Childminder in Warwickshire

Inspection date

Previous inspection date 11/09/2013 14/11/2012

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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 develop their imagination and early communication skills well, as they take part in role play activities and sing their favourite songs and rhymes.  Accurate observations and assessments ensure that future planning is precise to enable individual children to make good progress in their learning and development.  Children learn about their community through daily outings to local parks and pre- school groups, which helps them to socialise and make new friends with both adults and children.

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It is not yet outstanding because

 There is scope to provide more opportunities for children to see print and labels in their environment to help extend and further support their literacy skills.  Children do not always receive the most positive messages about appropriate hygiene practice because procedures for hand washing are inconsistent.

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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 the childminder engage in a range of indoor learning activities, play and daily care routines with the children.

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Inspection activities

 The inspector spoke with the childminder, parents and children at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at children's learning journals, documentation, and a selection of policies and procedures.

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Inspection activities

 The inspector looked at other areas, such as, the cinema room, toilet and the garden.

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Information about the setting

The childminder was registered in 2011 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and child aged four years, in Rugby. Her partner also works as her childminding assistant. The whole of the ground floor, two bedrooms and the garden is used for childminding. In addition, to this the childminder uses a self-contained unit at the top of her garden, which is accessed via eight steps. The unit has two playrooms, a kitchen area and a toilet. The family has a pet dog.

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Information about the setting

There are currently six children on roll, of whom four are in the early years age group. Children attend for a variety of sessions. The childminder also cares for older children before and after school. She operates all year round from 7.30am to 6pm, Monday to Friday, except for family holidays. The childminder uses her vehicle to transport children to and from school. She attends local groups in the children's centre with children and takes them on regular visits to the local park and woods.

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

 create an environment rich in print where children can learn about words and their meaning, for example, by using names, signs, posters and labels

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

 provide more opportunities for children to learn about and adopt good hygiene practices, for example, by ensuring that hand washing routines are consistently implemented.

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who attend

Children are happy and enjoy attending the setting. The childminder has a good knowledge of how to promote children's learning and development through a good range of activities. As a result, children make good progress in their learning and gain a wide range of skills in readiness for school. Accurate observations and regular assessments inform future planning, which also incorporates children's interests to ensure children enjoy their play and learning. Language and communication skills develop as children enjoy songs and rhymes with the childminder; they repeat words and imitate the childminder, which supports their developing vocabulary. There is a good range of books to support the different ages and interests of children. For example, younger children enjoy books with flaps, different textures and ones which make sounds, to support their curiosity and learning. Children make decisions about their play. For example, they play in

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who attend

the tent and enjoy the role play post office which supports their imagination as they learn new words, such as, 'postcards'. Older children support younger children as they show them new skills, such as how to stick stamps on an envelope. Children learn about numbers, shapes and colours as they play with shape sorters and construction equipment. Although they learn about and see print in books, there is scope to further improve children's awareness of letters and words through the use of more labels, signs and posters in their environment to further support their literacy skills.

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who attend

The childminder uses some good methods to teach children. For example, she knows the different ways children learn such as, one-to-one and in small groups. She talks and asks questions to support and extend children's learning. The childminder adapts activities well to meet children's individual needs. For example, older children make cakes while younger children decorate biscuits. The childminder is aware of the progress check at age two. She has started to collect information about children's progress in the prime areas of learning in order for her to complete this and share the details with parents. The childminder talks to parents about activities children take part in during the day, which enables them to support and extend their children's learning at home. Children develop good physical skills and gain a good understanding of the world through daily outings in the community to local shops and the library. They use a range of equipment, such as, the cars, scooters

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who attend

and wheeled toys in the garden, to develop skills in their balance and coordination.

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

Children are happy and have close relationships with the childminder and her assistant. They feel secure and develop a strong sense of belonging because the childminder collects and makes good use of information about their individual needs, daily routines and interests. The childminder uses this information to help children feel comfortable and settle with her in her home. Children have their comfort items, such as, soothers and blankets nearby, which they access to help reassure them if they get upset.

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

Children maintain a healthy lifestyle as they enjoy a range of suitable snacks, such as fresh fruit. Younger children are learning to feed themselves, which supports their growing independence. However, hand washing routines are not consistently promoted for younger children. For example, older children wash their hands independently, but younger children do not always have their hands cleaned before they have food. This does not support them to learn about the importance of consistent, good personal hygiene and how to promote their own good health. Children enjoy daily walks and outings in the local community where they benefit from the fresh air. They enjoy trips to local parks and attend local groups where they socialise with other children and adults. This also helps them to learn to deal with new situations, such as familiarising themselves with a new environment while in the care of a trusted adult and making new friends. In turn, this also

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

helps to prepare children for the next stage in their learning and for their eventual transition to school. The childminder supports children's growing independence as she helps them to learn how to put on and take off their shoes and coats. This helps them to develop important skills for the future, and to manage their own needs. Children are well prepared for school through relevant discussions, stories and visits. Older children talk to younger children about their experiences and explain that they will wave to them when they start school. This helps younger children begin to understand what school might be like and what to expect. For example, where to put their book bags and hang their coats, which helps children to become familiar with their new routine.

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

Children learn about keeping themselves safe as they practise regular fire drill evacuations, which helps them to understand what they need to do in an emergency situation. They also learn about road safety when they are on outings. Children know that they must wait in the car until the childminder takes them out, which helps to keep them safe. There are a wide range of age-appropriate toys and equipment both in the in the playroom and garden, which support children's interests and learning. Toys are stored on the floor so that children can make independent choices about their play. Children behave well as they learn about simple rules, such as, sharing, being kind and to sit at the table for food. The childminder consistently uses praise and encouragement to support children to make good friendships with each other.

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provision

The childminder has a good understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage and her responsibilities towards the children in her care. She is familiar with child protection procedures and knows what to do if she has concerns about a child, which promotes their welfare. Children's safety is further supported through detailed written risk assessments and daily checks of the environment, which help identify potential risks in the home and when on outings.

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provision

The childminder understands and meets the requirements of the Statutory framework for the Early Years Foundation Stage. She has achieved this through effective monitoring and evaluation of the service she provides. For example, the learning and development requirements are reviewed and monitored effectively to ensure that the educational provision for children meets their learning needs. This results in children making good progress while in the childminder's care. The childminder has identified areas for further development to help her improve the educational programme, such as accessing further training and support from the early years. The childminder notified Ofsted when she built a self-contained playroom at the top of her garden. This building meets health and safety regulations, which ensures children's safety. The direct access to the garden enables children to make choices in relation to where they want to play, while also being well

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provision

Effective partnerships are in place with parents who receive daily verbal and written feedback on children's care and learning, which keeps them well informed of their children's care and progress. Parents comment that they are happy with the care they receive and report that children settle well with the childminder. The childminder is fully aware of the importance of appropriate links and effective communication with other providers to ensure consistency in children's care and 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 EY418682 Local authority Warwickshire Inspection number 932552 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 6

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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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