Childminder in Worcestershire

Inspection date

Previous inspection date 26/06/2013 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

 Children are progressing well because they are provided with exciting and challenging play which covers all areas of learning.  Children settle well and enjoy their time in the childminder's care. They feel safe and build strong attachments, which promotes their well-being and confidence.  Children gain confidence in using language because they share conversations with the childminder as they play.  Children enjoy exercise and fresh air during regular walks to the park and into the community, as well as outdoor play in the childminder's garden. This supports children's all-round development.

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It is not yet outstanding because

 There is scope to further enrich the type of information gathered from parents on induction, so that the childminder is fully aware of what children can already do at the point of entry, so that progression can be accurately monitored from the onset of care.  There is scope to provide even more opportunities for children to reflect on their learning and to have quiet time in a designated area where they can relax, especially after returning from pre-school.

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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 play activities and daily care routines with the children.

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Inspection activities

 The inspector looked at a range of documentation relating to children, including a sample of children's records and a selection of policies and procedures.

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Inspection activities

 The inspector held discussions with the childminder at appropriate times throughout the inspection.

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Information about the setting

The childminder was registered in 2013 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and child aged 10 years in the Bredon area of Worcestershire. The whole ground floor of the house, one bedroom and the rear garden are used for childminding. The family has a pet dog.

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Information about the setting

The childminder attends toddler groups and activities at the local children's centre. She visits the shops, library and park on a regular basis. The childminder collects children from the local schools and pre-schools.

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Information about the setting

There are currently eight children on roll, three of whom are in the early years age range and 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 is a member of the Professional Association for Childcare and Early Years, and receives support from the local authority.

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

 consider ways to further enhance the type of information gathered from parents on induction to ensure that children's progress is accurately monitored from the onset of care

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

 create more opportunities for children to reflect on their day and learning, for example, by providing a quiet area.

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who attend

The childminder has a good understanding of the Statutory framework for the Early Years Foundation Stage and it is rooted in a good knowledge of how to promote children's learning and development. Children are supported to ensure they make good progress towards the early learning goals, taking into account their starting points, how often they attend and the length of time they have been with the childminder. The childminder plans play and activities around children's individual interests; these are varied and cover all areas of learning. The childminder gathers information from parents on induction about their child's interests, care needs and routines. This information is used to plan purposeful play. However, there is scope to further enrich this type of information, so that the childminder is fully aware of what children can already do, and so that progression from the start can be accurately monitored. The childminder observes and assesses where children are in

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who attend

their learning and development, and this is accurately linked to the Development matters in the Early Years Foundation Stage guidance. Each child has a learning record which contains photographic evidence as well as observations of the child's learning. Parents regularly review these and are asked to contribute to them by adding information as to what their child does at home. Consequently, parents are successfully included in their child's learning. The childminder is aware of the required review of each child's progress when a child is aged two, and plans to implement this when appropriate.

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who attend

Children are extremely happy and thoroughly enjoy the time they spend in the childminder's care. They are developing effective learning skills as they freely choose toys and resources that reflect their current interest. For example, a young child engages in role play washing and changing her doll. The childminder extends this by asking about her bath time at home. This interaction supports children to make links to their home life, as well as promoting their communication skills, self-esteem and self-confidence, all skills which help to prepare them for school when the time comes.

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who attend

Children have independent access to a good selection of books, which they handle correctly. They confidently approach the childminder to read their favourite story. Children use numbers throughout the day, for example, as they count the steps when they use the bathroom and how many biscuits they have on their plate. Children enjoy making marks on the fence and patio with big chalks. They also make patterns using bottles to squirt coloured water. They have the opportunity to explore shape, space and measure, for example, as they dig in the mud, filling and emptying containers. Younger children think carefully as they play with age-appropriate puzzles, carefully putting the pieces in the correct place.

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who attend

Children's physical development is encouraged, both inside and outside. Inside, the childminder engages them in active stories, for example, climbing up a rope and rowing a boat. They also enjoy making movements to music as they sing along to nursery rhymes. Outdoors they play ball games in the childminder's garden; they also enjoy daily walks where they visit the local library, shops, park and playgroup. These experiences help children to learn to be sociable with others and to begin to understand about their local community. They are developing a good understanding of the world around them, for example they watch the birds nesting in the trees in the garden. Also, they watch with wonder the wind blowing the chimes they recently made and hung in the trees.

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

Children have strong relationships with the childminder and are well cared for in a warm and welcoming family environment. They are provided with a wide range of activities and resources which are purposeful and developmentally appropriate. However, there is scope to provide even more opportunities for children to reflect on their learning in a quiet area which provides somewhere to relax if they want to, especially after returning from another setting. Children are treated with kindness and respect, with well-organised routines which help them to feel secure and confident while in the childminder's care. They settle well because the childminder works with parents to understand their routines and care needs. Parents are invited to stay and play, as well as meeting with the childminder's family. They only leave their children when they feel ready to do so. This ensures children make a smooth transition into the childminder's care.

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

Children's health is promoted because the childminder follows very good hygiene procedures and practices which meet the children's physical, nutritional and healthcare needs. Children learn positive hygiene routines because the childminder explains the importance of hand washing and how germs get on their hands. For example, she reminds them that they must wash their hands after feeding the pet dog its morning biscuit. Parents provide their children with all meals, snacks and drinks. The childminder encourages healthy eating, reminding parents to provide fruit, vegetables and yoghurt rather than sweets and crisps. She talks to the children about healthy options using laminated pictures of healthy and not so healthy foods. Children benefit from regular fresh air and exercise because they have the opportunity to play in the childminder's garden, as well as visiting the local parks and shops. This outside interaction supports children's

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

The childminder give a high priority to children's safety. She keeps her home safe and secure by completing risk assessments and ensuring safety measures are in place for all children. For example, safety gates are fitted throughout the house and the pet dog uses a separate area in the garden. When out in the community she reminds children not to talk to strangers, as well as teaching them how to cross the road. Therefore, children are beginning to learn how to keep themselves safe.

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

The childminder is calm and consistent in the way that she approaches behaviour management. There are rules which the children follow called the 'happy house' rules. These include being kind to one another, as well as the pet dog. The childminder gently reminds children about sharing and taking turns. All of these social skills help children in readiness for school.

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provision

The childminder fully understands the learning and development requirements. She plans purposeful and developmentally appropriate play around the children's individual interests, which enables them to make good progress in their learning. She monitors children's achievements to ensure they are all making expected levels of progress given their starting points and capabilities. Partnerships with parents are good. The childminder spends time at the beginning and end of the day discussing their child's achievements and care needs, as well as ensuring that if parents do not have time for a chat that this information is written in the diary that each child has. This two-way flow of information ensures that parents are kept well informed about their child's daily needs and activities. The childminder takes and collects children from the local school and pre-school, where she meets with both the reception teacher and pre-school staff. She shares information

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provision

with them about the children's needs and learning. Consequently, children receive continuity and consistency in their learning, and all practitioners have a shared understanding of the progress the children make.

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provision

The childminder has a high level of awareness of the safeguarding procedures and knows how to protect children in her care. She has completed child protection training, and all required policies and procedures are in place. Children are protected in the event of having an accident. The childminder has a current first aid certificate and, therefore, has up-to-date knowledge and skills to deal with these instances. Consequently, children are cared for in a secure environment that promotes their welfare.

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provision

The childminder understands the need to evaluate her practice and has systems in place to do so. She uses a reflective journal to assess all areas of her practice and sets herself targets to enhance her knowledge and skills. She regularly attends training days. The opinions of the parents and children are sought and welcomed because the childminder asks them to appraise her service by regularly completing questionnaires. She seeks and welcomes advice from other professionals and implements changes that are suggested to enhance her practice.

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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 EY457021 Local authority Worcestershire Inspection number 901578 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 8

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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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