provision

Children are safeguarded appropriately. The childminder has in place all the relevant documents necessary to ensure that children are kept safe and secure. She has completed training in child protection and first aid. The childminder is aware of the signs to alert her to any child protection concerns and to whom these should be reported. She also knows what action to take in the event of children becoming injured or ill. The childminder provides a high level of supervision for children and she takes suitable steps to identify and minimise hazards to them.

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provision

The childminder develops positive relationships with parents, which supports continuity in children's learning and care, overall. Parents' written comments demonstrate their satisfaction with the childminder's service. Recent comments show parents like that the childminder follows their wishes, for example with regard to supporting children's self-care skills, and they feel she goes an 'extra mile' to keep them informed about how their child is settling and progressing.

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provision

The childminder has completed the Ofsted self-evaluation document. She successfully identifies her strengths and has set targets to be achieved in the future. For instance, she plans to improve parents' access to information regarding her service by developing a website, in order to further promote partnership with them.

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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 action. 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 EY451792 Local authority Staffordshire Inspection number 884499 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 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 ‘Complaints procedure: 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, which are usually the childminder’s 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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