Childminder in Warwickshire

Inspection date

Previous inspection date 06/06/2013 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 shows a good knowledge of each child's learning needs and stage of development, and provides a wide range of exciting and stimulating experiences that interest and engage children. As a result, children make good progress.  The childminder has a very caring and friendly nature and, as a result, children settle easily into her care and are happy and content.  Children are safe because the childminder affords safety a high priority and effectively identifies, assesses and minimises potential safety hazards.  Children's learning potential and enjoyment is enhanced because they have daily access to an exciting and well-resourced outdoor area.

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It is not yet outstanding because

 Opportunities to reinforce messages given to children and their parents about healthy choices and to encourage children to try new and different foods are not fully exploited.  There is scope to extend the information available to parents to further support children's transition into the setting and their overall well-being.

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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 the childminder engage in a range of learning activities, play and daily care routines with the children.  The inspector held conversations with the childminder, her co-minder and children.  The inspector conducted a tour of the co-childminder's home during the inspection.  The inspector looked at a selection of policies, procedures and children's records.

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Inspection activities

 The inspector viewed the childminder's self-evaluation form and some written feedback obtained from parents and carers.  The inspector spoke to one of the children's carers.

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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 in Leamington Spa, and works at the home of her mother, who is also a registered childminder. She also works with another childminder and an assistant. The whole of the ground floor, including a separate playroom, and two first floor bedrooms and the rear garden are used for childminding. The family has two cats, a cockatiel and some goldfish.

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Information about the setting

The childminder attends various local toddler activities and childminding groups, including sessions at local children's centres. She visits the shops and park on a regular basis. She collects children from local schools and nurseries. There are currently 32 children on roll, 13 of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7am to 7pm, Monday to Friday, except for family holidays. She has a recognised early years qualification at level 3 and 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:

 maximise opportunities to reinforce messages given to children about healthy choices and to encourage them to try new and different foods

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

 enhance further children's well-being and transition into the setting, for example, by extending information available to parents and carers about experiences provided for their children, the way the setting operates and the important role that they play in their children's learning and development.

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who attend

The childminder demonstrates a good awareness of the learning and development requirements within the Statutory framework for the Early Years Foundation Stage. She regularly observes children and routinely talks to parents, carers and staff at other settings children also attend. She then uses what she sees and hears to assess children's progress and plan experiences that successfully reflect their individual needs, preferences and interests. The childminder frequently shares information with parents and carers about their children's progress and next steps in their learning. She shows them their children's learning and development records and talks to them about the things their children know and enjoy. In addition, she offers parents and carers some suggestions as to how they can support and extend their children's learning. As a result, children's learning potential is enhanced and they are well prepared for the next stage in their learning and moving on to

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who attend

Children are engaged and having fun. The childminder thoughtfully provides a wide range of interesting activities that she knows children enjoy and will help prepare them for future life. For example, she plans and provides a range of activities that encourage children's pencil control and develop their word and number recognition. Children gain an understanding of technology and how it is used as they use a computer and play with cause-and-effect toys. The childminder skilfully supports and encourages children while they play and learn. For example, as children explore various objects placed in a tray of water, she gives them individual praise and effective support, so that they concentrate and play purposefully. She models number language, for example, 'more' and 'how many?', and encourages children to count and identify colours. Children are given time and space to play independently, and the childminder takes care not to constantly

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who attend

interrupt their play. As a result, children make their own decisions and explore and investigate. Nonetheless, the childminder is close at hand should children require support, guidance or reassurance.

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who attend

Resources available to the children are good quality and safe, and successfully promote their learning in all areas. For example, a well-equipped role play area inspires children's imaginary play and enables them to recreate familiar experiences. They have easy access to dressing-up clothes, a pretend cooker and various non-working household items that include a phone, computer and digital clock. A wide selection of books promote children's interest in reading, and jigsaw puzzles and board games develop their problem-solving and mathematical skills. The childminder interacts well with the children and effectively encourages their language and communication. She follows children's lead in conversations and poses open-ended questions that invite them to think and express ideas. Children talk excitedly about things that interest them, and the childminder shows them that their comments are valued by listening and responding appropriately.

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who attend

Children develop good physical skills as they play outside in the childminder's garden, go for walks and visit soft play centres. They show balance and coordination as they climb, negotiate obstacles and use a range of wheeled toys. Babies and toddlers have easy access to resources that encourage them to grab, push and pull. For example, they develop fine muscle skills as they explore cause-and-effect toys and play with a range of musical items. Outdoors, there are areas for children to dig and hunt for insects, and they are fascinated by the various wildlife they can see. For example, they show interest in a frog and some newts they see in a water feature in the garden. The childminder fosters their curiosity and encourages them to explore and investigate using all of their senses. For example, she encourages children to smell lavender growing in the garden, and planting activities help children to learn about what plants need to grow and thrive.

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

Children are at ease in the childminder's care. Flexible settling-in procedures help them to adjust at a pace that successfully reflects their needs and parental requirements. The childminder makes the effort to find out about children's home routines, and works with parents and others involved in children's care to provide consistency and continuity. Information is shared between the childminder, her co-workers and parents and carers in a variety of ways. For example, they talk on a daily basis and the childminder maintains diaries and learning and development records for the children. However, there is scope to extend this information sharing further to enhance children's well-being and transition into the setting. The childminder provides a comfortable, inviting, child-friendly environment where children have plenty of space to play and rest. Children know where things are kept, and easily accessible toy storage allows them to make some independent choices

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

about their play and learning. Consequently, children have a sense of belonging and there is a relaxed and happy atmosphere in the childminder's home.

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

All areas of the home that are used for minding are clean and safe. Children gain a good understanding of safe practices as they practice emergency evacuation procedures and learn about road safety. The childminder reinforces safe practices through discussion, planned activities, sharing stories and offering children gentle reminders as they play. For example, older children are reminded of the choking risk to younger children posed by toys with small parts. Effective hygiene routines are modelled by the childminder and help children to understand the importance of hand washing. Children have their own colour- coded hand towels and use liquid soap; these measures help to prevent the spread of infection. Children demonstrate personal care skills appropriate for their age and stage of development. Their independence is encouraged through praise, and children being toilet trained beam with pride as they receive stickers for their successes.

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

Children experience plenty of physical exercise and fresh air, and are provided with a range of healthy meals and snacks. Drinks are readily available and these prevent children from becoming dehydrated. Children participate in some experiences that help to teach them about the benefits of a healthy diet. For example, they enjoy cookery activities and play a board game based around promoting healthy options. However, opportunities to reinforce messages about healthy choices and encourage children to try new and different foods are not always exploited.

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

Children behave well and show by their actions that they understand and respect the childminder's expectations for their behaviour. For example, they use manners and share and take turns in their play. The childminder provides children with a positive role model to follow and is calm and considerate in her manner. She uses a range of developmentally appropriate strategies to manage children's behaviour, and these are shared with parents to promote consistency. Friendships are evident between some of the children, and relationships between the childminder and children are good. Children are valued as unique individuals and taught to appreciate and respect similarities and differences in people. Resources accessible to children include a good selection that promote an awareness of culture and the wider community. For example, children play with dolls that have different skin colours, and access books that include positive images of disability and

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

culture. In addition, a world map, displayed on the dining room wall, indicates the various countries children have visited and inspires discussion about the wider world.

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provision

The childminder affords a high priority to children's safety. She fully understands her responsibilities with regard to meeting the requirements of the Statutory framework for the Early Years Foundation Stage. All required documentation is in place and maintained well. A range of written policies carefully outline the childminder's procedures. These support her practice, and that of her co-childminders and assistant, and provide information for parents. Daily visual safety checks and a wide range of safety precautions protect children. For example, the exterior gate is secured, the garden water feature is covered and hazardous items are stored out of the reach of children. The childminder confidently describes a range of potential signs and symptoms of abuse and knows what to do in the event of child protection concerns. All adults on the premises are appropriately vetted and children are only released into the care of authorised individuals.

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provision

Consequently, children are effectively safeguarded.

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provision

Children and their families benefit from the childminder's enthusiasm and strong desire for quality. Since registration she has undertaken a selection of training courses that include safeguarding and behaviour management. The childminder describes how the behaviour management course raised her awareness of effective behaviour management strategies. As a result, she is more aware of the value of getting down to the children's level when providing explanations as to why their behaviour is unacceptable. In addition, information acquired from training attended by her co-minders is cascaded and then used to further enhance practice.

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provision

The childminder is constantly reflecting on her practice and regularly seeks the views of parents and her co-minders to enhance her service. She demonstrates a good appreciation of her strengths and areas for improvement, and describes her creativity as a major strength. She is also proud of the safe and nurturing environment provided for the children and the good relationships she has with them. The childminder routinely monitors and evaluates children's progress and the experiences she, her co-minders and assistant plan and provide. She asks children for their views on activities, and carefully considers their enjoyment, learning and achievements.

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provision

The childminder is not currently caring for any children who speak English as an additional language or who have special educational needs and/or disabilities. Nonetheless, she describes effective strategies to support their learning and welfare. Furthermore, she is well aware of the need to work effectively in partnership with parents and any other professionals involved in children's care and education. This helps her to identify what is necessary for each child at any particular time and ensure consistency of care. The childminder has forged links with other early years settings and regularly meets with other childminders to exchange ideas and share good practice. Relationships with parents and carers are good. They praise the service provided and comment on how happy their children are to attend.

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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 EY455287 Local authority Warwickshire Inspection number 899502 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 32

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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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