Childminder in Worcestershire

Inspection date

Previous inspection date 05/08/2013 06/12/2010

p.1

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

p.1

This provision is good

 Children have access to a good range of age-appropriate toys and resources. These are effectively organised within the playroom to enable children to make independent choices about their play. As consequence, children make good progress in their learning.  Children are happy and settled and enjoy the individual attention received from the childminder and her assistants. All adults are very caring towards children and as a result, children respond positively towards them.  Children can move freely around the available space and are protected from harm. The childminder is aware of her responsibility to keep children safe. She assesses potential risks and put procedures and practices in place to minimise these at all times.  Parents are provided with clear information about the service provided. They have access to a good range of policies and procedures, which ensures that they are fully informed of the setting and their child's progress and development.

p.1

It is not yet outstanding because

 There is scope to increase opportunities for children to develop their independent skills, such as putting their shoes on before going outdoors to play.  There is room to develop the self-evaluation to better involve parents in helping to further support long-term achievements and continuously good outcomes for children.

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

 The inspector spoke with the childminder and her assistants at appropriate times throughout the inspection regarding the care provided and activities on offer.

p.2

Inspection activities

 The inspector conducted a tour of the premises during the inspection and viewed the toys and resources available for children.  The inspector observed children and chatted with them during their play.

p.2

Inspection activities

 The inspector looked at children's learning journey records, a sample of policies and procedures and the childminders self-evaluation.

p.2

Information about the setting

The childminder was registered in 2006 on the Early Years Register and the voluntary and compulsory parts of the Childcare Register. She lives with her husband and three children aged six, 12 and 15 years in Bromsgrove, Worcestershire. The childminder works with several assistants, who work on a rota basis. A purpose built playroom and ground floor toilet is used for childminding. There is an enclosed garden available for outside play. The family's pets include two dogs and a rabbit.

p.3

Information about the setting

The childminder attends the local parks on a regular basis. She is able to take and collect children from the local schools. There are currently 14 children on roll, of whom 11 are in the early years age group. All children attend on a part-time basis. The childminder operates all year round from 7am to 6pm, Monday to Friday, except for family holidays. The childminder is a member of the Professional Association for Childcare and Early Years and holds a National Vocational Qualification Level 3 in early years.

p.3

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

 support children's growing independence as they do things for themselves to enable them to develop their self-care skills

p.3

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

 enhance self-evaluation to better incorporate the views of parents, in order to help monitor and evaluate the well-focussed improvement plans.

p.3

who attend

The childminder demonstrates a good understanding of how children learn. She plans a broad range of indoor and outdoor activities to promote their development across all areas of learning. Activity plans are displayed in the playroom for parents to view, which ensures that they are fully informed of their child's activities. Children's interests are used to inform planning, which helps them to feel motivated and excited about their learning. Through discussions with parents and regular observations, the childminder is able to establish what children know and what they can do. She effectively monitors children's development to see that it is in line with developmental milestones. This helps to ensure any areas of concern are promptly addressed with parents, so that every child is assisted to meet their full potential. As a result, children make good progress in their learning and development and are acquiring the skills for the next steps in their learning.

p.3

who attend

The childminder and assistants positively engage with children. They continually talk to them and encourage younger children to repeat words and sounds. This helps foster children's communication and language skills. Children have access to a variety of books, which are attractively displayed to entice children to use them. They concentrate well, listening to familiar stories and have great fun joining in well-known action songs. Children develop their mark making skills during a variety of activities and have easy access to a range of resources, such as, crayons, chalks and paints. From a young age children are encouraged to recognise their name and place their name card onto the zone board as they enter the setting. This enables children to see words in print and means they develop their literacy skills.

p.4

who attend

Children move confidently around the available space making decisions about what they wish to play with. For example, they eagerly join in acting out real life situations during role play, such as 'Mummy' and 'Daddy' and competently feed the dolls and take them for a walk. Younger children explore and investigate programmable and electronic toys and take pleasure in tapping the various buttons to see what happens next. Adults join in children's play sensitively and as a result, children relish in the individual attention received. This interaction encourages children to feel relaxed and settled and enables them to make good progress in their personal social and emotional development.

p.4

who attend

The childminder effectively enhances all aspects of children's mathematical development through their play and daily routines. For example, children enjoy counting numbers on flash cards, posting shapes into sorters and completing jigsaws puzzles. They begin to use positional language, such as, under, over, in front and behind as they roll hoops around the garden. The childminder ensures children have uninterrupted time to play and explore as well as engaging in playful adult-led activities. This enables children to represent their ideas through play and develop and learn key skills needed in readiness for school.

p.4

who attend

Children are helped to consider and value each other's backgrounds. Their understanding of diversity is promoted through the range of resources and planned activities, which portray positive images of diversity and acknowledge cultural differences. Good opportunities are provided for children to develop their understanding of people that help us. For example, they enjoy dressing up as a fire fighter and regularly join in practising the fire evacuation procedure to ensure that they know how to keep themselves and others safe. This supports their understanding of the world they live in.

p.4

who attend

Children join in a range of craft activities, such as, painting, playdough and collage. These opportunities enable children to express their creativeness. They spend time outdoors in the fresh air and use a range of larger equipment to develop their physical skills, such as, wheeled toys, trampoline, slide, bats and balls. They engage in activities to enable them to plant and observe seeds as they grow and discuss the life cycle of some wildlife creatures, such as a caterpillar. This supports their learning about the natural world.

p.4

who attend

The childminder is successfully incorporating progress checks at age two into her practice. When children attend other settings, the childminder takes positive steps to work with other early years professionals. For example, she discusses the activities that children have been involved in, so that she can talk to them and plan activities, which are built on their interests. If she has concerns about aspects of children's development, the childminder discusses these issues with parents. This ensures that she is working effectively to narrow gaps in learning as early as possible.

p.4

who attend

Children's learning journey records are well presented with photographs, written observations, assessments and samples of their work. The childminder exchanges verbal and written information about children's daily activities with parents. She encourages parents to view their child's learning records and consider ways in which they can continue to support their child's learning at home.

p.5

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

Children are happy and settled. This is because the childminder and her assistants have established strong relationships with both children and their parents. The childminder requests that parents complete an in-depth information form during settling-in time. This enables her to meet children's individual needs and get to know them from the onset. Children have access to a good range of age-appropriate toys and activities and are cared for in a welcoming, stimulating environment, where they can sleep, eat and play in safety and comfort.

p.5

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

Children enjoy high levels of attention. They behave well because the childminder is a good role model. She discusses house rules and boundaries and explains to children what is and is not acceptable behaviour. The childminder frequently provides praise and reassurance, ensuring that children develop confidence and self-esteem. She encourages children to use their manners, share and take turns and discusses behaviour strategies with parents to ensure consistency with home. As a result, children are secure in her care and are developing positive social skills for future moves to pre-school or school.

p.5

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

Children know to sit at the table to eat and mealtimes are treated as a social occasion when children and adults sit together to enjoy their food and each other's company. The childminder talks to children about eating healthily. Food provided by parents is stored appropriately to ensure children's well-being is protected. Children's individual dietary requirements are established with parents during settling-in time and the childminder ensures these are met. Children are familiar with the daily routine and know to wash their hands before eating. However, there is scope to increase opportunities for children to build on their independent skills, such as putting their shoes on before going outdoors to play.

p.5

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

Children are gaining a good understanding of how to keep themselves safe. They learn about road safety when on outings and know to stand at the kerb and to look and listen before crossing the road. Children get plenty of robust physical exercise. They have access to a well-equipped garden and benefit from a range of activities outside the setting. They go for walks to the local parks and visit the library. All of these activities help support children's overall physical well-being and develop their social skills.

p.5

provision

The childminder and her assistants have a good awareness of signs and symptoms of abuse and the procedures to follow should they have a concern about a child in their care. Robust vetting and recruitment systems ensure all adults are suitable to work with children. The childminder and her assistants regularly attend training to update their knowledge, which includes first aid and safeguarding. There is a written child protection policy in place, which is shared with parents and thorough procedures ensure children are collected only by authorised people. The premises are safe because the childminder has effective systems in place to identify and prevent potential hazards. This was evident during the recent completion of an extension to the premises. The childminder fully assessed the risks to children's safety and made appropriate arrangements to ensure children's safety during this time. All areas used by the children are checked and risk

p.6

provision

assessed before they arrive. This ensures children's safety is fully assured.

p.6

provision

The childminder displays a good understanding of both the welfare and learning and development requirements. She monitors children's progress and the education programmes effectively, to ensure that children continue to make good progress. She is an experienced childminder and demonstrates a strong desire for continuous improvement. As result, the recommendation raised at the last inspection has been fully addressed. For example, risk assessment procedures have been revised to include outings undertaken with children to ensure their safety is promoted. The childminder has clear ideas how to drive her setting forward. For example, she has arranged further training for her assistants to enhance their knowledge. She regularly monitors and evaluates her practice and has completed the Ofsted self-evaluation form to help her to identify strengths and areas for improvement. However, there is scope to develop the self-

p.6

provision

evaluation to better involve parents in helping to further support long-term achievements and continuously good outcomes for children.

p.6

provision

Positive partnerships have been established with parents. It is evident from letters received from parents that they are happy and value the service provided. For example, one parent stated that 'they are incredibly happy and that their child is continually stimulated with a range of activities'. An effective two-way flow of information is maintained with parents to ensure that they are fully informed of any changes to usual practice, their child's daily activities and care routines. Policies and procedures are frequently reviewed and children's personal records are stored appropriately to ensure confidentiality is maintained. The childminder recognises the importance of smooth partnership working for children, who attend other early years settings and has established effective links with other providers and schools to support continuity of care and learning for each child.

p.6

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

p.6

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.

p.7

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.

p.7

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.

p.8

Setting details

Unique reference number EY342949 Local authority Worcestershire Inspection number 925066 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 14

p.8

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.

p.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.

p.8

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.

p.8

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.

p.9

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,

p.9

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’.

p.10

Type of provision

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

p.10