Martin, Charlotte

Inspection date

Previous inspection date 16/07/2013 Not Applicable

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early years provision

This inspection: 2 Previous inspection: Not Applicable How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The childminder creates a child-centred environment within her home and outdoors, that ignites children's curiosity and interest. This helps children to develop the characteristics of effective learning.  The childminder uses her childcare qualifications and knowledge to best effect. As a result, she skilfully supports children's learning and development through well-planned and expertly focused learning opportunities.  The childminder's home is bright, welcoming and inclusive. This helps children to feel safe, comfortable and reassured. As a result, they settle quickly and separate happily from their parents.  The childminder supports children's safe play through careful observation and supervision. She helps children to develop a good sense of safety and hygiene through the daily routine, and as they try out new things.

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It is not yet outstanding because

 Children's early use of numbers, weight, shape and measure is not yet fully explored during their investigative play.  Partnerships with other providers and carers are not yet fully established, to enhance continuity and support for children who receive additional care elsewhere.

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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 childminder's home and garden, including a planned 'mud kitchen' activity.

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Inspection activities

 The inspector held discussions with the childminder about children's individual care routines and learning opportunities.  The inspector looked at children's assessment records and planning documentation.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of the childminder, her self-evaluation form and improvement plan.

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Inspection activities

 The inspector took account of the views of children, parents and carers from written information included in the childminder's own parent survey.

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Information about the setting

The childminder was registered in 2011 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her two children aged 18 months and three years in Tamworth, Staffordshire. The whole ground floor of the house, one bedroom on the first floor and the rear garden are used for childminding. The family has a pet cat.

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Information about the setting

The childminder attends a toddler group and other children's activity groups in the local area. She visits the park on a regular basis. She collects children from the local schools and pre-schools. There are currently three children on roll, one of whom is in the early years age group. Children attend for a variety of sessions. The childminder operates all year round from 7.45am to 6pm, Monday to Friday. She holds a level 3 childcare qualification.

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

 enhance children's mathematical development by encouraging them to count, organise and categorise objects, and make comparisons between weight and quantities during their investigative play

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

 establish highly effective partnerships between other providers and carers, in order to enhance continuity in children's care and learning.

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who attend

The childminder provides a broad range of stimulating, fun and exciting activities which significantly enhance children's play and learning experiences. She values the importance of outdoor learning and provides continuous provision for children to investigate and explore. For example, she has recently created a 'mud kitchen' and natural exploration area in the garden, to excite children's fascinations and sensory learning. As a result, young children discover how to dig and build with mud. They use an interesting variety of household pots, pans and other utensils to mix water into soil, and to fill up their containers. The childminder is beginning to introduce mathematical words into their play by referring to the heavy pans. However, she does not always expand this area of learning to its full potential, such as encouraging children to count and make comparisons in weight and quantity.

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who attend

Children follow their own interests as they select from the readily accessible natural resources, adding sticks and twigs to their mud constructions. The childminder makes skilful preparations for this type of activity, based on her careful observations of what children like, dislike and can do. For example, she provides water and cleaning cloths nearby so that children can clean themselves when they wish, or use the water to extend their free-choice play. This helps children to express their own ideas and to overcome their anxieties of messy play in a fun and original way. Children make further explorations of the natural world as they make their own sand piles in their chosen area, and take part in planting and growing activities. This provides many opportunities for children to find out about small creatures and insects and how things grow.

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who attend

The childminder creates interesting areas, outside and indoors, that promote children's natural curiosity and decision-making skills. As a result, children move freely between activities as they choose to climb on the lumpy log and on the small climbing frame and slide. The childminder skilfully provides toys that she knows children particularly enjoy and are skilled at using, such as footballs. In this way, children practise and develop their physical skills as they step back, move forward and kick the ball. This helps children to gain good control of their balance and coordination. The childminder's home is dedicated to children's learning, with a vast array of attractive toys, books and imaginative play equipment readily accessible to them. Consequently, children are inspired to plan and choose their own areas of play, which cover all areas of learning. For example, boys and girls enjoy playing with the wooden trains and train track, which helps them to play

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who attend

equally together. They make models with the play dough and create pictures and patterns with a variety of art and craft materials. They select from a wide range of dressing-up clothes and small world toys. They thoroughly enjoy favourite songs and television programmes to dance and sing to. This encourages them to express their creativity and imagination through expressive arts and design.

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who attend

Children are encouraged to look at and read books throughout the day as part of a planned story time, or if they just want to snuggle in the cosy corner to read by themselves. The childminder actively promotes this aspect of their learning by providing a rich array of story, rhyme and information books which cover a multitude of subjects. For example, she selects books that she knows are children's favourites. She includes books that help children to learn about people and communities in the diverse world. She provides puzzle and activity books suitable for the age range of children attending. This adds meaning and purpose to children's understanding of how to read, write and respect people's differences and similarities.

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who attend

The childminder skilfully observes each child's development and progress. She closely matches her observations to expected areas of development. This provides an accurate picture of what children can already do and what they need to do next. This subsequently guides and informs her well-planned and purposeful activities. She shares information with parents about their child's learning, which helps them to support their child's continuing progress at home. As a result, children make good progress towards the early learning goals. They become active and enthusiastic learners and are well prepared for their next stage in learning and school.

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

The childminder supports children's individual needs very well, because she takes time to get to know them and their parents before they start to attend. This helps children to transfer smoothly from their home environment to new situations with ease and confidence. She speaks kindly to children at all times and is very engaged in their play. This helps children to feel valued, and to settle as a welcome member of her family.

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

The childminder develops sensible safety rules so that children understand how to keep themselves safe from an early age. For example, young children are encouraged to 'bottom-bump' down the stairs, until they are confident to climb up and down the steps safely by themselves. Children receive good levels of supervision and support as they play and move around the home and garden. This helps them to manage and control their self- chosen activities and personal care routines with increasing levels of independence.

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

Children benefit from nutritious meals, snacks and drinks which promote a healthy lifestyle. The childminder pays close attention to each child's routine care needs, so that they remain clean and comfortable throughout the day. She skilfully adapts routines, so that young children rest and sleep according to their own sleep patterns and needs. This is balanced with active play outdoors, so that they get plenty of fresh air and exercise. This promotes children's healthy growth and development.

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

Children enjoy varied outings to local community groups so that they can interact with other children and adults. This promotes their confidence and emotional well-being, as they build strong personal relationships. The childminder invites children and parents to attend stay and play sessions at her home, during long-term holiday periods. This ensures that children remain comfortable and happy to attend, and secures strong bonds with parents.

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provision

The childminder demonstrates a secure understanding of how children learn and develop. She uses her professional knowledge, skills and expertise to best effect, to plan meaningful and purposeful activities to enhance children's progress across the seven areas of learning. As a result, children develop their confidence and abilities in a stimulating environment.

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provision

Safeguarding procedures are robust. The childminder knows how to protect children from harm and neglect and follows up-to-date procedures. She undertakes all of the necessary training to secure children's safe care. She maintains a safe and risk-free home by conducting daily safety checks before children attend. She completes regular risk assessments of activities and outings, to ensure that they are safe for children. She responds promptly to reduce identified hazards by, for example, removing sharp twigs from the lumpy log in the garden. The childminder has a positive attitude and approach to self-evaluation. She continually reflects on the quality of her practice by considering what works well and what she can do to improve further. For example, the successful introduction of the 'mud kitchen' has brought about a positive impact on children's personal, social and emotional development. As a result, the childminder is keen to expand this aspect of her practice by undertaking

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provision

specialist training to introduce further natural heuristic play opportunities, outdoors. This shows a high level of commitment to enhance children's learning experiences.

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provision

The childminder makes good use of community support networks. She builds strong relationships with other childminders and early years professionals, to review and discuss best practice ideas. This strengthens her already good practice. She fosters strong partnerships with parents to promote continuity of care, although she has not yet extended this aspect of her practice to share information with other carers and family members involved in children's regular care routines. Consequently, there is scope to establish extended partnerships to enhance support for children's continuity of care and learning.

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provision

The childminder actively seeks the views of children and parents, to find out how they feel about the service she provides. This helps her to adapt and makes changes to accommodate their needs and preferences. For example, young children's views are captured through her observations of how they settle and behave. Older children are invited to talk about what they would like or not like to do. Parents are encouraged to speak openly to the childminder and to complete a parent survey questionnaire. Some of the written comments received show that children are excited to attend and get involved. Parents note that their children say they love coming to the childminder because she is the 'best ever'. They value the childminder's knowledge and understanding of their child's unique personality and needs. This successfully promotes positive relationships and supports children's emotional stability.

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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 EY420616 Local authority Staffordshire Inspection number 884849 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 Number of children on roll 3

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Name of provider

Date of previous inspection not applicable

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Telephone number

set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises, which are usually the childminder’s own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children,

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Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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