Childminder in Shropshire

Inspection date

Previous inspection date 02/09/2013 10/01/2011

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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

 Children's learning is supported through a range of activities that are challenging and well matched to the needs of individual children. They reflect all areas of learning and enable all children to make good progress.  Children are well prepared for school and the next stages in their learning as a result of their acquisition of skills in the prime areas, and the well-embedded transition arrangements to school and other early years providers.  The childminder has developed strong working partnerships with a range of partners and parents in order to effectively self-evaluate the quality of the provision and set targets that is leading to effective improvement.  Children have strong bonds with their key person, developed through nurturing relationships and the childminder being a positive role model in their lives.

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It is not yet outstanding because

 Resources to support children's literacy development are not fully available as part of everyday activities and routines.  There is scope to enhance information provided to parents on children's progress and learning through further explanation and demonstration of how children learn and achieve.

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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 conducted a joint inspection of the childminder and her co-minder.

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Inspection activities

 The inspector observed children's play and activities in the garden and conservatory, and toured the whole premises.

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Inspection activities

 The inspector spoke with the childminder at appropriate times throughout the observations.

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Inspection activities

 The inspector looked at children's learning journals, planning documentation, the childminder's self-evaluation form and a selection of policies and children's records.  The inspector took into account the views of parents through written statements.

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Information about the setting

The childminder was registered in 2006. She works from the home of her co-minder. Her co-minder and two other adults live at the property in the town of Craven Arms between Shrewsbury and Ludlow, in South Shropshire. The property is within walking distance of the town centre and local schools and close to local attractions. The whole of the ground floor of the house and the enclosed rear garden is used for childminding. There is one pet dog and goldfish. The childminder works with her mother as a co-minder.

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Information about the setting

The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. There are currently 10 children on roll who are in the early years age group. The childminder holds a qualification at level 3 and is working towards her foundation degree. She is a member of the Professional Association for Childcare and Early Years. The childminder receives support from the local authority.

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

 develop the educational programme for literacy, for example, by providing further opportunities for children to access books and written text throughout everyday activities and experiences

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

 provide further information and explanation to parents about how children learn and achieve their developmental milestones through a variety of methods, for example, by using photographs.

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who attend

All children make good progress towards the early learning goals, as a result of effective teaching delivered through challenging and interesting activities that are well matched to meet the needs of all children. The childminder and co-minder have a strong focus on the prime areas of learning; they plan for these effectively and allow children to develop the necessary physical, social and communication skills, which prepare them well for school. For example, children understand their actions and behaviours have an impact on others as they learn to recognise the body language of adults when they please and disappoint them. The childminder has high aspirations of children's learning; she knows what skills children need to be ready for school and, for example, works meticulously hard to provide opportunities, such as turn taking activities and rotas for popular activities. The childminder records children's starting points well. She liaises with parents when children

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who attend

start to understand how to meet their needs and comprehensively identifies children's prior achievements to build upon them in future planning. Parents are kept well informed of their children's progress during their time at the setting. The childminder arranges meetings with parents every six months; she shares the progress they have made over time and in relation to their starting points. However, the information and explanation about how children have achieved their developmental milestones could be expanded on to give parents a clearer and more precise overview of how their children learn and achieve.

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who attend

The childminder is able to demonstrate how to complete the progress check at two, however, due to the age of children in her care she has not yet had to complete this assessment. The childminder completes daily anecdotal observations to record children's achievements and progress, and assesses these well to identify suitable and challenging next steps in children's learning. Observations and assessments are recorded in learning journals which demonstrates the good progress children have made over time. Ideas for learning and play are shared with parents regularly. For example, children who show possible early signs of speech delay are supported by phasing out the use of dummies. Many children who attend the setting have working parents, and therefore, the childminder attends community and local nursery events on behalf of parents. The childminder understands her privileged position and reports back to parents to share these

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who attend

experiences, to ensure they feel involved in their child's learning. The childminder is fully committed to making a difference for every child in her care including the youngest children. She does this through her expert knowledge of child development and the strong partnership she has with the local health visitor. She uses the advice and guidance provided by the health visitor to support any interventions that may be required in order to support children's development.

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who attend

The childminder's approach to learning and development is through child-led play within a well-planned and well-resourced environment. The childminder delivers a broad range of activities for children of all ages. Children learn to play together harmoniously as the environment is thoughtfully set up with different types of resources in different areas so they do not interfere with other children's play. For example, stilts and large sand pits are cited away from low-level toys and baby friendly areas. Physical activities enhance the learning of both the youngest and oldest children. For example, younger children develop their small muscle skills as they grasp musical instruments to make sounds. The childminder develops this learning, through demonstration as they model how to hold items correctly. Children are supported to learn concepts, such as how hard to hit musical instruments in relation to the sound it makes. The childminder provides challenge and

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who attend

differentiation as she poses questions for children to predict and experiment with. There are books available for children to read, and they enjoy sharing books during identified parts of the day. However, there are no further opportunities to celebrate and introduce children to different types of literature and written text throughout the broad range of learning experiences. For example, children's interests in trains and cars could be further developed by subject related books being part of play and learning activities.

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who attend

Children are engaged in their play exploration; they take risks as they negotiate their way around the garden using pretend lawn mowers while other children are playing and adopting a 'can do' attitude as they master new skills through trial and error. The childminder encourages children to keep trying, but also takes time to reflect on what the children did well and what could be improved next time. This reflective approach allows children to identify what they can do better next time.

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who attend

The childminder works with her co-minder well to meet the learning needs of both the youngest and oldest children. She plans differentiated opportunities on a daily basis matched to all children's interests and abilities. As a result of the co-minder being present every day there is flexibility, so if required they can work with different ages of children separately to further enhance children's good progress.

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

The childminder works with her co-minder to implement the key person arrangement well. Each child is contracted to a childminder on enrolment to the setting for contractual purposes. However, the childminder has a comprehensive understanding of what the role of the key person is, including engagement with parents and secure bonds and attachments with children. As a result of this understanding, the childminder and her co- minder work together in response to children's preferences to identify key persons for each child. They work together to act as a buddy for each other to ensure during absence or daily tasks, each child's needs can be met comprehensively. The childminder knows her children and families extremely well. They become part of an extension to the childminder and co-minder's family, while still upholding a professional relationship. As a result of this, children treat the co-minder's home with love and respect as they would their own home.

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

Children are extremely content and reassured in the care of the childminder. Older children have a deep, long lasting relationship with the childminder, which has developed from her warm hearted and sensitive approach in caring for children. They show companionship and affection to the childminder whom they understand is an important part of their lives. New children develop a bond quickly and find reassurance from the childminder during the induction period, through warm greetings and familiar routines. This supports a smooth transition into her care. The childminder works with parents extremely well to prepare children for nursery and make the daily transition between nursery and the childminder setting smooth. The childminder takes children to 'stay and play' sessions prior to them starting at nursery which allows them to become familiar with the nursery environment and routines.

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

The behaviour of children is very good. Younger children learn to understand the positive behaviour rules of the setting as they show respect for their peers' ideas as they build on play and work together to elaborate small world play from past experiences. Children are encouraged to develop their independence and manage their own behaviour as they learn consequences. The childminder and her co-minder have a consistent approach to managing behaviour. She reminds children of the positive rules, such as 'we listen to our friends' and 'we share our toys'. This supports children's understanding of positive behaviour and what is acceptable.

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

Children enjoy their time at the setting, babies show delight when they arrive at the setting and are greeted by the childminder. Babies are happy to reach out to the childminder for comfort and to say goodbye to their parents. Children feel safe within the setting as a result of the freedom they are given and the safety rules in place. They are aware of the boundaries of the environment and they do not answer the gate to anyone. The children have access to the whole of the ground floor and are aware of the possible risks within the home, such as strangers entering the premises. Consequently, children conduct themselves in a safe manner as they know not to touch ornaments or go into the main bathroom.

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

The childminder is inspired by her co-minders passion for the outdoors and as a result, many learning opportunities take place outside. The outdoor area is part of the continuous learning provision and promotes children's development in all areas. Children spend time outside in all weathers, and therefore, understand the importance of going outside for fresh air. The outdoor space is rich in opportunities to develop children's physical skills including their large muscle skills, such as, skipping, jumping and balancing on stilts. Children know it is important to keep healthy and how physical exercise can aid this. The environment is equipped to support children to manage their own personal hygiene needs from an early age. For example, there are steps to access the sink, which enables children to wash their hands themselves when prompted.

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

The environment is homely and very welcoming. There are a wide range of resources available to children. The childminder rotates resources to maintain interest and build on existing learning. The deployment of resources to promote children's literacy development could be further improved, for example, by displaying the names of children to enable them to self-register when they arrive. Resources are suitably accessible to children, and the childminder has taken action to improve the safe accessibility of resources following a recent accident, by removing a chain from a toy box, to prevent any further injury to children. There are a range of resources for both older and younger children of which many promote children's understanding of the world in which they live. The youngest children develop their early physical skills safely as they 'cruise' around furniture that is suitably placed.

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provision

The childminder has a good understanding of how to meet the learning and development requirements. She monitors the planning of activities on a termly basis by updating enhanced provision planning for both younger and older children and ensuring that activities reflect the needs and interests of their own key children. She is able to identify gaps in educational programmes, such as, understanding the world and makes improvements in practice and resourcing to further enhance this area. For example, role- play equipment of foods from around the world are available and the childminder takes children on regular trips to local attractions and beyond. The childminder works with her co-minder and vice versa to monitor the quality of teaching as they feedback to each other on a daily or weekly basis about the strengths and weaknesses in practice. As a result, she is able to identify strategies for improvement. The childminder refers to

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provision

guidance to benchmark the assessments of children's progress. The co-minder provides an objective view on the childminder assessments along with the local nursery to ensure assessments are precise and reflect children's abilities.

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provision

The childminder has a strong commitment to safeguarding children and a detailed understanding of the safeguarding and welfare requirements. The childminder adheres to all necessary policies and procedures, and she is able to demonstrate what action to take in the event of a child protection concern, which is underpinned by training. The childminder knows how to keep children safe, and has taken action to improve this knowledge through working with additional agencies and seeking advice from relevant professionals. The childminder carries out comprehensive written risk assessments, and records all accidents that occur. The childminder takes action to keep children safe, as mobile phones and cameras are used safely by not allowing any other member of the household to have access to confidential details and photographs of children.

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provision

The childminder is committed to ongoing professional development and recently enrolled on a foundation degree course to build on her previous level 3 studies. She has also recently signed up to the local authority training package in order to enhance her knowledge and skills further and to maintain all mandatory training, such as first aid. The childminder completes training annually, and reflects on weaknesses and areas for improvement to identify her training needs. The childminder is able to keep children safe as a result of training, and has an in depth knowledge of child development from her ongoing study.

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provision

The childminder and her co-minder have a range of written policies and procedures. This supports consistent practice and approach to many aspects of children's care, including behaviour management and safeguarding. The childminder knows the policies and procedures well and shares them with parents and other partners, such as Ofsted and the local authority to ensure compliance with all requirements. Policies and procedures are reviewed regularly to reflect and improve practice and to take into account the views of parents and children. For example, the childminder has recently developed the settling in procedure to accommodate children who do not settle at the setting or find transitions difficult.

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provision

The childminder, with her co-minder has a written self-evaluation document. This demonstrates how she reflects on practice, advice and the views of parents and children. Significant progress has been made since the last inspection, and identified gaps in the educational programmes that required improvement have been addressed. For example, parents are now fully informed and aware who their child's key person is and there are more resources available to promote acceptance of diversity. Over the past 12 months the childminder has been visiting other early years settings and childminders to benchmark heer practice and improve the range and quality of activities available. This has made a significant difference to the quality of the learning environment and the differentiation in learning for the oldest and youngest children.

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provision

Partnerships with parents, early years providers, schools and the local community are strong. This childminder is an important part of the community in which parents rely on to meet their needs. Being part of a close knit community, the partnerships between the childminder, local health centre, children's centre and other early years providers are personable. This has significant benefits to the children as they are able to form their own special relationships with these partners in their own local community. This is further extended through their parents. The partnerships that have been formed are purely for the benefit of children. For example, the local health visitor visits the setting on occasions to observe the children and provide general health advice to the childminder and parents. The childminder has been able to work with the local school and nursery to agree how to prepare children for their transition. As a result, planning and experiences are adapted in

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provision

order to ensure all children are well prepared for the next stage in their learning.

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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 EY339905 Local authority Shropshire Inspection number 862840 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 10

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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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