Childminder in Warwickshire

Inspection date

Previous inspection date 15/10/2013 10/12/2012

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision is satisfactory

 Children are provided with a range of play experiences that support children to make suitable progress in their learning and development.  Children settle well and enjoy their time in the childminder's care. They feel safe and build secure attachments, which promotes their well-being and confidence.  Children enjoy exercise and fresh air during regular walks to the park and into the community, as well as outdoor play in the childminder's garden. Therefore, children are beginning to learn about the importance of having a healthy lifestyle.

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It is not yet good because

 The childminder does not maintain a daily record of the hours of children's attendance which clearly shows the days and times that children have been in her care.  Observations and assessment of children's learning and development is not rigorous enough to ensure that the next steps in their learning are consistently identified and to better promote their good progress through consistent levels of challenge.  The learning environment is not successfully planned to maximise the children learning opportunities in all areas of learning.  Ways to encourage and support parents to share information about their child's learning and development at home are in their infancy. It is not clear that parents are actively involved in continuing their child's learning at home.

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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 carried out a tour of the premises and spent time observing the childminder and the children.

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Inspection activities

 The inspector held discussions with the childminder at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at documentation to include a selection of policies and procedures.

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Information about the setting

The childminder was registered in 2012 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives in Longford, Coventry, with her husband, adult child and one child aged eight years. The whole of the ground floor and the first floor bathroom are used for childminding. There is an enclosed garden available for outside play. The family have a pet cat.

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Information about the setting

The childminder visits the shops and park on a regular basis. She takes and collects children from the local schools and pre-schools. There are currently eight children on roll and attend for a variety of sessions. The childminder operates all year round from 7.30am to 6.30pm, Monday to Friday, except for family holidays. She is a member of the Professional Association for Childcare and Early Years.

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must:

 improve the daily record of the children being cared for on the premises to show their names and hours of attendance

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must:

 use information gained from observations and assessments of children's learning to identify, and plan for, the next steps in learning for each child, so that they make better than satisfactory progress.

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

 improve the organisation of the learning environment to maximise learning opportunities in all areas of learning, with particular regard to enhancing children's mark making and literacy skills

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

 involve parents more actively in their children's learning and development by providing further information about the Early Years Foundation Stage and helping parents to support their children's learning and development at home.

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who attend

The childminder has a satisfactory understanding of the learning and development requirements of the Early Years Foundation Stage. She plans play around the children's individual interests, ensuring their favourite resources are readily available. For example, role play is accessible so that children can engage in imaginary play and that the building blocks are ready for use.

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who attend

Children happily engage in a suitable range of play experiences which enable them to make satisfactory progress towards the early learning goals. The childminder gathers information from parents on induction about their child's interests, care needs and routines. This information is used to plan purposeful play. The childminder observes and assesses where children are in their learning and development, however these observations and assessments are not rigorous enough to ensure that the next steps in the children's learning are consistently identified to better promote their good progress through consistent levels of challenge. The childminder is aware of the required review of each child's progress when they are aged two and plans to implement this when appropriate. However, ways to encourage and support parents to share information about their child's learning and development at home are in their infancy and therefore it is not

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who attend

clear that parents are actively involved in continuing their child's learning at home.

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who attend

Children are developing suitable learning skills as they freely choose resources that reflect their current interests. Young children use wooden blocks to make towers, they think carefully as they balance the blocks on top of one another. Young children learn how things work as they excitedly push buttons to make noise. Older children engage in imaginary play, dressing up as a princess. The children work as a team as they build the farm and find the animals to go in it. The childminder sits alongside the children on the floor as they enjoy playing number and letter games. The children gain confidence in using numbers in their play as they count the pieces for the game. Younger children sit on the childminder's lap watching and waiting for the older children to place the correct number on the mat. All children receive lots of praise and encouragement throughout the game. Older children look for the letters in their name and young children excitedly wait to

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who attend

be shown theirs. The childminder promotes children's communication skills as she talks to them throughout the day. They happily chat together about familiar experiences during their play. For example, a child announces 'my mums at work' and other children declare 'me too'. This interaction supports children to make links to their home as well as promoting their communication skills, self-esteem and self-confidence. These are skills which help prepare them in readiness for school. The childminder reads to the children and provides them with opportunities to engage in messy play, however the children are not provided with resources for spontaneous mark making or reading as a result there are missed opportunities to enhance their literacy skills.

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who attend

Children's physical development is encouraged both inside and outside. Inside the childminder engages them in computer generated active stories, for example running on the spot and rowing a boat. Outside they have access to ride on toys as well as ball games. Children are developing their understanding of the world around them through regular visits to the shops, the park and trips to feed the ducks. They also visit a playground where the children have the opportunity to learn about space and measure as they dig, fill and empty containers in a large sand pit. These trips help children to be sociable with others and to begin to understand about their local area.

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

Children have secure relationships with the childminder and are well-cared for in a warm welcoming family environment. They are happy and confident in their surroundings and show pleasure in their play and interactions with the childminder. Children are provided with a suitable range of activities and resources which enable them to explore most areas of learning, however the learning environment is not successfully planned to maximise the children learning opportunities in all areas of learning.

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

Children settle well as the childminder works with parents to understand their routines and care needs. The children have a daily diary which informs parents of their child's care needs as well as achievements. This two way flow of communication ensures parents are kept informed about their child's progress. Parents are invited to stay and play as well as meeting with the childminder's family. She when possible visits the child in their home so she is able to see them in their own surroundings. This ensures that children make a smooth transition into her care. The childminder understands the importance of sharing information with other providers and is forming good relationships with local nurseries; as a result children receive a consistent and complementary approach to their learning and development.

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

Children's health is promoted because the childminder follows appropriate hygiene procedures and practices which meet the children's physical, nutritional and healthcare needs. The childminder encourages healthy eating and provides fresh fruit for snacks. Parents provide their children with a packed lunch. Children benefit from regular fresh air and exercise because they have the opportunity to play in a well-resourced outdoor environment at the childminder's home, as well as visiting the parks and feeding the ducks. The childminder keeps her home safe and secure by carrying out visual checks on a daily basis. Children are beginning to learn about keeping themselves safe, for example, when going to do the school run the childminder discusses the importance of wearing seat belts, and how they must wait by the door for their turn to get in the car.

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

The childminder is calm and consistent in the way that she approaches behaviour management. Her calm manner and soft voice makes her a good role model for children and as a result they too are calm, relaxed and behave well. They play cooperatively, share and take turns. For example, a child asks another 'will you keep my seat warm' when interrupting their play to use the bathroom. All of these social skills help children in readiness for school when the time comes.

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provision

The childminder has a satisfactory understanding of the learning and development requirements. She plans resources and activities around the children's interests and this enables them to make satisfactory progress in their learning. The childminder has sound parental partnerships and spends time at the beginning and end of the day discussing their child's needs. However, it is not clear that parents are actively involved in continuing their child's learning at home.

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provision

The childminder keeps her home safe and secure by checking for hazards and ensuring that appropriate safety measures are in place for all children attending. She has a no smoking policy which prevents smoking in a room, or outdoor play area, when children are present or about to be present. All persons living in the house have been checked for their suitability and all the necessary insurances and certificates are in place with regard to the motor vehicle used to take children out. Children are supervised when using the outdoor space which is also regularly checked for hazards. The childminder is aware of the known indicators of abuse and all the required policies are in place. Children are protected in the event of being ill or having an accident. This is because the childminder has a current first aid certificate and, therefore, has up-to-date knowledge and skills to deal with these instances. However, the childminder has overlooked a legal requirement. Although she has

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provision

a schedule of the children who attend on a weekly basis, she does not keep a daily record that clearly show the days and hours of attendance. This is a breach of a legal requirement and also applies to both parts of the Childcare Register.

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provision

The childminder understands the need to evaluate her practice and the importance of monitoring the educational programme. She is starting to implement procedures to do so. For example, she is considering using an online assessment process for the children and parents will be able to add their comments to it. She is keen to continue with her professional development and is looking for training to enable her to develop her observation, planning and assessment process as well as updating her safeguarding training. Overall children are happy, settled and enjoy the time they spend with the childminder. The skills they learn help to prepare them to be ready for school and lay firm foundations for the future.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are

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actions)

The requirements for the voluntary part of the Childcare Register are

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To meet the requirements of the Childcare Register the provider must:

 keep a daily record of the names of the children looked after on the premises and their hours of attendance (compulsory part of the Childcare Register)  keep a daily record of the names of the children looked after on the premises and their hours of attendance (voluntary part of the Childcare Register)

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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 EY447450 Local authority Warwickshire Inspection number 938766 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 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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