Childminder in Dudley

Inspection date

Previous inspection date 24/06/2013 28/11/2012

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early years provision

This inspection: 3 Previous inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision is satisfactory

 Children are happy and form close relationships with the childminder, the assistants and their peers. They are provided with warm, loving relationships. This promotes the emotional well-being of babies and young children and enables them to settle well into the setting.  The childminder takes children on outings to places of interest in their local community. This helps them to learn about the world around them.

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It is not yet good because

 The childminder does not fully reflect on her practice to ensure all welfare requirements are being met to ensure children's welfare and that documentation required to support the effective management of the childminding business is effectively organised.  The childminder has not provided parents with a written progress check at two to provide them with information about children's progress in communication and language, physical development and personal, social and emotional development. Also, parents are not yet fully supported to be involved in their child's learning at home.  The childminder and assistants do not always support children during their activities, through open-ended questions, to build on their communication and language skills.

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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 playrooms and observed children at play with the childminder and also with the assistants.

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Inspection activities

 The inspector took account of parents written references and children spoken to during the inspection.

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Inspection activities

 The inspector scrutinised a range of documentation; risk assessment, children's information sheets, learning journal documents, attendance registers, staff clearances and the policies and procedures for the provision.

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Information about the setting

The childminder was registered in 2002 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband in a house in Halesowen, West Midlands. The childminder works with one or more assistants for parts of the day. The whole of the ground floor, one bedroom on the first floor and the rear garden are used for childminding. The family has a dog.

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Information about the setting

The childminder attends a toddler group on a regular basis. She collects children from the local schools and pre-schools. There are currently 16 children on roll, six of whom 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 local childminding network and cares for one child who is in receipt of early years funding. She holds an appropriate level 3 early years qualification. The childminder is a member of the Professional Association for Childcare and Early Years.

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must:

 ensure any assistants who might be left in sole charge of the children for any period of time hold a current paediatric first-aid qualification

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must:

 ensure permission is obtained from parents and/or carers, in order to leave children with an assistant for not more than two hours in any one day

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must:

 provide for parents a written progress check at two, summarising their child's development which focuses on the three prime areas of learning; communication and language, physical development and personal, social and emotional development.

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

 help children expand on what they say by introducing and reinforcing the use of more complex sentences and using open-ended questions with many possible answers

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

 develop further the relationships with parents and/or carers, to enable them to fully support their child's learning at home

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

 maintain a clear focus for self-evaluation, to fully include the views of parents and the assistants, to target improvements and raise the overall quality of the provision.

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who attend

The childminder provides a suitable range of activities that stimulate most aspects of children's learning and enjoyment. Most days, the childminder works alongside one or more part-time assistants. The childminder has sufficient knowledge of the seven areas of learning which enables her to effectively observe, assess and monitor children's progress. This supports children to make sound progress in their learning and development. The childminder shares information with the parents in relation to children's outings and activities experienced each day. She also shares children's learning journal documents so that parents are informed about their child's learning and development. However, written summary reviews of children's learning and development progress at age two, have not been completed by the childminder to inform them about their child's learning and development in the prime areas of their learning and development. This means children's

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who attend

strengths, and areas where progress may be less than expected, have not yet been fully identified so that intervention may be sought should this be required. Also, parents are not yet fully encouraged to be involved in their child's learning at home. Therefore, children's learning is not consolidated at home.

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who attend

The childminder and assistants spend time sitting nearby and playing alongside the children as they make choices about what they would like to do. For example, as children put animal picture puzzles together they begin retell simple past events with their families. They chat with one another about visiting a safari park. However, during such times the adults do not always fully support children's language and communication development by expanding on what children say through the use of open-ended questions and introducing and reinforcing more complex sentences.

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who attend

Children participate in a variety of activities that supports their physical development. For example, they become excited and laugh and giggle with one another and the adults as they slither like a snake, and jump and hop on one foot as they listen to music and movement rhymes. The childminder also takes the children to the local parks where they can run around in the fresh air or practise their climbing and balancing skills on the larger equipment. Here the children are beginning to learn about taking their own risks while under safe supervision of the childminder and her assistants at all times. The childminder provides children with a suitable range of outings to places of interest. This includes trips to museums where the children look at historical artefacts and also garden centres where they talk about the various plants and the animals they see, such as, the rabbits, birds and fish. Children also look for bugs and collect leaves while on nature walks. This helps

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who attend

children to find out about the world around them. During walks to and back from school the childminder talks to the children about what it's like for the older children that go to school. This supports their school readiness.

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who attend

Children access their resources and make choices. For example, they choose to draw pictures or help themselves to the small world people and animals or sit and read books on the comfy sofa with the adults. Children's interest in information and communication technology is effectively supported because they explore suitable computer programs that support their interests in problem solving. For instance, they like to identify various shapes, colours and numbers on the laptop. The childminder provides children with opportunities to explore water and sand and to explore dough through the use of various tools for rolling, moulding and cutting. This further supports children's imaginative and physical skills.

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

Children behave well and learn to share and take turns with the resources. They show they are happy as they smile and giggle with one another and the adults caring for them. Young children and babies are held, cuddled and provided with one-to-one interaction which supports their attachments and bonding, thereby enabling them to settle well. This also supports children's transitions between the setting and home.

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

Children learn about a healthy lifestyle as they wash their hands before eating and after visiting the toilet. They enjoy sitting for snack time and talking about how vegetables are good for us. Their independence during such times is effectively supported because they are encouraged to pour their own drinks and make choices during meal times. Children learn about the importance of exercise because they walk to school most days, visit parks and play in the garden.

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

Children's transitions into other settings are suitably supported because the childminder discusses children's needs with other providers ensuring consistency and continuity for all children. This includes information about children's development, routines and care. Children's school readiness is fostered as children are encouraged to put on their own coats and shoes and tidy away their resources throughout the day.

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provision

The childminder has a satisfactory understanding of her responsibilities to meet the requirements of the Statutory framework for the Early Years Foundation Stage. She works effectively with her assistants to provide appropriate care and learning opportunities for the children in her care. For instance, the assistants receive suitable supervision monitoring sessions, thereby identifying any performance needs that will benefit the children. The childminder has a sound understanding of her responsibilities in meeting the safeguarding and welfare requirements. She ensures that all members of the household and her assistants are suitably checked. The childminder has begun to develop some systems for self-evaluation of the provision. This includes talking to the children about what they like to do and what other toys they would like. However, a clear focus has not been fully maintained. For example, the self-evaluation of the provision does not include

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provision

the views of parents and the assistants to ensure that targets are identified for improvements and that the overall quality of the provision is raised. A lack of clear focus also results in some of the welfare requirements not being fully met. For example, the childminder has not yet sought parental permission for her new assistant to be left in sole charge of the children, this is also a requirement of the Childcare Register. Also, she has not ensured that all assistants hold a suitable paediatric first-aid qualification to ensure children's safety and well-being while in sole charge of the children. The childminder and assistants are fully aware of the child protection policies and the procedures to follow if they have a concern about a child's welfare. There are effective risk assessments in place which includes checking all indoor and outdoor areas of the setting. Children's outings are also risk assessed to ensure the children's safety while visiting local areas with the

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provision

The childminder and her assistants have become familiar with the learning and development requirements of the Statutory framework for the Early Years Foundation Stage. They monitor the educational programme to ensure children receive an interesting range of learning experiences. Assessments are generally effective although do not provide parents with an accurate summary of their child's progress at two. Parents are meaningfully included in the initial assessment of their child's development and freely access their child's learning journals. This helps them know about their child's achievements and progression over time. The daily two-way exchange of information ensures parents are aware of their child's experiences, including their outings, routines and meal times. The parents have free access to the childminder's policies and procedures so they are aware of how her service is organised. Parents comment about the effective

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provision

care and learning opportunities their children receive at the setting. They also comment on the close attachments children have with the childminder and her assistants. The childminder works well with other providers and discusses children's progress, in conjunction with parents, so that she is able to promote consistency and continuity in their learning. This further supports children's transitions into other settings and school.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are

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actions)

The requirements for the voluntary part of the Childcare Register are

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To meet the requirements of the Childcare Register the provider must:

 ensure they are present on the premises at all times when childcare is being provided unless for a maximum of two hours a day a childminding assistant is present and the parents of the children have given their consent for their child to be left with the childminding assistant (compulsory part of the Childcare Register)  ensure they are present on the premises at all times when childcare is being provided unless for a maximum of two hours per day a childminding assistant is present and the parents of the child have given consent for their child to be left with the childminding assistant (voluntary part of the Childcare Register)

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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 EY240196 Local authority Dudley Inspection number 922883 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 16

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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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