Childminder in Warwickshire

Inspection date

Previous inspection date 25/06/2013 24/03/2009

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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

 The childminder understands how children learn and make progress. She plans experiences based on children's individual interests 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, and minimises hazards so that children have good access to a variety of activities and experiences.  The childminder actively seeks and shares advice and guidance with other childcare providers in order to support children's care and education effectively.

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It is not yet outstanding because

 There is scope to extend the use of the good information collected in the learning records to give a more accurate picture of children's progress over time.  The use of novel and natural resources in the environment to promote children's sensory development is not explored to the very optimum.

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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 compulsory part 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 conservatory.

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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 1988 and is on the Early Years Register and the compulsory part of the Childcare Register. She lives with her husband and adult child, in Bedworth, Warwickshire. The childminder works with assistants. The whole of the ground floor and the rear garden are used for childminding. The family has cats as 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 five 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 7am to 6pm, Monday to Friday, except Bank Holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years.

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

 optimise the use of the good information collected in the learning records to provide a more accurate picture of children's progress over time

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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 available so that young children are encouraged to explore and investigate using all their senses.

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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 childminder who has continually increased her knowledge of child development. This is done through gaining good advice and guidance from other childminders and professionals, such as the children's centre staff, and from research on the internet. The childminder is working in an effective manner with parents and carers to ensure children's needs are met. She discusses and records initial 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. 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 photographs of the children enjoying themselves. However, the childminder does not use this data to best effect, in order to clearly demonstrate the very good progress children are making and in what timescale. The childminder is very aware of children's individual development and next steps, and provides activities accordingly. As a result, children take part in some enjoyable experiences.

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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, she talks with the children as they play, asking appropriate questions, such as 'I wonder if the tower is taller than you?', and responding positively to their suggestions to discover the answers. The childminder involves the youngest children well in the activities. She encourages them to press buttons and turn dials on the activity toys and to be gentle with the older children's toys that they have brought from home. The childminder is skilful in the organisation of activities. This is because she offers effective distraction to younger children so that they do not interfere with older children's play. For example, during a threading activity, each child is given a selection of strings and buttons placed in separate

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who attend

Children build structures with plastic bricks, working out which pieces need to go next to each other. They talk about which colours they have chosen, and compare this to the colours of their new school uniforms and their individual towels in the bathroom. Children help one another to build a garage, with the childminder close by offering assistance while recognising the children's independence and negotiating skills being developed. They take turns to select and place the bricks, and instruct each other to ensure that it is big enough to house the transformer vehicles.

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who attend

The childminder encourages good social skills by encouraging and listening to the conversations between children. She responds well to the sounds young children make, which helps to promote early language and communication skills. 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 supports 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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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 needed. The childminder is a good role model. She uses consistent methods, and age- and stage-appropriate explanations provide children with a clear understanding of acceptable behaviour. Children learn through gentle reminders during play, and effective distraction techniques promote good manners and sharing of favourite toys. The childminder provides activities and resources to promote children's knowledge of different cultures, backgrounds and abilities. For example, varied resources, such as play people, dolls and books, are readily available and creative activities explore a range of special events like Chinese New Year and Father's Day. This ensures that all children are included, and that they and their diversity are valued.

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

The childminder uses the designated areas well to meet the needs of all children. There is plenty of space and resources available in the conservatory, and relaxing and comfy chairs in the living room for quieter activities. The kitchen is used well for messy activities and the front room is available for children who need to sleep or for older children after school. Sometimes children choose to all play together and are encouraged to choose from a wide variety of resources which are easily accessible. The childminder ensures these are safe and suitable as she sets them out ready for the children either before they arrive or when they are requested. 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 opportunities for children to explore their environment. For example, more natural and novel resources may entice children to explore using their senses in order to

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

encourage their curiosity. Children appear at home in their surroundings and 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.

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

The childminder meets the children's individual needs effectively. She gathers relevant information from parents about routines and preferences, and ensures these are implemented well to meet the needs of the children. Light snacks and meals are provided by parents. These are prepared quickly so that the childminder does not spend time away from the children in the kitchen. Fresh water and individual drinks are always available, and the childminder encourages children to try healthy options, such as yoghurts and fruit. In all weathers, children enjoy fresh air and exercise through activities outside. For example, they enjoy walks in the local environment and visit the park close by to run around and play on a good variety of age- and stage-appropriate equipment. In addition to this, 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

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

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 understanding of her responsibilities in meeting the safeguarding and welfare requirements of the Statutory framework for the Early Years Foundation Stage. There are well-written policies and procedures in place, which the childminder shares with parents. These support the management of her setting and demonstrate a good level of understanding of the safeguarding and welfare requirements. The childminder understands and follows child protection procedures, such as reporting concerns and dealing with allegations. Furthermore, she constantly reappraises the environment to ensure that it remains suitable at all times. For example, she organises each week ensuring that her assistants are available to meet ratios and help out on busier days. The childminder knows that she is accountable for the quality of the work of her assistants and ensures that suitability checks are completed. Consequently, children are

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provision

well protected and supervised by appropriate adults and receive good quality care in a well-organised and safe environment.

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provision

The childminder is committed to improving her service. She reflects on her practice and identifies well-targeted priorities for development. The childminder attends training events and updates her knowledge and skills further by accessing additional training online. She welcomes advice and guidance and is keen to implement any suggestions made. 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 documentation, such as 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 the setting around their school day, or who attend other settings, the childminder has good partnerships. She understands and shares information with teachers at school or nursery staff on a regular basis with parents' agreement. This ensures that children receive consistent and complementary experiences across 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 their individual needs are met. Current parents are more than happy with the care provided. The childminder has received numerous cards and comments from parents confirming their gratitude for the great care and consideration shown to them and their children.

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The Childcare Register

The requirements for the compulsory 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 201690 Local authority Warwickshire Inspection number 919815 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 10 Number of children on roll 5

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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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