Powell, Nicola Ann

Inspection date

Previous inspection date 11/04/2013 16/12/2009

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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 is skilful in ensuring that all children receive her attention and support, while being fair about the time she spends with individual children so that each child is included.  The childminder establishes a shared understanding between home and her setting so that ways to respond to children's emotions and needs are agreed.  The childminder works well with other professionals to ensure that children receive support in a way, and at a time, that is appropriate to their individual needs.  Children's language development is fostered well. The childminder tunes in to all children's vocalisations, responding to babies' early attempts at sounds, while encouraging older children talk about what they are doing and building on their communication skills.

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It is not yet outstanding because

 Children are not consistently provided with opportunities to use compact disc players and tape recorders, and scarves and streamers, so that they can respond spontaneously to music.  There is scope to develop further opportunities for children to enhance their sensory experiences, for example, through exploring a range of objects in treasure baskets.

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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 looked at documentation including safeguarding, risk assessments and children's records.  The inspector had discussions with the childminder.  The inspector observed children having lunch.  The inspector observed activities and engaged with the children.

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Inspection activities

 The inspector looked at children's development records and discussed children's progress with the childminder.

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Information about the setting

The childminder was registered in 2006 on the Early Years Register and the compulsory part of the Childcare Register. She lives with her partner and children aged 14, 12 and two years in Hampton Magna, Warwick. The whole ground floor of the house and the bathroom on the first floor are used for childminding. There is an enclosed garden for outdoor play. The family has a cat and two rabbits.

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Information about the setting

The childminder attends local community groups and activities at the local children's centres. She visits the shops and park on a regular basis. She collects children from local schools and pre-schools. There are currently nine children on roll, five of whom are in the early years age group who 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 holds a recognised early years qualification at level 3.

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

 increase resources and opportunities for children to respond spontaneously to music

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

 provide further opportunities for young children to explore sensory experiences, such as by providing a range of everyday objects in treasure baskets.

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who attend

The childminder continues to develop her knowledge of the Statutory Framework for the Early Years Foundation Stage and uses this well to guide and support children's learning. She talks to parents about children's needs, routines and stages of development, which helps her in establishing children's starting points. She is tuned in to the varying ages and stages that each of the children are at and that they each learn in very different ways. She observes children as they play, paying attention to how they engage in activities and what they can do. She assesses the information to plan varied activities that build on children's interests. This enables them to improve and enhance their skills through continued effort and practice. The childminder also shares information with parents and asks for their contributions and observations of their child's development and progress. As a result, activities are focused on children's precise learning needs and support them in making

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who attend

good progress in all areas of their development. Consequently, children are well prepared for school or their next stage of learning.

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who attend

The quality of teaching is good. The childminder ensures children's well-being and involvement in learning by skilfully engaging with all children making each child feel secure and confident. She ensures the needs of every child are met, even when having to spend more time with children who are new to the setting and need extra support to settle in. She is skilled in adapting activities so that all children can join in, while recognising their differing stages of abilities. The childminder joins in children's play sensitively, supporting their ideas, without taking over and directing.

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who attend

Children's mathematical development is fostered well as the childminder encourages their language associated with measurement and space. For example, they discuss which towers are bigger or smaller when using the building blocks and talk about making a long snake as they roll out play dough. Younger children attempt to fill and empty containers and post objects through any available hole as they explore their environment. They test out whether objects fit through the windows and doors of a doll's house and manipulate pieces of an inset puzzle so that they slot into place. They begin to recognise which objects fit and those that do not. Children enjoy making marks as they draw, paint and make patterns. They use large arm movements as they form letters and shapes at the easel, helping to develop their early writing skills. As they play, the childminder encourages them to talk about the colours they select, what they are making or what their

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who attend

picture depicts. This helps them to develop their communication skills and be motivated to learn. They make their own salt dough, following a recipe with help from the childminder. They enjoy measuring, pouring and mixing the ingredients together, talking about texture and what the mixture feels like. However, there is scope to develop their sensory experiences further, for example, creating treasure baskets so that children can explore and investigate the resources inside.

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who attend

Children have access to a large variety of different books and keenly look at these with the childminder. Young children snuggle up and point to the pictures or sit alongside looking at their own book, while the childminder reads to the other children. She encourages dialogue as they talk about what they can see on the page and predict what might happen next. She follows the lead in children's conversations and they think about things together, such as why things happen and the consequence of people's actions in the story. Voice intonation makes the story come alive, and children listen intently until the end. The childminder questions children, for example, she asks them about the different sounds that vehicles and animals make. A younger child points excitedly to the page and says 'moo' when he sees a cow. This means children put things into context as they link the word to its meaning. As children's language acquisition grows, the childminder builds on

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who attend

their vocabulary by introducing new words. She shows them how to pronounce words by repeating what children say correctly, rather than undermining their attempts by correcting them. This helps children to become confident communicators.

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who attend

Children enjoy physical play and use a variety of equipment to move around in different ways. Young children enjoy jigging and jumping around in a bouncy chair, feeling their feet. The environment provides space for children to move around freely and safely as their mobility increases. As they grow in confidence, they crawl around to explore objects further away from them. The childminder engages in playful interactions, such as 'peep- po', and mirrors placed at children's level help to develop their self-awareness. Children enjoy making dens out of blankets and crawling through tunnels. They enjoy music, dance and action rhymes, although they are not consistently provided with opportunities to use compact disc players and tape recorders, and scarves and streamers, so that they can respond spontaneously to music.

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who attend

The childminder provides a welcoming, inclusive setting where all children and families are treated with equal concern. She ensures effective communication between parents, other early years settings and outside professionals, and recognises this as being key to ensuring that children's needs are met and there is continuity in their ongoing development. The childminder involves children in learning which takes them into their local community, such as attending other groups, visiting the library and walking to the shops. They see people as they go about their work and daily lives, often engaging them in conversation, for example, when paying for the fruit they choose for their snack. This helps to develop their social skills as they learn to relate to people appropriately. They celebrate a range of cultural events and festivals, which helps to strengthen the positive impressions they have of their own cultures and those who are different to themselves.

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who attend

Given their starting points, children are progressing well. Their confidence, independence and social skills are emerging well, helping to prepare them for their future learning and transitions to other settings.

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

The childminder gathers relevant information from parents about children at the start of the placement. She finds out about their home routines so that she can respond to their individual needs. The childminder is sensitive to children's feelings and anxieties, particularly those who attend on a part-time basis or those who move between different settings and carers throughout the week. She recognises they find it more difficult to settle in her care and therefore works closely with parents so that she can respond appropriately to their emotions and needs. She holds and cuddles young children to build security and form close attachments. At times, she places them on the floor and sits beside them so that they are in close proximity and feel safe and secure. Gentle distraction, encouragement and an inviting environment mean that children are soon tempted to explore, while turning to look at and seeking the reassurance of the

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

childminder. Settling in takes as long as necessary, dependent on the individual child, so that they become accustomed to their surroundings in their own time. This ensures that transitions between the children's homes and the setting are smooth. The childminder skilfully ensures each child receives good levels of attention and support, while being fair about dividing her time so that each child feels valued and included.

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

Children who have been at the setting for a while appear totally at home in their surroundings and at ease with the childminder. They seek out their toys, making decisions about their play from the wide range of resources available. The environment is organised well and is very child-centred so that everything is easily accessible. This means that children can initiate their own play as they choose. They move around the room safely and handle the equipment they use with care and consideration. When asked by the childminder 'shall we do some good tidying up?', children do so without hesitation, fetching the correct boxes for each of the toys and putting them away. The childminder is a positive role model. She is supportive of the children in her care, so that they learn to share, take turns and show respect for others. Older children happily help the younger children, for example, when a younger child cries, older children fetch toys to soothe

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

them. The childminder sets clear boundaries and children follow these without question. She regularly praises children for their efforts and achievements, helping to develop their confidence and self-esteem.

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

The childminder provides healthy snacks for children. They regularly tuck into a variety of fresh fruit. She ensures children's dietary requirements are met so that their health and well-being are not compromised in any way. Children access their drinks whenever they choose, and younger children have bottles of milk at appropriate times. They are keen to hold the bottle themselves as the childminder rocks them in her arms. This helps to develop children's independence. Children learn about safety through daily activities, routines and observations when they are out in the community. For example, they discuss the colours of traffic lights and learn that they cross the road when the lights are green. They also discuss the different road signs they see and how these are there to ensure the safety of drivers and pedestrians. They listen to the instructions of the childminder and stay close at all times. This promotes their safety awareness.

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provision

The childminder demonstrates a good knowledge and understanding of the safeguarding and welfare requirements of the Statutory Framework for the Early Years Foundation Stage. She is aware of the signs to alert her to any child protection concerns and to whom these should be reported. She has recently attended child protection and first aid training to update her knowledge and ensure that her practices are up to date. Risks within the home and garden and for outings are identified and minimised so that children's safety is consistently promoted. At times, the childminder cares for four children in the early years age group so that she can care for siblings and ensure there is continuity of care. She clearly demonstrates through discussion and her practice how the individual needs of each child are met. She has a range of policies and procedures which are updated regularly in line with current legislation. Her policies are adhered to at all times to ensure that

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provision

children's health and safety is promoted.

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provision

The childminder is committed to improving her practice and keen to initiate change as necessary. She has made a concerted effort since her last inspection and addressed all the actions and recommendations raised to improve her childminding service. She regularly monitors the way in which she assesses children's learning to ensure that it accurately reflects their achievements and next stages in their development. She is flexible and adaptive, incorporating new knowledge into her practice that is of real benefit to the children in her care. For example, she has attended a local initiative so that she can fully support children's language acquisition and identify early intervention and the support of other professionals if required. She listens to children and knows what they like so that she can follow their interests, which means their ideas are valued. Regular and ongoing discussions, along with questionnaires, provide parents with opportunities to put forward

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provision

suggestions and contribute their views so that children's well-being and learning are effectively supported.

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provision

The childminder develops positive relationships with other early years settings involved in supporting children's care and education. News books enable information to be shared, recording children's achievements and 'wow moments', along with targets for further development. This means that the childminder and staff can build on what children already know and support each other so that there is consistency in children's learning. In addition, she works well with other professionals to provide the best support for children, listening carefully to all concerned and following advice so that children's needs are put first. This means that children's social, emotional and learning needs are central to transitions between settings.

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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 EY318927 Local authority Warwickshire Inspection number 908889 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 9

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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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