Childminder in Staffordshire

Inspection date

Previous inspection date 17/06/2013 14/12/2012

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early years provision

This inspection: 2 Previous inspection: 2 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 show high levels of enjoyment, interest and fascination in the varied and stimulating range of experiences that are provided by the childminder. As a result, children are motivated, eager learners who make good progress in their learning and development.  The childminder has a very strong knowledge and understanding of her roles and responsibilities in relation to meeting all the requirements of the Early Years Foundation Stage. As a result, her conduct and practice are effective in ensuring children's needs are fully met.  Partnerships with parents are very positive and make a strong contribution to meeting children's needs. Children's transitions between the setting and home and to their next setting are very well-supported. This contributes to children developing a secure sense of well-being, in order for them to be effective learners.

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It is not yet outstanding because

 The childminder does not capture all opportunities to include children in preparing food, in order to further support their understanding of the importance of healthy eating.

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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 playroom, kitchen and garden.  The inspector interacted and spoke with children and parents present.

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Inspection activities

 The inspector spoke with the childminder about her practice and conduct, daily routines, children's individual learning and self-evaluation.  The inspector looked at a range of documentation.

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Information about the setting

The childminder was registered in 2004 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and three children aged 19, nine and eight years in Tamworth, Staffordshire. The whole of the ground floor and the rear garden are used for childminding.

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Information about the setting

The childminder organises a network group for childminders and visits the local children's centre. She takes children to the local shops and park on a regular basis. She collects children from local schools. There are currently nine children on roll, seven of whom are in the early years age group. Children attend for a variety of sessions. The childminder is an accredited childminder offering funded early education for two-, three- and four-year-old children. She has obtained a qualification at level 4 in childcare. She is open all year round from 7.30am to 6pm, Monday to Friday, except for family holidays.

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

 enhance opportunities for children to take part in preparing food, in order to support their very good understanding of healthy eating.

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who attend

The childminder uses a daily home diary to record her observations and assessments of children's progress, which is an effective way of informing and involving parents in their child's learning. The diaries contain photographs of children at play, illustrating their progress, and detailed explanations are provided of how children are learning and what is interesting them. They also contain contributions from parents. Collectively, this information provides an accurate picture of children's achievements over time and identifies next steps in their learning. This information is used well by the childminder to plan a range of stimulating experiences to further extend children's learning. It also helps parents to support their children's learning at home. Children are involved in printing out pictures and gluing them into their diaries, which provides wonderful opportunities for them to share their experiences with their family, and to see the progress they are

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who attend

making. This very effective approach ensures children receive tailored and consistent support for their learning, which helps them to make good and often rapid progress in their development. The childminder demonstrates a very good understanding about how to engage and capture children's interest and motivation in learning. She creates a very rich learning environment both in and outdoors, which children access simultaneously. This provides enhanced opportunities for children to gain a sense of space, colour, light and scale. It allows them to come into contact with nature and to respond to the sounds and sights they see around them. For example, a young child's attention is drawn to look up into the sky as the child hears a helicopter approaching overhead. The childminder notes the childs interest and joins him. She matches the high excitement the child is showing and asks the question 'What is it? This encourages the child to express the childs thoughts that it is a

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who attend

plane and it sustains his fascination until the helicopter comes in to view. At this point the childminder introduces the correct term by calling out loud 'It's a helicopter', which the child repeats. This supports the child to learn new vocabulary and to begin to distinguish between the different sounds of a plane and a helicopter, which supports the child to move along in his learning.

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who attend

The childminder places great emphasis on providing stimulating resources which are very accessible and open-ended. This enables younger children to use, move and combine them in a variety of ways. As a result, children have wonderful opportunities to take part in active play and exploration. Children show high levels of enjoyment, interest and fascination in the varied and stimulating range of experiences that are provided. As a result, children are motivated, eager learners who make good progress in their learning and development. For example, young children play in sand and become highly engrossed in concentrating and developing their own ideas and goals. They open the low-level drawers and collect a variety of different size and shaped containers, which they fill with sand and then empty. They collect and different tools to pour, sieve, mix and stir the sand and they collect toy diggers and tractors to make marks through the sand. The

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who attend

childminder supports children's learning and play by collecting water in a container and placing it in the sand tray. This inspires children to add sand to the water and to watch the change that takes place. It also inspires them to collect stones, twigs and shells from nearby baskets to add to the mixture. These activities help children to develop their physical skills. They also help them to persist and develop their own ideas through trial and error.

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who attend

During this time, the childminder stays close and models language by providing commentary in the context of children's actions. For example, she says 'That looks heavy' as children lift and struggle with heavy containers. This is very helpful to younger children because it helps them to make links between their actions and to understand new words and phrases. The childminder is also effective in supporting older children to develop the skills they need for school. For example, she has fitted large writing boards with containers for mark making tools on walls indoors and outdoors, which effectively encourages children to make marks for their own purpose. She also works in partnership with parents and local schools to support children's interest in linking sounds to letters and naming and sounding the letters of the alphabet and numbers. A comfy book area and lots of fiction and non-fiction books support children's interest and enjoyment in reading and

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who attend

recognising print carries meaning. Props, and craft displays are also used by the childminder to extend children's understanding of the way stories are structured and to support them to be able to re-tell events. A wonderful array of recycled resources enables children to experiment with sound. For example, plastic pipes run up and along the rooftop to carry sound to each end with play telephones attached to them so that children can listen and speak into them. The childminder also provides the opportunity for children to take their favourite books home to share with their parents, which further enhances their interest and learning.

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

The childminder has a very secure understanding of how important it is that children develop a secure sense of well-being. She ensures children receive the support they need to make smooth transitions. For example, initial settling-in experiences are tailored to meet all children's individual needs, in partnership with parents. This may include extending sessions, where needed, to ensure children become confident and familiar with their new surroundings and carer. The childminder also makes good use of simple technology. For example, she uses recordable pens that have been programmed so that children can hear their parents singing and talking to them as they play. During the day the childminder places good emphasis on reassuring children when there are unexpected events or changes to their normal routines. For example, when the inspector arrives she introduces the children to her and explains the purpose of her visit. The childminder is

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

very proactive in developing strong partnerships with local schools that children attend. She provides schools with 'wow' observations of children's progress and she spends time with children supporting them in completing homework, which promote continuity and cohesion in children's learning. Parents report they particularly value the role the childminder takes in passing on information between the school when they are unable to have daily contact due to work commitments. All of these approaches contribute to ensuring children develop a strong sense of belonging and well-being.

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

The childminder is exceptionally effective in creating a highly flexible and stimulating environment. A wide variety of easily accessible resources ignite children's interest to initiate their own play and follow their own interest in all areas of learning, indoors and outdoors. This effectively supports children's independence. She fully understands how important it is for children to become active and play outdoors. There is an exceptionally well-equipped outdoor sheltered area so that children can enjoy fresh air and outdoor play during all weather conditions. This area provides opportunities for children to learn about nature, develop a sense of adventure and ability to work on a larger scale than indoors. For example, children see and hear the effects of the wind and movement on the hanging musical and wind chimes. Children also have good opportunities to develop their physical skills using a wide variety of outdoor toys, such as wheeled toys, balls and hoops. Children

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

enjoy making regular trips to local parks to use larger equipment and they stop off on a daily basis on the walk home from school to have a run around a local open space. These activities help children to become active, develop control over their bodies and help to develop a positive attitude to exercise. During these types of activities children are supported to develop their undertaking of how to keep themselves and other safe. As a result, children demonstrate a good understanding, relative their age.

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

Children develop close and trusting relationships with the childminder, who is warm and responsive to them. The childminder is a good role model, treating children with sensitivity and kindness. As a result, children demonstrate kind and caring behaviour and develop friendships with each other. For example, older children sit and share a book with younger children. The childminder uses appropriate and effective strategies to support children of all ages to manage their feelings and behaviour. She remains calm and appropriately firm to ensure children are suitably guided to consider others. As a result, children in her care demonstrate very good awareness of suitable boundaries and behavioural expectations, relative to their age. For example, older children are able to refrain from becoming to exuberant when younger children are present. As a result, all children enjoy harmonious environments, which help to support their sense of well-being. Effective partnership

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

working with parents ensures continuity and consistency of boundaries for children, who respond well to these.

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

The childminder works very well in partnership with parents to support children's care needs. Daily diaries and verbal exchanges of information ensure all children's individual care needs are met very well. Children are supported well to develop a good understanding of healthy eating. They take part in discussions and take part in topics about healthy eating and they particularly benefit from the very healthy and nutritious meals and snacks the childminder provides. However, children are not always involved in preparing food, which is a valuable way of further supporting their interest and understanding of healthy eating.

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provision

The childminder demonstrates her ongoing suitability through her very strong knowledge and understanding of her roles and responsibilities in relation to meeting all the requirements of the Early Years Foundation Stage. She is a highly effective and reflective practitioner who demonstrates a secure drive to continually develop her understanding of how children learn and how she can effectively support this. For example, she attends ongoing meetings and training events as part of her role as an accredited childminder. This includes the training event 'Every Child a Talker', 'Mark Making' and 'Letters and Sounds', which has resulted in her effectively supporting children to make very good progress in their communication and literacy skills. As a result, of attending an 'Equality and Diversity' training event the childminder has also made many changes to the learning environment, which has made it extremely accessible to children.

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provision

Safeguarding procedures are robust, ensuring that children are kept safe and protected from harm and neglect. There is a comprehensive safeguarding policy which is effectively implemented. For example, visitors are informed about the childminder's 'No mobile phone policy' and they are requested to provide information relating to the status of their suitability checks. The childminder has a good understanding of her legal duties and responsibilities with regards to child protection issues. She has recently completed a refresher course to update her knowledge of child protection issues. She has also devised written safeguarding policies that are shared with parents. As a result, she has a strong understanding of the action she should take if she was concerned about the welfare of a child in her care. Children are further safeguarded through a culture of assessing and minimising risks during all activities, which ensure they enjoy a safe and secure

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provision

The childminder has developed very positive partnerships with parents. She can offer a more flexible service because she is an accredited childminder, which enables her to offer funded education places to parents. Discussions with parents demonstrate their extremely high regard for the childminder's professional knowledge and conduct. Parents are particularly impressed with the support their children receive to make the progress in their learning and development. Parents are provided with comprehensive information about the Early Years Foundation Stage Framework. For example, there is a very informative attractive display in the playroom and parents receive an individual pack of information detailing all areas of learning and assessment for their own reference at home. This makes a strong contribution to supporting parents in meeting their children's learning needs.

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provision

Self-evaluation is effective, taking into account the views of parents and children. It is effective in monitoring the educational programmes to ensure children benefit from a broad range of experiences. Children's individual abilities and needs are closely monitored in partnership with parents and other agencies and other providers, where appropriate. This leads to good levels of support and intervention and helps to ensure all children make good progress towards the early learning, taking into account their starting points and capabilities. The childminder has effectively met the recommendation made at the last inspection, in relation to avoiding unnecessary slips and falls, particularly when they have been playing in the sand. Children have been taught to stamp their feet to remove sand before they enter the playroom where mats have been placed to further minimise this potential hazards.

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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 EY292916 Local authority Staffordshire Inspection number 923893 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 9

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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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