Childminder in Coventry

Inspection date

Previous inspection date 15/05/2013 14/11/2008

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early years provision

This inspection: 2 Previous inspection: 2 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 clearly understands her role in safeguarding children from abuse or harm. She is knowledgeable about action she must take in the event of a concern about a child in her care.  The childminder effectively implements inclusive practice. She supports children as they arrive ensuring all children become engaged in the activities that are on offer.  Children are appropriately supported at all times. The childminder knows when to step back a little to allow children to lead their own learning, for example, during role play.  The childminder has developed strong partnerships with the children's parents. Through an electronic system she promptly shares with them their children's learning and current stage of development.

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It is not yet outstanding because

 The childminder does not always fully maximise opportunities for children to develop their moving and handling skills, for example, as they use different materials, such as cardboard, to make structures.  There is scope to improve the opportunities for children to be involved in predictable routines, such as tidying away the toys.

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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 home and garden.  The inspector spoke with the children's parents.

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Inspection activities

 The inspector spoke with the childminder and her co-childminder at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at children's records, the childminder's self-evaluation document and a selection of policies and procedures.

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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 boyfriend and her mother, who is also registered and works as her co-childminder. They live in Courthouse Green in Coventry. The childminder uses the downstairs area for childminding and the upstairs bathroom. There is an enclosed rear garden for outdoor play. She takes the children to activities in the local community and drops off and collects children from local schools. The childminder supports children with special educational needs and/or disabilities.

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Information about the setting

The childminder currently has 18 children on roll, 12 of whom are in the early years age group. Children attend on a full and part-time basis. The childminder operates each week day from 7.30am to 6pm all year round, except for holidays that are discussed with parents in advance.

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

 provide opportunities for children to become fully involved in developing their moving and handling skills, for example, through building structures with different materials, such as a cardboard play house

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

 provide more opportunities for children to be involved in predictable routines by tidying away the toys prior to moving onto the next activity.

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who attend

The childminder is fully aware of the welfare and learning and development requirements set out in the revised Statutory Framework for the Early Years Foundation Stage. As a result, children's needs are met and the childminder is able to effectively plan for their learning. She has a good understanding of how young children learn and is aware of their preferred learning environments. Therefore, many of the activities are provided both inside and outdoors. Children access a balance of rich and stimulating experiences, from painting on a large canvas to planting seeds in compost. Consequently, overall they are making good progress across the seven areas of learning. However, not all learning opportunities are always fully maximised. For example, children do not fully participate in the building of structures, such as, the new cardboard play house, which means that opportunities to enhance their moving and handling skills, are not always effectively used.

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who attend

Good arrangements are in place to monitor children's individual learning. The childminder regularly observes their learning and uses the Development Matters in the Early Years Foundation Stage guidance to assess their current level of development. Identified steps of what children need to do next are then effectively used to inform future planning. Parents are promptly informed of their children's recent achievements through an electronic system. They are also encouraged to share their observations of their child's learning at home. As a result, parents can be fully involved in their children's learning.

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who attend

The childminder's home is warm and welcoming and the learning environment is prepared prior to the arrival of the children. The dedicated playroom allows children many opportunities to select resources for themselves. The childminder also presents them with options about which resources they would like to use. For example, she asks 'Which would you like to use for your colouring activity, felt tip pens or chalks?' Therefore, children regularly make choices for themselves and are confident in their environment.

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who attend

Inclusion is fully promoted as the childminder monitors children's engagement in the activities. In the event of a child appearing less engaged, the childminder supports them to become engrossed in activities relevant to their age and stage of development. Secure arrangements have been established to work alongside other professionals. Consequently, children with special educational needs and/or disabilities are fully included in the life of the setting and make good progress.

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who attend

Children's language and communication skills are effectively enhanced. This is because the childminder acts as a good role model by speaking in well-structured sentences appropriate to their age and level of understanding. For example, she explains to very young children trying to get into the play house, 'Look, this is a door and we can walk through this door'. She also challenges older children to think for themselves and share their experiences. For example, she asks children to tell her about a recent trip to the doctors where they had an injection. As a result, children are becoming confident communicators, recalling and explaining recent events in their lives. These developing skills help support children's readiness for nursery class and school.

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who attend

Children's personal, social and emotional development overall is effectively promoted by the childminder. This is because she takes all opportunities to praise them. For example, she praises them for colouring in animals on the cardboard play house. She also praises them for being brave when they have had an injection at the doctors. Consequently, children feel good about themselves and are growing in their self-confidence. Space is well organised which allows children room to play together and sit in small groups at mealtimes. Children have some opportunities to participate in predictable routines, such as, washing their hands prior to snack time. However, not all opportunities are maximised to help children learn about tidying away after themselves.

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

The childminder encourages parents to spend time in her home at the commencement of care. She uses this time to get to know them and their children. For example, the childminder finds out about children's individual care needs, their likes and dislikes and their current stage of development. She uses written contracts to record who has parental responsibility, agreed times of care and parents contact details. She collates information about children's daily routines which helps her provide specific care in relation to their needs. This promotes a sense of security as they settle into her care. The childminder takes the children to local childminding groups and visits to other childminder's homes. Through spending time with other children and adults the children are encouraged to form relationships and attachments. These developing skills help to support children when they move onto their next stage in learning, for example, to another provider or onto school.

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

Children also form strong attachments to the childminder and her co-childminder. She is sensitive towards their needs and shows a warm approach towards their care. For example, if the childminder notices a child is unhappy or upset she invites them to sit with her for a cuddle. Therefore, children's emotional development is being effectively supported.

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

Children's health needs are effectively enhanced. The childminder encourages the children to drink regularly throughout the day. They are also offered healthy and nutritious foods at snack and mealtimes. For example, at snack time they readily tuck into grapes, bananas, cucumber and bread sticks. Lunch time consists of meals, such as, breaded chicken fillets, pasta and sweet corn. The children regularly have access to a free flow environment from the playroom to the rear garden. They exercise their bodies by riding on small bikes, pushing around cement mixers on wheels and building footpaths with bricks. Consequently, they have lots of opportunities to be physically active and play in the fresh air. Children learn about the importance of personal hygiene through conversations with the childminder. For example, they learn about germs and how to get rid of them when they are washing their hands. Children's good health is further assured as the childminder

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

provides them with their own personal towels. The childminder carries out daily checks of the premises to ensure children are safe. She reminds the children about many aspects of safety as they play. For example, she reminds older children that they need to be gentle and walk slowly near the toddlers. Therefore, they are learning how to keep themselves and others safe.

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

The childminder effectively manages any undesirable behaviour according to children's age and stage of development. She clearly explains to children at their level why certain behaviours are not acceptable. For example, she explains why it is not nice to hurt other children and encourages them to apologise and play harmoniously together. She also explains to them that they must not stand on and jump off the furniture. Consequently, they are learning about how to behave and the difference between right and wrong.

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provision

There is good capacity to improve outcomes for children and their families. The childminder uses the Ofsted self-evaluation document as a tool to help her assess all aspects of the service. One action and one recommendation were raised at the last inspection, both of which, have been fully addressed. This has had a positive impact on children's health and the monitoring of the service. The childminder is aware of her strengths and areas she needs to develop. She describes one of her strengths as 'being very patient with the children'. The childminder asks parents what they think about her service and how it can be improved. Recent written information from parents suggests they are very happy with many aspects of the service. Comments include 'The childminder does a wonderful job; she is very nurturing towards the children'. Parents spoken to at the inspection also share they are very happy with the service, that their children want to

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provision

come to the childminder on the days they do not attend. They especially appreciate all the outings children go on, for example, to the transport museum. The robust monitoring of the educational programmes ensures the childminder is confident in delivering a broad range of experiences that help children make good progress. The childminder has attended a range of short courses including implementing the Statutory Framework for the Early Years Foundation Stage and approaches to children's behaviour. These positively impact upon the service she provides.

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provision

The childminder fully understands her responsibilities with regard to protecting children from abuse. She keeps her knowledge of her local safeguarding procedures up to date. For example, she attends training and completes electronic learning modules provided by her early years advisors. The childminder has a safeguarding policy which she shares with parents and she effectively considers their safety in her home and on outings. All adults who have regular contact with children and/or live on the premises are checked and cleared through appropriate vetting procedures. The childminder ensures that children are never left unsupervised with adults that have not been checked. Therefore, children are effectively safeguarded.

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provision

Inclusion is successfully promoted and strong partnerships with parents have been established. Information about the childminder and her family are shared with parents at the onset of care. She makes them aware of her experience and training she has attended through the sharing of her certificates. The childminder displays her certificate of registration and other useful information in a prominent position in the entrance hall. Parents are regularly informed about their child's achievements and progress and where they may need additional support. The childminder is also aware of the benefits of working alongside other providers where children attend more than one setting at any one time. Therefore, children can be provided with continuity in their care and learning.

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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 EY379842 Local authority Coventry Inspection number 873850 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 18

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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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