Childcare on Domestic Premises, Full day care in Worcestershire

Inspection date

Previous inspection date 03/07/2013 Not Applicable

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early years provision

This inspection: 1 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 1 The effectiveness of the leadership and management of the early years provision 1

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This provision is outstanding

 Children enjoy a wealth of exciting and innovative experiences to enhance their learning and sustain their interest. Staff are adept at extending or adjusting activities to meet children's individual learning needs and to ensure that no child gets left behind.  Children thoroughly enjoy looking at books and listening to stories. Staff skilfully use puppets and other inventive techniques to enrich and support children's communication and imaginative skills.  Children's health needs are exceptionally well supported. They especially enjoy spending time outdoors in the fresh air where they take part in exciting and stimulating activities and explore the local environment.  All children show an excellent sense of security and belonging within the setting. They are confident and display high levels of self-esteem.  Staff are passionate, dedicated and of a high calibre. They strive to provide children

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This provision is outstanding

with high-quality care and individualised learning, which will equip them for the move to 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 children in all areas of the premises and outdoors.

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Inspection activities

 The inspector looked at children's records, planning, assessment and other required documents.  The inspector held ongoing discussions with staff and children.  The inspector sought the views of parents through the use of questionnaires.

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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. The setting operates as childcare on domestic premises and the owner has worked as a childminder since 2004. The setting is located in a house in Malvern Wells, Worcestershire, which has a designated main play room and additional rooms for sleeping. There is an enclosed outside area for play.

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Information about the setting

The setting employs seven members of childcare staff, all of whom hold appropriate early years qualifications at level 2 or 3. The owner has Qualified Teacher Status. The setting opens Monday to Friday all year round, except for agreed holidays. Sessions are from 7.45am until 6pm. Children attend for a variety of sessions. There are currently 19 children on roll in the early years age group. Older children can attend during school holidays and before and after school. Staff are able to take children to and collect them from local schools. The setting provides funded early education for two-, three- and four- year-old children. It supports children with special educational needs and/or disabilities.

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

 encourage further, children's excellent active involvement in storytelling by creating story sacks for them to use at home.

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who attend

Children thrive in this busy, stimulating environment. They make excellent progress because staff can clearly identify any gaps in their learning and development and provide innovative and exciting activities to help them to achieve. Staff consistently provide children with challenging but achievable experiences. As a result, they show high levels of energy and fascination in their learning and develop the necessary curiosity to make them enthusiastic learners. Children benefit from staff's enthusiasm to find and implement new and exciting ideas to help children to learn, develop and concentrate. For example, they have recently introduced the 'helicopter method', which supports and encourages children's communication and imaginative skills. Children tell a story, which staff write down, then support children to act it out. Children decide where they want the stage and mark it out using masking tape. When they have acted their story staff decide to leave the

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who attend

'stage', which children incorporate into their imaginative play. For example, as a hole that they build bridges over or ask to sit round for 'square time' instead of circle time. Planning develops from children's individual preferences and is pertinent to every individual child's needs. Staff are skilled at adjusting activities to ensure that every child receives a balanced and suitable learning experience. They recognise children's individual learning needs and patterns and provide an extensive range of activities to support these. They often make resources to ensure that they fully reflect individual children's interests and are geared to the next stage in their learning. For example, they have recently made a maths game to encourage children who have a fascination for a well-known, time traveller. Children have to match pictures to numbers to find and enter the code into a time machine calculator to help save the traveller from space monsters. All children's

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who attend

progress is tracked through the implementation of base line assessments when they first start. Staff have implemented the 'progress check at age two' to enable them to assess children's development and act on any areas if there are concerns. This ensures that all children make excellent progress in line with their starting points and individual capabilities.

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who attend

Parents are fully included in all aspects of their child's development and learning. A white board displays the main activities of the day and every child has a 'Focused Activity' book. This tells parents activities children have been involved in, the learning that has taken place and what their child's next steps might be. This encourages parents to build on children's learning at home. Every child has a photographic learning journey to keep as a record of their progress and achievement. Parents are encouraged to share information about their child's interests and achievements at home. Staff use this information to plan activities, which will further enhance and enrich children's excellent learning experiences.

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who attend

The teaching and learning within the setting is exceptional. The setting is a hive of activity as children enthusiastically make choices within their play. Fun and laughter are an integral part of the day and sounds of extremely happy, confident and contented children reverberate, both indoors and outside. Children delight in the creative activities that staff have prepared for them. They make robots using re-cycled boxes and tubes, which they cover with foil, and decorate bags with eyes, pom poms and wool to make monsters. Children thoroughly enjoy looking at books and listening to stories. They become enraptured by the story of a giant who is brought to life by staff's skilful use of props and intonation. Staff extend children's enjoyment and understanding of books as they support children to make their own books to help them to recognise the structure of stories. There is scope to further inspire children's excellent active involvement in storytelling by creating

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who attend

story sacks for them to use at home. Children are developing wonderful imaginations and transport themselves to a world of fantasy where they chase 'Mr Bob', who stole their treasure while they were on a plane going to the seaside to swim like mermaids. Children regularly walk to the nearby common to develop their outstanding understanding of the wider world. Staff introduce games, such as a paper chase, and children draw maps of where they have been. They hunt for bugs and collect natural materials to make stained glass windows.

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who attend

Children learn the valuable life skills they need to prepare them for school extremely well. They recognise letters and can match the letter to its phonic sound. Staff teach them mathematical skills and words as they help children to fold shapes. They cut along the line to understand the meaning of half and children know that half a circle is a semi-circle. They use a tape measure to find the length of play dough they have rolled and measure the beans they have grown, recording the height of them on a graph. They learn to concentrate very well as staff involve them in games where they have to remember and name the objects hidden underneath a cloth. Staff very skilfully adapt and extend the game to ensure that it is tailored to each child's individual learning potential.

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

A well established and extremely effective key person system operates within the setting. This helps children to form secure emotional attachments and provides parents with a familiar person to share information with regarding their child. Every key person knows their children exceptionally well and can clearly demonstrate how they are helping and supporting them to move forward and make excellent progress. Transitions to school are exceptionally well supported. Strong links have been forged with the schools that children will move to. Children are encouraged to talk about the experiences they have when they visit their new settings and teachers are invited to come to the setting to see children in familiar surroundings. Children's 'Focused Activity' books are shared with schools and staff complete transition forms to ensure that the move to school is a highly positive experience.

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

Children's health is very well promoted and there are clear and consistently applied systems in place to protect them from infection. Children learn to become independent in managing their own personal needs. They are beginning to understand the importance of eating a healthy diet as they enjoy healthy home cooked meals, such as broccoli, cheese and pasta bake. Staff reinforce children's knowledge of fresh fruit and vegetables as they grow beans, tomatoes, potatoes and sweet corn in the garden, which they harvest and use in cooking activities. The setting follows the 'Eat better, start better' healthy eating guidelines and menus from the guidance are laminated and shared with parents.

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

Children's behaviour is exemplary. Staff are skilled in dealing with inappropriate behaviour and are adept at finding and implementing solutions to ensure that positive behaviour is supported and encouraged. Children learn how to share and take turns and older children often help the younger children to complete tasks and involve them within their play. Children learn how to keep themselves extremely safe as they learn to use equipment and resources safely. They learn road safety as they walk to the common. This provides them with the skills they will need for the rest of their lives.

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

Children develop very good physical skills which promotes their well-being highly effectively. Staff successfully engage them in activities to help them to learn the importance of fresh air and physical exercise. They access outdoors in all weathers and use a very wide range of equipment to help them to climb, crawl and balance. They pedal bikes with dexterity, avoiding obstacles, and skilfully pour water and scoop sand using different sizes of containers to help them to develop coordination skills. They thoroughly enjoy the time they spend in the mud kitchen and the wild garden. They happily explore and build dens and 'cook' their favourite meals from laminated recipe cards, carefully mixing soil with water they help themselves to water from the water butt and stir their creations using life size utensils. The premises are beautifully maintained and resourced to provide children with a safe and stimulating environment in which to learn and develop. All children are welcome in the

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

setting. Children with special educational needs and/or disabilities are exceptionally well supported. Staff take time to introduce individual education plans, to ensure that every child is fully included. Staff have created posters and signs in English and a variety of other languages, such as Spanish, Urdu, Swedish and Arabic to introduce children to different ways of writing. Children celebrate other customs to teach them about the wider world. For example, they make a lucky money wallet for Chinese New Year and they listen and dance to music from around the world.

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provision

Children are exceptionally well safeguarded. All staff are very aware of their roles and responsibilities in protecting the children in their care, including the whistle blowing procedure. They fully understand the signs and symptoms to be aware of and know when, and from whom, to seek advice. The manager has an excellent working knowledge of safeguarding procedures and works closely with other outside agencies to further ensure children's protection. Recruitment procedures are highly robust. Staff are checked thoroughly before being employed to ensure that all staff working with the children are of a high calibre and are totally suitable. All staff are highly motivated, dedicated and strive to provide excellence for the children. Appraisals and supervision meetings are used to identify any areas for improvement and staff attends copious amounts of training to further enhance their knowledge and expertise. The provider has introduced peer

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provision

monitoring as an additional way of helping staff to reflect on their practice.

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provision

Partnership with parents is exceptional. Parents are wholly valued and their views are sought and respected. Comments for improvement are welcomed and acted upon. Parents views are sought through the use of questionnaires. Comments are extremely positive. Parents say that 'It always feels like such a fun and caring environment and all the staff are so friendly. The environment is a perfect size for social interaction, without getting lost in a group and children's learning of letters and numbers will be a great advantage for when children start school'. Excellent partnerships with other professionals involved with the children helps them to reach their developmental goals.

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provision

The owner can clearly identify the strengths and weaknesses of the setting and is pro- active in her quest to provide excellent, quality childcare for every child who attends. Staff, children and parents are involved in the self-evaluation process and ideas for improvement are carefully considered and acted upon. A continuous method of self- reflection helps to monitor the educational programme and ensure that improvement is sustained. Above all, children thoroughly enjoy the time they spend in this setting and the skills they learn help to prepare them in readiness for school and lay firm foundations for the future.

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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 EY458650 Local authority Worcestershire Inspection number 901190 Type of provision Childminder Registration category Childcare - Domestic Age range of children 0 - 17 Total number of places 12 Number of children on roll 19

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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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