Childminder in Warwickshire

Inspection date

Previous inspection date 30/05/2013 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 is very confident in teaching children through a wide variety of indoor and outside play and learning experiences. She understands how children learn and how to adapt activities to meet each child's needs.  The childminder has good relationships with parents and providers, who share the care of the children. She is, therefore, able to welcome children and support all their care needs.  Children are motivated to learn because they feel safe, secure and form close attachments to the childminder. Good systems are in place to ensure that the childminder evaluates and progresses her service.

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It is not yet outstanding because

 Children have fewer opportunities to develop their very good self-help skills and independence through preparing their own snacks.  There is scope to further enhance the stimulating outdoor area, by making it rich with words and through using labels and pictures to help children's language and early literacy skills.

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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 had discussions with the childminder and spoke to the children throughout the inspection.

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Inspection activities

 The inspector looked at children's assessment records, learning journeys and planning documentation.

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Inspection activities

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

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Information about the setting

The childminder was registered in 2012 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and her two-year- old child in Polesworth, Warwickshire. The whole of the premises and a rear garden are used for childminding. The childminder has a BA (Honours) degree in Early Childhood Studies. She takes children to local childminder groups and activities at nearby children's centres. The childminder visits local shops and a park on a regular basis. She collects children from the local school and pre-school.

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Information about the setting

There are currently three children on roll. All of whom are in the early years age range and attend on a part-time basis. The childminder operates for 48 weeks of the year from 8am to 6pm, Monday to Friday, except bank holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years.

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

 extend opportunities for children to prepare meals and snacks, in order to develop their independence and self-help skills

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

 enhance further the outdoor area, by using labels and pictures to help children's language and early literacy skills and enriching it with words.

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who attend

Children are secure, happy and confident at the childminder's home because she knows them well and meets their individual needs effectively. The childminder is highly qualified and uses her very thorough knowledge of children's learning to accurately monitor their progress and provide activities that support their development. Children make good progress because the childminder uses her observations of what they know and do to effectively identify and support their individual next steps in learning. Assessment helps to identify any areas where children need further support. The childminder completes the progress check at age two years in partnership with parents, who are highly involved in their children's learning. This means that the needs of children are met well. Discussion and information gained when children first start contributes effectively to this process of assessment. The childminder's interaction supports children's learning and development,

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who attend

ensuring that they are stimulated and intrigued by resources and activities that reflect their interests.

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who attend

The childminder is aware of the benefit for children's learning of providing natural and household resources. She plans activities to engross them, such as developing their sensory awareness through exploring textures, such as cooked spaghetti. Children feel the textures, pour the spaghetti into different containers, such as, sieves, colanders, weighing scales and wooden spoons. They talk about how the spaghetti feels between their fingers when squeezed into a ball. Children's language is developed and extended through the introduction to new words, such as, squidgy, stringy and cold. They regularly access the outdoor area where they use bikes, slides and balls to develop their physical skills. However, children's language and early literacy skills are not always promoted as effectively as possible. This is because there is scope to further enhance the outdoor area, by making it rich with words, through using labels and pictures.

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who attend

Children enjoy the responsibility of carrying out small tasks, such as selecting what they play with and tidy toys away. However, they have fewer opportunities to prepare their own meals and snacks, which means that their self-help skills and independence are not always promoted as well as possible. Children enjoy listening to stories and can predict what happens next as they listen intently and with pleasure to their favourites, such as the three little pigs. To bring the story alive, the children use story props, such as masks and soft animal toys. Children enjoy taking part in imaginary play. They share resources with each other, such as a favourite pop-up fire engine and fire hat or pretend to be a shop keeper. They learn about the natural world through planting sunflowers and water cress and use magnifying glasses and binoculars to explore creatures in the garden or objects hidden in sand, saw dust or shredded paper.

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who attend

Children benefit from an interesting week that includes trips and outings to various places in the community. They attend local playgroups, activities at childminding groups and the local children's centre. They regularly visit the library, park and feed the ducks. This supports children to socialise and become aware of different locations and amenities in the area. It helps them to prepare for change, including when they attend other settings or school. Sometimes additional toys and resources are borrowed from the local toy library. This provides children with access to a wide variety of resources to support their learning, particularly with regards to positive images of the wider world. The childminder finds engaging ways to include parents in their children's learning, such as giving them information about schemas and the areas of learning. Consequently, parents readily share information and news about their children's development at home. The childminder takes

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who attend

these into account when assessing children's development and planning for their learning. The very good communication between the childminder and parents means that parents are can equally continue to build upon their children's learning at home. As a result, children experience continuity and make very good progress in their learning and development.

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

Children have very warm bonds with the childminder, who provides them with a welcoming and inclusive home. The childminder works closely with parents to ensure she has a good awareness of all children's needs. Consequently, children feel content, safe and ready to engage in their play. They benefit from a well-resourced playroom and are happy to choose from their age-appropriate toys and activities. Children behave very well and have close relationships with one another as they learn to share and take turns. They happily share toys and show concern for each other. The childminder offers children lots of positive reinforcement for good behaviour to promote children's cooperation and sense of achievement and gives them stickers and lots of praise. This helps children to progress in their personal, social and emotional development.

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

Children have regular opportunities for outside play and therefore, benefit from lots of fresh air and exercise. For example, they access slides, sit on cars, play balls and happily run around. Children explore and understand the importance of watering the sunflowers and water cress, which they have planted, in order for these items to grow. Children celebrate different festivals to give them an understanding of people's different lifestyles and beliefs. They have celebrated Chinese New Year with the childminder, talking about the festival and learning through activities. The welcome poster displayed in different languages and positive image resources ensures that children understand about the wider world.

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

Children develop an understanding of healthy lifestyles through daily opportunities to go on walks and play in the fresh air in the garden. Children's needs are met by the childminder, who regularly offers them drinking water and provides nutritious and balanced healthy snacks and home prepared meals that they enjoy. They understand the importance of and follow good hygiene routines at appropriate times and know washing hands will stop germs spreading. Children benefit from the vigilant approach of the childminder to food safety and hygiene in the kitchen.

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

The childminder has carried out a thorough risk assessments on all areas of the property indoors and outside. She also conducts good risk assessments for outings to parks and other play venues. Suitably placed stair gates restrict children's access into the kitchen and the stairs. This shows that she gives children's safety a high priority. Children gain a strong understanding of risk from the childminder's prompts about using toys and equipment safely. Children also practise the childminder's good emergency evacuation procedures. They learn to keep themselves safe in an emergency.

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

The childminder helps children prepare for the transition to other providers and to school because she has close links with the schools, nurseries and other childminders in the area. She completes transition reports and shares information with parents about how to prepare children for school, so that they are well prepared to learn.

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provision

The childminder has good knowledge and understanding of the learning, development, safeguarding and welfare requirements. Good policies and procedures are in place to guide the childminder's practice and keep children safe. Daily registers are completed accurately and records of accidents and medicines are in place. Risk assessments are effective, which means that the environment and resources are safe for children. All required documentation is in place. The childminder is committed to developing her professional knowledge. Paediatric first aid and safeguarding children courses are up to date. A degree qualification in early years has been achieved, demonstrating her determination to drive continuous improvement.

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provision

The childminder's good understanding of safeguarding procedures means that she knows how to identify concerns and report these to the relevant agencies, to protect children's welfare. She appreciates the value of working with other providers of parallel settings that children attend and with parents to ensure continuity of care and learning. Her written reports regarding children's achievements, progress and future learning targets are based on a good knowledge and understanding and effective use of written guidance, such as 'Development Matters in the Early Years Foundation Stage'. This ensures that children are developing in line with that, which is typical for their age and helps to raise any areas for concern where extra support may be needed. She places high priority on focussing on the prime areas for children's learning, communication and language, personal, social, emotional and physical development, which form a firm basis for children's future learning.

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provision

Effective self-evaluation has resulted in the childminder purchasing plenty of good and varied play resources to support children's learning about the wider world. She is also proactive in seeking feedback from parents. Parents speak highly of her service and her commitment to meet their children's needs. Good partnership with parents means that they are aware of their child's progress and achievements and daily activities through sharing daily diaries and children's learning journals. The childminder is aware of the need to work with relevant agencies to support and meet any special educational needs and/or disabilities, which children may have.

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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 EY454419 Local authority Warwickshire Inspection number 895557 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 3

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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

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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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