Childminder in Staffordshire

Inspection date

Previous inspection date 18/10/2013 16/10/2012

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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

 The childminder has a secure understanding of how children learn and how she can support them. She demonstrates a continual drive to enhance the learning experiences for children. Consequently, children are making good progress in their learning and development.  The childminder creates an inclusive environment where children's individual needs are met well. This ensures children develop a secure sense of well-being, in order for them to be effective learners.  Children are safeguarded because the childminder has strong understanding of her roles and responsibility. She effectively implements policies and procedures that ensure children are kept safe.

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It is not yet outstanding because

 Current arrangements do not always ensure all information about home learning is captured by the childminder to ensure assessments are sharply focused and reflect information from all those involved in children's learning, in order to build upon the good progress children are currently making.

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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 two playrooms and a walk in the local community.

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Inspection activities

 The inspector interacted and spoke with children and parents present during the inspection.

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Inspection activities

 The inspector spoke with the childminder about the daily routines, children's individual learning.  The inspector looked at a range of documentation.

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Information about the setting

The childminder was registered in 2012. She lives with her partner in Burton-on-Trent. The whole of the property, with the exception of the master bedroom, is used for childminding purposes. Bathroom facilities are on the first floor. The garden is available for outside play. The childminder provides overnight care.

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Information about the setting

The childminder is registered on the Early Years Register and on both the compulsory and voluntary parts of the Childcare Register. The childminder is currently caring for eight children in the early years age range and she works with an assistant.

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Information about the setting

The childminder walks to the local schools and playgroups to take and collect children. She is a member of the Professional Association of Childcare and Early Years and holds a recognised early years qualification. She is a member of the Staffordshire Childminding Network.

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

 enhance the arrangements to capture information about home learning to ensure assessments are sharply focused and reflects information from all those involved in children's learning, particularly in relation to children with emerging vocabulary skills who only attend on a part time basis and for parents who may not always have time to stay and talk.

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who attend

Children make good progress in their development and are well-prepared for school and their next steps in learning because the childminder has a secure knowledge and understanding of how to promote the learning and development of young children. She has a secure understanding of how to use observations and assessments of children's achievements to monitor the progress they make over a period of time and to identify their next steps in learning. She uses this information well to plan activities and experiences and to guide her daily interactions with children and to support them to become confident and self-assured, eager and motivated learners.

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who attend

Parents are effectively supported to be involved in their children's learning. The stimulating environment and array of displays the childminder creates in her home provide examples for parents to see how they can support their children's learning in their own home environment. This is an important element in supporting children's future success in learning at school. Parents particularly like how the childminder gives them specific information and guidance to support their children's' learning. This includes guidance on how to extend older children's vocabulary and understanding of mathematical concepts by introducing positional language, such as 'inside', 'on top' and underneath, in context as they play. Parents are encouraged to share information about their children's learning and development at home when they first start and at times when they arrive and depart, which helps the childminder to secure more accurate assessments. However, these

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who attend

arrangements do not always ensure all information from home learning is captured by the childminder. This does not ensure assessments and next steps in learning are sharply focused on reflecting information of all those involved in children's learning, in order to build upon the childminder's good practice and the good progress children are currently making. This is particularly evident in relation to assessing the emerging vocabulary skills of younger children who only attend on a part time basis and for parents who may not always have time to stay and talk.

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who attend

Teaching is effective. The childminder is particularly effective in supporting older and more able children to make very good progress in their communication skills. For example, she encourages and supports children to tell their parents about what they have achieved while they have been in her care, which helps children to reflect upon and explain events. This helps children to begin to review their own progress and learning, which is an important skill for future learning. Children are also encouraged to describe the things they see and find interesting, such as, the shapes, signs and numerals they see while walking in the local environment. These experiences also support their growing interest in mathematical concepts and understanding that print carries meaning. Children's interest in print is further supported through the array of meaningful print the childminder has created in her home. Children's literacy skills are further supported because the

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who attend

childminder encourages them to be interested and familiar with the sounds letters make. For example, she encourages them to hear and play with the sound of the first letter in their name.

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who attend

The childminder makes good use of children's walks around the local environment to support children's growing interest in nature. For example, she encourages them to note the changing colours of the leaves and to remember the name of the conkers they find lying on the ground. Children's critical thinking is also supported and extended well by the childminder who asks them questions that encourage them to think and express their thoughts, such as, 'what do you think we need to do?' This approach encourages children to try to overcome problems they encounter, to think of new ideas, new ways of doing things and to make predictions, which are further skills required for future learning.

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who attend

The childminder and her assistant place good emphasis on supporting children's non- verbal communication through the use of simple language and pictorial prompts, which children learn to use to communicate with. For example, younger children are supported to indicate which song they would like sung by pointing to the picture board of songs. Great focus is given to encouraging children to enjoy and take part in repetitive action songs and rhythms, which encourage children to move in context to the words that are being sung. Props, such as, singing bears are used to encourage children to listen and take part in singing songs. These include, songs that encourage children such as head, shoulders, knees and toes. These approaches are particularly effective in helping children to begin to use and understand the meaning of words, which is particularly effective in supporting children whose home language is not English.

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who attend

The childminder supports children's natural interest and curiosity in the things they see by providing new and unusual resources to stimulate their senses. For example, she takes children to a local childcare venue that has a 'Sensory room' that is designed to stimulate and encourage and support children to explore and experiment using all of their senses.

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

The childminder has a strong understanding of how important it is that children develop a secure sense of well-being. As a result, she pays particular attention to supporting children to manage changes throughout the day. This includes, introducing unexpected visitors and taking time to encourage and welcome children who are arriving and to say goodbye to children who are going home. This also supports children to develop positive relationships with each other. The childminder works in partnership with her assistant to provide one- to-one support, if necessary, to help children to develop the confidence to embrace new experiences, such as, going into a new and unusual 'Sensory room'. Younger children demonstrate their good sense of security and well-being as they show familiarity with daily routines and take an active role in rituals, such as, finding their shoes to go home. The childminder stays on hand and uses a fun approach to capture this opportunity to

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

challenge and motivate children to develop their self-care skills. She encourages them to do as much as they can to get their own shoes and coats on, which also supports their independence. The childminder works very effectively in partnership with parents to identify and support any individual care needs a child may have, which ensures children benefit from continuity in their care.

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

The childminder creates an inclusive environment. The childminder and her assistant have a very welcoming, kind and caring approach and children also benefit from developing positive relationships with the childminder's partner. The childminder organises resources so that they are easily accessible, which helps to ignite children's interest to initiate their own play and follow their own interest. Display of children's work and photographs of them at play helps them to develop a secure sense of belonging. Children are supported to embrace and value diversity, particularly in relation to communication. For example, children hear and learn different languages, this includes, learning simple words in French. Children are effectively supported to share and take turns with resources and to help each other and the childminder works in partnership with parents to set and maintain clear and appropriate boundaries that children respond well to. Consequently, children enjoy a

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

harmonious environment, which supports their well-being.

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

At all times children are supported to develop their understanding of how to keep themselves safe, relative to their age and ability. For example, the childminder talks to children about the importance of road safety when they are crossing roads. The childminder provides healthy snacks and meals for children and talks to them about the importance of healthy eating. Children have daily opportunities for fresh air and exercise. This includes, making use of the local amenities that have large outdoor equipment that children can use to learn to climb and balance.

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provision

The childminder demonstrates a secure drive to continually develop her provision for children. She is a reflective practitioner who continually evaluates her own practice, attends regular training events, seeks and acts upon her own research and guidance from local authority advisors. Since the last inspection she has designed and developed her outdoor area. This includes all-weather flooring so that children can access the outdoors all year round, a hard floor area so that children can ride wheeled toys and plans are in place to develop a further area to provide a nature area. The childminder has attending training events including sign language and 'Every Child a Talker' and she uses her knowledge and skills very effectively to enhance and support children's communication skills. Since the last inspection the childminder has also increased her knowledge and understanding of how to monitor the educational programmes. As a result, children

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provision

benefit from a broad range of experiences and their individual abilities and needs are monitored. This leads to good levels of support and intervention and helps to ensure that all children make good progress in their early learning, taking into account their starting points and capabilities.

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provision

Children are effectively protected because the childminder has very good knowledge of her roles and responsibilities in relation to ensuring children at kept safe. Household members and people working on the premises are known to Ofsted and appropriate checks have been undertaken. The childminder has a good understanding of the Local Safeguarding Children Board procedures and has a good awareness of the signs and symptoms of child abuse. She has established good partnership working with other professionals, which helps to ensure children and their families benefit from early intervention and support. The childminder provides supervision, support and coaching for her assistant. This ensures her assistant is fully competent to undertake her daily roles and responsibilities, which helps to enhance children's care and education. Risk assessments for overnight care and outings are undertaken to identify hazards which the

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provision

childminder takes suitable steps to minimise all hazards, which ensures children are kept safe. The premises is kept secure, which ensures children are unable to leave unsupervised. Documentation is detailed and effectively organised. For example, the childminder maintains records for accidents, medication and each child's daily attendance.

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provision

The childminder develops positive partnerships with parents and responds effectively and sensitively to the daily individual needs of children and their families. Parents speak very positively about the childminder's provision. They state they are pleased with the progress their children make in their learning, particularly in relation to their self-confidence and developing relationships with other children.

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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 EY440008 Local authority Staffordshire Inspection number 938767 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 8

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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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