Childminder in Warwickshire

Inspection date

Previous inspection date 02/07/2013 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 understands how children learn and make progress. She successfully plans activities based on children's individual interests and abilities in order to effectively promote their development.  There is a warm and welcoming environment in which children are secure, happy and confident to express themselves.  The childminder promotes the health and safety of the children in her care successfully. She assesses risks within her premises and while on outings well and minimises hazards so that children have good access to a variety of activities and experiences.  The childminder actively shares advice and guidance with parents and other childcare providers. This forms part of her evaluations of practice and ensures she is supporting children's care and education effectively.

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It is not yet outstanding because

 The use of novel and natural resources in the indoor and outdoor environments to promote children's sensory development is not explored to the very optimum.  There is scope to further improve the partnerships with other providers who share the care of the children. This is in order to enhance the consistent and complementary experiences offered to children across settings.

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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 activities in the childminder's living room and playroom.

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Inspection activities

 The inspector spoke with the childminder and children at appropriate times throughout the observations.

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Inspection activities

 The inspector reviewed documentation including children's information and learning records, the childminder's certificates and a selection of policies and procedures.

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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, baby and three children aged 15, eight and six years in a house in central Rugby, Warwickshire. The whole of the ground floor, a first floor bathroom and the rear garden are used for childminding. The family has no pets.

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Information about the setting

The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis. The childminder collects children from the local schools and pre-schools. There are currently three children on roll who are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 8am to 6pm, Tuesday to Thursday. She has a Diploma in Nursery Nursing and teaches baby signing.

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

 extend the range of novel and natural resources inside and outside so that young children are encouraged to explore and investigate using all their senses

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

 enhance the good communication between settings by sharing more regular and relevant information in order to fully secure the ongoing continuity in children's learning.

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who attend

Children arrive happy and keen to play. They are confident in the childminder's home and settle well into the activities available. The childminder helps children to make the most of the activities provided through positive interaction and good use of resources. For example, as they push cars back and forth to one another the childminder cheers and claps. This action is copied by the children as the car reaches its destination. The childminder offers plenty of praise and encouragement for all efforts and achievements while enabling children to explore at their own pace. For example, she sits with the children as they build towers and stack cups and offers help if needed to steady so they do not fall over. The childminder watches and supports as children move around the environment with ease making choices about what they would like to play with. Children's good communication and language is promoted very well because even the youngest children

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who attend

use a range of baby signs and words. It is clear to see how well the children express their likes, dislikes and preferences during play. For example, babies make signs for 'more' and make blowing gestures when they want to watch and pop bubbles. The childminder considers each child's needs and abilities when planning and providing the opportunities for children. For those who are learning to walk, she places toys on surfaces at different heights to help strengthen their muscles as they pull themselves up to a standing position. As a result, children are making good progress through these and other activities which support their development across the seven areas of learning. This means that the childminder teaches children well and helps them develop the skills needed for their next stage in learning and on to school where appropriate.

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who attend

The childminder has a good understanding of the learning and development requirements of the Statutory framework for the Early Years Foundation Stage. She is an experienced and well-qualified childcarer who has continually increased her knowledge of child development. This is done through gaining good advice and guidance from other professionals, such as the children's centre staff and other childminders, and from research on the internet. The childminder is working well with parents and carers to ensure all children's needs are met. She discusses and records valuable information from parents about children's starting points and interests. Furthermore, the sharing of regular two-way observations on learning with parents is used well to plan together and think through ideas of how to move the children forward.

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who attend

The childminder understands how to complete the required progress check at age two and has prepared documentation ready for use. She knows that these are to be shared with parents in order to identify the development levels and needs of the children. The childminder recognises that these assessments ensure that parents are well informed about their child's development in the prime areas of learning and highlight any areas where the child's progress is less than expected. This enables appropriate support to be gained at an early stage so that no child gets left behind.

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who attend

The childminder confidently observes children's achievements and records many of these in individual learning records alongside beautiful photographs of the children enjoying themselves. Furthermore, she has a well-defined system of planning in order to provide activities to support each child's learning. This comprises of a colour coded chart set out each week including the possible opportunities available to support the prime and specific areas of learning. This shows that the childminder is very aware of children's individual development and next steps and provides activities accordingly. As a result, children enjoy some lovely experiences and are progressing well.

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

Children develop warm relationships and secure bonds with the childminder, turning to her for reassurance and comfort when they are tired. The childminder is a good role model and use of consistent strategies and age and stage appropriate explanations provides children with a clear understanding of acceptable behaviour. Children learn through gentle reminders during play, and distraction techniques promote sharing and taking turns with favourite resources. They are encouraged to choose from a good selection of resources which are easily accessible. These include toys, such as play people, inset puzzles and books, which depict positive images of diversity and help children to value and respect others.

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

Children are becoming more aware of their safety as they help to tidy away when they have finished. This practice supports the childminder's clear risk assessments and ensures children are developing skills to help manage the safety of their environment. The childminder ensures all resources are safe and suitable as she sets them out ready for the children either before they arrive or when they are requested. This helps children to become more at home in their surroundings, raises their sense of security, and helps them to settle in quickly. Her system of effective planning is used to good effect because she has ideas in mind following on the children's interests. The childminder then often borrows resources and equipment from her local children's centre to support children's learning. Furthermore, there is good access to a range of open storage from which even young children are able to choose their favourites. There is, however, scope to increase the

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

opportunities for children to explore their environment. For example, more natural and novel resources, inside and outside, may entice children to explore using their senses in order to encourage children's curiosity.

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

Children's care needs are met well. This is because relevant information is gathered from parents at the start of each day and the childminder considers individual routines and plans activities around this. Children are developing some good self-care skills as they access suitable drinks and have a go at feeding themselves at snack and mealtimes. This helps them to be more aware of their own needs and encourages them to make some healthy choices. The childminder serves meals that are provided by the parents. This ensures that any special dietary requirements are met. Furthermore, the childminder and parents agree to particular care plans with regard to meeting children's needs. For example, clear detail is recorded in a diary including daily events relating to food and drink, nappies and temperament. This is then shared with parents in order to plan for the next session with the childminder.

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

There are some good opportunities for children to benefit from fresh air and exercise. For example, they enjoy playing in the sand and water or in the playhouse in the garden. The childminder wishes to extend this further to include more experiences, such as digging and planting. In addition to this, currently they go to varied groups and sessions throughout the week in order to access experiences on a greater scale. These opportunities also help children to mix with larger numbers of children and to understand the need to cooperate in structured activities. Therefore, children are developing the skills needed to support the next stage in their learning, preparing them for their movements both within the setting and to other settings and on to school.

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provision

The childminder has good knowledge of child protection issues and understands the procedures to follow in the event of a concern about a child in her care. All required documentation and parental consents are in place and stored appropriately to ensure confidentiality. The childminder is conscious of the need to ensure that the environment in which children play is safe. She checks the toys and equipment and supervises the children effectively as they play. Access to the premises is monitored and the identity of any visitors is checked before entry.

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provision

The childminder is an experienced child carer and over the years of being in practice has grown in confidence. She has gained a qualification at level 3, actively seeks advice and guidance from other professionals and attends training events which are of interest and as required. She has implemented good systems for monitoring and evaluating her provision. This means that strengths and weaknesses are clearly targeted at driving improvement and supporting children's achievements over time. Furthermore, she has devised an action plan as an effective method of ensuring any changes are successfully implemented. The childminder recognises that this impacts on the quality of her provision which supports her desire to improve. She is aware of the importance of assessing and monitoring the planning and delivery of the educational programmes. For example, she reviews the progress children make and evaluates the activities she provides against guidance

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provision

documentation, such as the Development matters in the Early Years Foundation Stage, to ensure she is doing her best. The childminder regularly meets with other childminders to discuss best practice and share good advice about how to implement effective systems.

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provision

There are currently no children on roll with special educational needs and/or disabilities or who speak English as an additional language. However, the childminder recognises how important it is to communicate well with parents and other professionals to ensure their good practice meets the needs of all children. She understands clearly the need to treat each child as an individual and to value this and provide the very best for them. For children who attend other settings, the childminder is establishing some good partnerships. She shares general information with nursery staff in agreement with parents. Although, she is yet to build on this through sharing information with a childminder who cares for the children during school holidays. This is in order to ensure that children receive consistent and complementary experiences across all settings.

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provision

The childminder takes care to build relationships with parents and carers and obtain useful information about the children. For example, initial details about care routines and likes and dislikes are shared through completion of child information records. Further ongoing information from parents is valued and used to ensure children receive continuity in their care and individual needs are met. Current parents are more than happy with the care provided and are often invited to share their views. The childminder feels it is very important to provide parents with varied opportunities to express their opinions. This is so that she can continue to develop her service in order to provide the best possible care for their children.

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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 EY452580 Local authority Warwickshire Inspection number 902641 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 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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