Wilson, Lindsey

Inspection date

Previous inspection date 31/10/2013 Not Applicable

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early years provision

This inspection: 2 Previous inspection: Not Applicable How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 Children are happy, settled and secure. They relate well to the childminder and are motivated to learn because the childminder provides a good range of interesting and engaging experiences.  The childminder is pro-active in developing her service. She acts on advice and attends regular training to enhance her knowledge. Her plans for improvement are well targeted to strengthen her practice further.  Partnerships with parents are positive and help form a strong contribution to meeting children's needs. Children enjoy a harmonious environment where behaviour is effectively managed in a calm manner.  The childminder has a strong knowledge and understanding of safeguarding and her roles and responsibilities in keeping children safe. As a result, her practice is effective in ensuring that children are safeguarded and their needs fully met.

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It is not yet outstanding because

 There is scope to improve the very good inclusive practice even further by extending opportunities for children with English as an additional language to hear their own language spoken.

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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 children's activities inside.  The inspector spoke to the childminder at appropriate times during the inspection.  The inspector looked at children's documentation and policies and procedures.  The inspector took into account the self-evaluation form.

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Inspection activities

 The inspector took into account the views of parents and carers spoken to at the inspection.

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Information about the setting

The childminder was registered in 2013 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and one child aged 11 years in a house in Hadley, Telford. The whole of the ground floor, and two rooms on the first floor and the rear garden are used for childminding. The family has two cats as pets.

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Information about the setting

The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools.

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Information about the setting

There are currently nine children on roll, who are in the early years age group and attend for a variety of sessions. She operates all year round from 7am to 6pm, Monday to Saturday, except bank holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years.

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

 enhance the very good inclusive practice by introducing strategies for younger children with English as an additional language to hear their language to fully support their emotional development even further.

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who attend

The childminder has a good knowledge of the Statutory framework for the Early Years Foundation Stage and understands how children learn. She conducts effective observations to plan for individual children's next steps in their learning using suitable guidance documents. Observations are conducted regularly and the childminder works to assess each child's progress, linking this to the guide for ages and stages accurately. She is aware of completing the progress check for children aged between 24 and 36 months, and is preparing to complete these on current children within that age band. Parents have opportunities to review their children's developmental records at any time, and are invited by the childminder to contribute and share children's learning from home, promoting the continuity of children's progress between home and the setting. Through initial discussions with parents, the childminder finds out about children's experiences, what children know,

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who attend

and their likes and dislikes. Children are encouraged to learn to share toys and play together to promote their social skills, in preparation for the later transition to nursery and school. As a result, children make good progress in their personal and social development skills.

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who attend

The well sourced environment enables children to initiate their own play as they select resources from a variety of easily accessible boxes. The childminder sits on the floor to join in with children's play as she fosters their language development through conversations. She observes children and makes notes to include later in their learning journals.

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who attend

Children's confidence in numbers, shapes and colour is effectively promoted by the childminder. For example, she confidently uses language to explain what she is doing talking about the colours of the plates and cups, counting how many they need on the table for the children who are present. They later extend this to a play dough activity as they talk about the shapes of the dough. The childminder introduces language, such as, 'long and short' and describes cutting the sausage shape in 'half'. This provides opportunities to support children's awareness of shapes and numbers.

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who attend

The childminder has a good knowledge of promoting equality of opportunity and ensures all children and their families are valued and respected. Children's understanding of the world is nurtured as they celebrate festivals. The playroom depicts positive images of diversity, including people with differing abilities. This ensures children's understanding of a diverse society is fully fostered. However, there is scope to further improve how the childminder meets the needs of children with English as an additional language within her practice. Labels on resources and posters within in the playroom reflect dual language, however, the children are too young to be able to read and the childminder is unsure of the pronunciation of some words.

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

All children are well behaved. They display a caring attitude towards one another, ensuring all get a turn when sharing toys, such as, the musical instruments and wooden spoons. The childminder supports this cooperative and calm atmosphere as she role models positive behaviour to children and reinforces this with praise through the behaviour chart. Children move from the happy face to the sad face, or up to the super star throughout the day. This allows young children to develop an understanding of other people's feelings and what is acceptable behaviour.

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

Children move freely around the childminder's home and enjoy playing with the resources available, which promotes their confidence and independence. All required documentation is in place and the childminder understands the need to complete this correctly to promote children's safety and well-being. Children are developing good self-care skills. Older children learn to hang their coats and bags up on their individual hook in the hallway when they arrive. In addition, children are supported well to develop an awareness of their own toileting needs, as the childminder reminds them to wash their hands at appropriate times during the day.

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

The childminder is vigilant about children's safety and she supervises them well at all times. Children gain a good understanding of how to keep themselves safe as they follow sensible rules for playing safely indoors and practising regular fire dills to ensure they know what to do in an emergency. Children benefit from fresh air and exercise on a regular basis as the childminder supports them to enjoy a healthy lifestyle through visits to the local park and facilities in the area. The childminder discusses healthy choices with the children as they enjoy the well balanced snack and water from their individual bottles.

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

The childminder is fully committed to working closely with parents to support continuity in their children's care. As a result, they receive a smooth transition between home and the childminder's home. Through discussions and settling-in sessions offered to parents she can meet any specific needs to ensure that all children's experiences are tailored specifically to them. For example, special comforters or daily routines and sleep patterns. Children quickly begin to form strong attachments and bonds with the childminder and are confident in their new surroundings. Children are also effectively supported in new experiences, such as starting school. The childminder works in partnership with parents to plan visits and provide lots of opportunities to discuss the transition to school. This helps children to feel prepared to look forward to the event.

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provision

The childminder has a good understanding of the procedures to follow should she have any concerns regarding a child in her care. A safeguarding policy includes the action to be taken and telephone numbers of who to contact to seek advice and support. Parents sign to say that they have read and understood the policy prior to their children starting. The premises are safe and secure. Written risk assessments are in place, which show how the childminder addresses any potential hazards to ensure children's safety is promoted.

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provision

The childminder demonstrates a strong commitment to developing her own skills. She has attended a number of courses since her registration, including food hygiene and speech and language. This has a positive effect on her knowledge and the service she provides for families. Children benefit from a broad range of experiences and activities, and their individual needs are met. As a result, children make good progress in their early learning, taking into account their starting points and capabilities. Self-evaluation is used well to devise areas for improvement and parents have been asked to comment on the service via questionnaires.

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provision

The childminder develops positive partnerships with parents. She actively encourages parents to be involved in their child's learning at home and shares daily information about their child's achievements daily. The childminder has a clear understanding of the importance of working in partnership with external agencies and has strong links with the local authority mentor and childminding network. The childminder cares for children who attend other early years settings and is working to share information to ensure transitions are smooth and children's welfare and learning are fully complemented and supported.

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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 EY461702 Local authority Telford & Wrekin Inspection number 919735 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 9

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Name of provider

Date of previous inspection not applicable

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Telephone number

set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises, which are usually the childminder’s own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children,

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Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Type of provision

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

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