Childminder in Worcestershire

Inspection date

Previous inspection date 22/03/2013 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 understands how children learn and make progress. She plans experiences based on children's individual interests to keep them motivated and to effectively promote their development.  There is a warm and welcoming environment in which children are secure, happy and confident to express themselves.  Children's achievements over time are effectively supported because the childminder accurately identifies priorities through well-considered reflection. The positive actions taken provide continued and thoughtful improvement to the quality of the provision.

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It is not yet outstanding because

 There is scope to extend the use of the information collected in relation to children's learning to give a more accurate picture of children's progress over time.  Ongoing ways to share information with other childcare providers to enhance best practice is not developed to the very optimum.

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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 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 observed activities in the childminder's living and dining rooms.

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Inspection activities

 The inspector spoke with the childminder and children at appropriate times throughout the observations.

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Inspection activities

 The inspector looked at documentation including children's information and learning records, the childminder's qualifications and training certificates, self-evaluation and a selection of policies and procedures.

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Inspection activities

 The inspector also took into account the views of parents from written references provided for the inspection.

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Information about the setting

The childminder was registered in 2012 on the Early Years Register and the compulsory part of the Childcare Register. She lives with her husband and two children aged seven and two years in a house in Worcester. The whole of the childminder's house and the rear garden are used for childminding. The childminder attends toddler groups and collects children from the local schools and pre-schools. There are currently two children on roll, both 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 family holidays.

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

 optimise the use of the information collected in relation to children's learning to provide a more accurate picture of children's development over time, and use this to support their ongoing progress

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

 enhance continued professional development by sharing further knowledge and advice with other early years professionals so that children are provided with the best possible learning opportunities and environments.

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who attend

The childminder has a secure understanding of the learning and development requirements of the Statutory Framework for the Early Years Foundation Stage. She is very aware of children's individual development and next steps and provides purposeful activities accordingly. She observes children's achievements and records many of these in a daily diary. However, there is scope for the childminder to extend the use of the information collected in order to show how well children are progressing over time.

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who attend

The childminder is working effectively with parents and carers to ensure children's needs are met. She discusses and records initial information from parents about children's starting points and interests. Furthermore, the childminder is successful in gathering regular information from parents. Therefore, parents' involvement in helping the progression of their children's learning and development in the setting and at home is embedded in ongoing practice. The childminder knows how to complete the progress checks for children aged two. She understands the importance of sharing these effectively with parents. For example, the childminder explains how the assessments ensure that parents are well informed about their child's development and are made aware of any areas where the child's progress is less than expected. This enables appropriate support to be gained at an early stage so that no child gets left behind.

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who attend

Children arrive happy and keen to play. They are confident in the childminder's home and settle well into the activities provided. The childminder helps children to make the most of the activities provided through purposeful interaction and good use of resources. For example, she talks with the children as they play asking appropriate questions and responding positively to their actions. Together, they place pieces into the jigsaws as the childminder names different colours and objects to help the children identify. They enjoy listening to stories and help to turn the pages and lift the flaps as the childminder reads. She enhances their learning by using puppets and props to make the story come alive, which engages children further.

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who attend

The childminder involves the youngest children well in the activities. She encourages them to press buttons and turn dials on the activity toys and place shapes into the sorters. The childminder encourages good interaction by responding well to the sounds young children make, which helps to promote early language and communication skills. They attend different groups throughout the week which offer a variety of experiences and opportunities. For example, they enjoy creative activities in a small group and more physical activities at a more spacious setting. Children are making good progress through these and other activities which support their development across the seven areas of learning. This means that the childminder supports children well and helps them develop the skills needed for their next stage in learning and on to school, when appropriate.

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

Children develop warm relationships and secure bonds with the childminder, turning to her for reassurance and comfort when needed. The childminder is a good role model. She uses consistent methods, and age and stage appropriate explanations provide children with a clear understanding of acceptable behaviour. Children learn through gentle reminders during play and effective distraction techniques promote good sharing of favourite toys. The childminder plans the environment well by ensuring there are varied resources laid out in different areas of the room. This helps children to choose from a wide variety of resources and experiences which are easily accessible. The childminder ensures these are safe and suitable as she sets them out ready for the children before they arrive.

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

Children appear at home in their surroundings and are becoming more aware of their safety as they are encouraged to help to tidy away when they have finished. This practice supports the childminder's clear risk assessments and ensures children are developing skills to help manage the safety of their environment. The childminder meets the children's individual needs effectively. She gathers relevant information from parents about routines and preferences and ensures these are implemented effectively to meet the needs of the children. For example, babies feed themselves well following parents requests with regard to the snacks and meals that they provide. Individual drinks are always available and the childminder encourages children to try healthy options, such as yoghurts and fruit, before treats. Children enjoy fresh air and exercise through activities outside. For example, they enjoy walks in the local environment, such as beside the canal

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

where they feed the ducks, and they visit the park close by to play on a good variety of age and stage appropriate equipment. Therefore, children are making healthy choices with regard to food and drink and developing an awareness of their own physical needs. These skills support children's next stage in their learning, preparing them for their transitions both within the setting and on to other settings and school.

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provision

The childminder has good a understanding of her responsibilities in meeting the safeguarding and welfare requirements of the Statutory Framework for the Early Years Foundation Stage. She is aware of the importance of assessing and monitoring the planning and delivery of the educational programmes and is taking some good advice about how to implement effective systems. There are well-written policies and procedures in place. These support the management of her setting and demonstrate a good level of understanding of the safeguarding and welfare requirements. Consequently, children are well protected and receive good quality care in a well-organised environment.

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provision

The childminder is committed to improving her service. She reflects on her practice and identifies well-targeted priorities for development. She attends training events and updates her knowledge and skills further by accessing additional training. However, there is scope to improve her practice further by welcoming additional advice and guidance from other professionals. She recognises how this impacts on the quality of her provision, which reinforces her desire to continue to improve the opportunities and environment for children's learning and development.

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provision

There are currently no children on roll with special educational needs and/or disabilities, who attend other early years provision, or who speak English as an additional language. The childminder explains how effective communication with parents helps support the children so that individual care routines and needs are met. The childminder also shows a clear understanding of the importance of sharing information with other professionals. She demonstrates this in the relationships she has with local schools where older children attend. She shares relevant information with the teachers to ensure that children receive consistent and complementary experiences across settings. She provides some lovely activities and resources to promote children's knowledge of different cultures, backgrounds and abilities. For example, varied resources are readily available and creative activities are planned to explore a range of special events. This ensures that all children

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provision

are included and that their individuality and diverse backgrounds are valued. The childminder takes care to build relationships with parents and carers and obtain useful information about the children. For example, initial details about care routines and likes and dislikes are shared through completion of child information records. Further ongoing information from parents is valued and used to ensure children receive continuity in their care and their individual needs are met. The parents are more than happy with the care provided. The childminder has received references from parents confirming their gratitude for the care and consideration shown to them and their children. Recent comments include: 'We are impressed with the attention and nurture received'. ' My childminder is organised and offers an array of activities'. 'My children respond extremely well to her and are very comfortable in her home.'

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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 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 EY440514 Local authority Worcestershire Inspection number 907170 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 4 Number of children on roll 2

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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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