Childminder in Dudley

Inspection date

Previous inspection date 06/08/2013 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

 Children are kept safe because the childminder knows and understands her responsibilities concerning safeguarding and teaches children about acceptable behaviour through role modelling and discussion.  The childminder offers children an effective balance of adult-led and child-initiated experiences that means they are beginning to make good progress in their learning and development.  Children are able to explore a wide range of activities, including making marks and sand and water play because the childminder allows them to freely move between both the indoor and outdoor environment.  The childminder makes the most of the daily routine to teach children valuable lessons, such as food groups, counting and keeping healthy.  Children's experiences are stimulating and satisfying because there is a constant drive for improvement through reflective practice and clear identification of targets

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It is not yet outstanding because

 Occasionally, children's interests are not always fully considered in the planning and delivery of the very good range of activities.  The childminder's understanding of the variety of ways to support children's rapidly developing learning during child-initiated activities is sometimes not as fully developed as possible.

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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 several activities in all downstairs rooms indoors and outdoors and during a meal time.

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Inspection activities

 The inspector engaged in several discussions with the childminder and the children throughout the morning.

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Inspection activities

 The inspector looked at a sample of policies, children's learning and development records, and registration documentation.  The inspector completed a joint observation alongside the childminder.  The inspector took account of the views of parents spoken to on the day.

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Information about the setting

The childminder was registered in 2013 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and their eight- year-old twins in a house in Dudley and uses the whole house and the enclosed rear garden for childminding. The family have a dog and a cat.

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Information about the setting

The childminder attends the local children's centre. She visits the local park on a regular basis. She collects children from the local schools and pre-schools. There are currently two children on roll in the early years age group who attend for a variety of sessions. 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:

 improve the very good planning and delivery of challenging learning experiences by always taking into account the individual interests of each child

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

 enhance understanding of the different ways children can be supported to learn, in particular during child-initiated activities.

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who attend

The childminder carefully considers all areas learning when planning activities and experiences for the children. Her environment is inviting and nicely laid out, therefore, children arrive and are ready to play. The childminder facilitates children's play within this environment by posing thought provoking questions to build on what they already know. As a result, children are beginning to show good progress and are actively engaged in play, taking risks and testing theories by experimenting with resources.

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who attend

Children have the opportunity to extend their understanding of the world through trips to the local airport, nature reserve and changes to the role-play equipment. However, activities are not always led by children's interests, which mean their learning may not be as rapid as possible. The childminder has high expectations of the children and ensures they are well prepared for the next stage in their development, this means transitions between providers are conducive to learning. The childminder recognises the importance of children's basic care needs and uses this as the building blocks upon which more specific areas of learning, such as maths and literacy are taught. She, mainly, provides an effective balance of adult-led and child-initiated activities that support children's acquisition of skills including art and design. For example, as they make props, such as a hook and telescope, to become a pirate. Plans are developed based on her accurate

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who attend

assessments of what the children can do and suitable next steps that challenge them. The children can flow indoors and outdoors continuously and the childminder uses the daily routine to introduce concepts, such as food groups and quantity. Consequently, children are motivated to play and gain a sense of satisfaction. However, the childminder does not always foster children's ideas and interests during play. Therefore, opportunities to spontaneously deepen their understanding of subjects are sometimes not as well promoted as possible.

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who attend

Parents contribute to their child's learning, share information about their child on a daily basis and are well informed of the achievements and progress their child is making. For example, they have expressed how much progress their child has made since starting at the childminder's setting. They write about children's achievements in their child's learning journal and this helps shape the experiences their child receives because the childminder values partnership working.

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

The childminder gathers vital information about the child prior to them starting at the provision through 'all about me' sheets that parents complete. These encompass both the care needs of the child and their learning and development. She uses this information to plan experiences that are familiar to children and invests time in settling children in. Therefore, children have a strong attachment to the childminder and are confident to separate from parents. Care practices mean children are happy and content. Boundaries for children are appropriate and the childminder is consistent when managing behaviour, such as explaining the consequences of children's actions. She also role models how to behave acceptably. The childminder talks to children frequently about dangers and positions herself effectively to support them in their play. For example, as a child experiments by climbing up the slide backwards. Consequently, the children are kept safe,

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

they feel secure and can openly express their feelings and needs.

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

The childminder ensures she knows and meets any dietary requirements for specific children and has completed a 'Food Hygiene' course. Children demonstrate a good knowledge about foods that keep them healthy and why they need to wash their hands and wipe mats before they eat. They are physically active and enjoy plenty of fresh air because the childminder keeps the entrance to her garden open, and provides a wide range of experiences, such as, mark making, role play and sand and water play. Children also eat meals in the outdoors using fruit grown in the garden, which further supports their good understanding of healthy options. Children are encouraged to think about the effects of exercise on their body, especially after meal times, and participate in the preparation of food. As a result, children are developing independence and learning about responsibility. They cooperate well and remind each other of the consequences of jumping

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

The childminder successfully seeks information from other providers, such as the school, regarding children's achievements and well-being. She uses this information to support their learning and development, both at the time of transition and while in her provision. Therefore, children are confident and enthusiastic during transition between providers.

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provision

The childminder has good knowledge and understanding of the Early Years Foundation Stage. She uses this to effectively monitor how well she covers the areas of learning, the quality of the experiences she provides for the children and how well they achieve. Consequently, children are beginning to make good progress from their starting points. Parents contribute to the development of the provision because the childminder seeks their views and takes time to establish a positive relationship so she can work cooperatively with them. The childminder also works closely with the local school to ensure there is continuity in children's care and learning.

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provision

There are robust safeguarding procedures in place, such as risk assessments of activities and the environment. The childminder has a good knowledge and understanding of the signs and symptoms of abuse and has details of the appropriate professionals to use when there is a concern. The environment is secure and the garden enclosed and the childminder has the necessary training and equipment to deal with accidents and illnesses. Therefore, children are kept safe from harm and their needs are consistently met.

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provision

There are clear targets for improvement that are prioritised according to the needs of the children. These are identified through consultation with parents and children. She also reflects on advice and guidance from other professionals and professional bodies, such as Ofsted and considers how this may benefit the children in her care. The childminder's drive to continually update her knowledge of early years and childcare means she actively seeks experiences. She attends groups at the local children's centre and volunteers at a local pre-school. She continually develops her skills by attending relevant courses, this means that the environment and her practice is stimulating and, generally, reflects each individual child and their achievements.

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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 EY458707 Local authority Dudley Inspection number 904612 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 2

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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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