Webster Samantha

Inspection date

Previous inspection date 25/06/2013 03/02/2010

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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's comprehensive observation and assessment of children's abilities are utilised exceptionally well to plan and provide activities which are targeted to drive progress in their next steps in learning. This means children's learning is optimised by precise teaching cleverly woven into their play.  Children thrive in the purposeful atmosphere, which is homely as well as inspiring. They develop strong emotional bonds with the childminder, grow in confidence and are encouraged to make decisions about their own learning.  The environment both inside and outside is extremely well resourced and stimulating. Children flourish as they are introduced to nature and physical challenges, as well as where their food comes from, through growing plants, collecting eggs and cooking.  The childminder's commitment to professional development and the reflective planning of how to improve her service has ensured continuous improvement over a number of

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This provision is good

years. Her highly professional attitude to her work ensures she meets children's learning requirements in an exemplary way.

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It is not yet outstanding because

 There is scope to extend the very youngest children's opportunities to notice changes in numbers of objects or size in meaningful contexts.  The youngest children are not always supported to develop their own ideas about dangers, in order to maximise their ability to manage risks for themselves.

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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 main downstairs rooms and outside in the garden.

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Inspection activities

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

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Inspection activities

 The inspector looked at children's assessment records and planning documentation, and a large selection of policies and children's records.

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Inspection activities

 The inspector took account of the views of parents from information included in the settings own parent survey and letters of recommendation.

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Inspection activities

 The inspector took account of the provider's self-evaluation and ongoing improvement plan.

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Information about the setting

The childminder was registered in 1997. She is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two adult children in a house in in the Baddeley Green area of Stoke-on-Trent. The whole of the ground floor, bathroom on the first floor and the rear garden are used for childminding. The family has chickens, a cat, guinea pigs and a dog as pets.

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Information about the setting

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

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Information about the setting

There are currently nine children on roll, five of whom are in the early years age group and attend for a variety of sessions. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except bank holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years [PACEY]. The childminder holds an appropriate level 3 qualification in early years. She is a member of the Stoke-on-Trent City Wide Network and provides funded early education for two-, three- and four-year-old children.

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

 extend younger children's understanding of numbers, shapes, space and measure; for example, by providing small groups of the same objects for children to handle, using number songs during personal routines or talking about big or small objects or objects that change shape

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

 develop younger children's abilities to understand how to manage risks and problems, through discussion and experimentation which supports them to develop solutions for themselves.

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who attend

The childminder has made extensive progress since her last inspection in how she implements the learning and development requirements of the Statutory framework for the Early Years Foundation Stage. This supports her ability to provide a wide range of inspiring activities and engage in challenging discussions with children. This helps to develop their abilities and skills in readiness for the next stage in their learning, such as school. She carefully plans the transition from home to the childminding setting through introductory visits where both children and parents become comfortable and confident in her abilities. She gathers information about the children's care routines and abilities from parents before children start attending. This means she can meet children's physical and learning needs right from the start of the placement. Her observations of children's developmental starting points build on the picture she gathers from parents so she can

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who attend

plan for their next steps in learning. The childminder's ongoing observation and assessment of children's learning is very robust and included parents' thoughts about their child's development to give a fully rounded picture of the child. Observations are linked with the guidance document, Development matters in the Early Years Foundation Stage. This allows her to monitor children's progress. Planning for children's next steps in learning are highly detailed and support the childminder in ensuring that opportunities for learning through activities and discussions with children are exploited. More recently the childminder has been reflecting on the characteristic of effective learning in children so she can plan ways to support children in learning through activities they always have access to, such as the garden climbing equipment.

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who attend

The childminder is highly organised in the way she plans activities each week to link in with children's next steps in learning as well as widening their horizons to include other topics highlighted by Development matters in the Early Years Foundation Stage. For example, activities to grow a range of vegetables or to care for chicks which the hens have hatched help children experience the passage of time and deepen their understanding of nature and caring for things. The childminder is exceedingly proactive in supporting parents to become involved in their child's learning. She gives parents information in the monthly newsletter, and provides additional leaflets from parenting courses she has attended and professional journals she subscribes to. Parents are shown their children's development records regularly. They feel very well informed and confident to share any concerns they may have about their child's progress. They are delighted with

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who attend

the service she provides. All this offers an opportunity for the childminder and the parents to develop a shared understanding of what the child needs to progress with next and how that is to be supported both at the setting and at home.

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who attend

The childminder encourages children's to learn through their play. For example, children of all ages expand their literacy and communication skills as well as their ability to express themselves through art as they enjoy making marks. Sometimes they do this on a large scale, using paints in the garden. All children are encouraged to enjoy books through interactive story sessions where the childminder skilfully supports and engages children of all ages through the use of props. Older children are helped to use phonic sounds and to notice letters on wall displays which supports their preparation for the next stage in their learning and the move to school when the time comes. Most children are well supported to use numbers in meaningful ways and to start to understand about volume, shape and size. For example, they work out if they have the right number of plates or bowls for the number of children present at snack time. There is scope to expand the mathematical

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who attend

challenge in the teaching of the very youngest children on a more regular basis. Children use their imagination to recreate everyday situations, for example, they enjoy using sponges and water in their outdoor car wash. They also enjoy practising their self-care skills when starting to feed themselves at lunchtime or when they put on their shoes to play outside. The garden has been designed to allow play in a range of weather conditions with a summer house providing a semi-outdoor classroom and large equipment to support children's climbing and balancing skills.

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

The childminder builds strong relationships with the children and their parents and gets to know them very well. This means the children are happy and confident and ready to have a go at new experiences and develop their abilities. The childminder has also introduced clear routines based on discussions with the children's parents, which means even very young children understand about mealtimes and rest times. Consequently children's physical requirements for food and rest are addressed and this allows them to be ready for active play and learning. The meals provided are freshly prepared and include a wide range of fruits and vegetables. The children are well supported to start to think about what would be a healthy diet as they enjoy cooking activities using the eggs or vegetables they have collected from the garden. They have almost constant free-flow access to the outside play space and often take the dog for walks in local parks. This helps them

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

develop a positive attitude to exercise in the fresh air. The play space inside the home promotes children's independence well and the childminder encourages their independence by highlighting the choices available to the children so they are encouraged to plan what they want to do next.

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

The childminder manages the children's behaviour in a very positive way, praising the children, using distraction and helping them learn to negotiate with one another. This allows young children to develop an understanding of other people's feelings and what is acceptable behaviour. The children start to understand about safety issues because the childminder explains things to them, for example, she explains that they should not throw sand or how best to climb the ladder to the tree house style platform. However, there is scope to help children grow in their ability for sustained thought, through the childminder supporting children to think of solutions for themselves, such as thinking about why certain actions are safe or unsafe. Close links with the local community provide opportunities for children to meet up with larger groups and develop their social skills, for example, by attending local library sessions. This supports children's transition to school

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provision

Arrangements for safeguarding children within the provision are good. However, a recent incident required Ofsted to set a notice to improve the supervision of children during the school run. The childminder took immediate action to make sure children were appropriately supervised on all subsequent school runs. She continues to demonstrate a good awareness of the supervision requirements of children especially in the presence of animals. She undertakes comprehensive risk assessments for the home and outings. The building and garden are safe and secure. Visitors are verified and supervised and a clear mobile phone policy is implemented. The childminder has a sound understanding of the signs that may cause her concern with regard to safeguarding issues. She fully understands the importance of her role in protecting children, of the importance of keeping clear records of any concerns she may have and quickly accessing help and

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provision

advice should that become necessary. This helps to ensure children are protected from harm.

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provision

The childminder is highly organised and takes pride in ensuring she fully complies with all aspects of the learning and welfare requirements of the Statutory framework for the Early Years Foundation Stage and goes beyond what is expected of her in her role as a childminder. This methodical approach means the environment for the children is very supportive of their learning and welfare needs and she records children's progress for the progress check at age two. The childminder is continually reflecting on her provision to see how she can make activities and the general organisation better for the children she cares for. For example, building on her growing experience she has made alterations to the way she monitors children's development and how she plans to extend children's learning. The childminder demonstrates a strong commitment to developing her own skills and has attended a number of short training courses. She has been successfully assessed

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provision

to provide funded education for children and has completed her level 3 formal qualification in childcare. She welcomes the input of the local authority development worker as a source of good practice guidance to ensure a continuing improvement of her provision. This supports her in maintaining and developing her good understanding of the learning and development requirements for children.

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provision

The childminder is proactive in building good partnerships with parents. Good communication is developed through colourful wall displays. White boards detail the day's activities and the childminder talks with parents each day. Written policies are shared with all parents, and their understanding is refreshed through the 'policy of the month' and the newsletter, which gives them a further insight into how their child's care is organised. The childminder develops very strong links with other providers of the Early Years Foundation Stage who also care for the children to ensure she has a rounded view of the child's progress and next steps in learning. She understands the importance of forming links with other provisions and professionals to ensure a coordinated service for children with special educational needs and/or disabilities. She has undertaken training on providing services for children with additional needs and is proactive in seeking advice as soon as any

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provision

concerns are identified. This ensures that no child is disadvantaged and all children have their needs met appropriately.

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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 224610 Local authority Stoke on Trent Inspection number 923408 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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