Crowton, Denise Jacqueline

Inspection date

Previous inspection date 19/11/2013 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

 The childminder understands how children learn and develop. She supports all children to make good progress towards the early learning goals through child-initiated play, structured activities, and a range of outings.  Children feel safe and comfortable with the childminder, who establishes very warm, affectionate bonds with them. This results in them feeling safe, settled and secure while they are in her care.  The home and space available is well-organised and welcoming. Children are interested in their environment and motivated in their play because of the support and guidance they receive from the childminder.  The childminder has a good knowledge of the requirements of the Early Years Foundation Stage, child development and the areas of learning. She is committed to providing good quality care and education for all children.

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It is not yet outstanding because

 There is scope to further develop the current ways in which the childminder and parents work together to share information about children's achievements at home, to further support children's learning and development.  Opportunities for younger children to enhance their sensory skills, by accessing natural materials and resources in their play have not been fully embraced.

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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 tour of the premises during the inspection.  The inspector held discussions with the childminder.

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Inspection activities

 The inspector observed a range of indoor learning activities and children having their lunchtime meal.

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Inspection activities

 The inspector looked at children's assessment records, evidence of the suitability of adults living on the premises, a selection of policies and children's records, and parent questionnaires.

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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 husband in the Castle Vale area of Birmingham. The whole of the ground floor flat is used for childminding, except for one bedroom. There is a dedicated playroom and an enclosed garden available for outdoor play. The childminder regularly visits local parks and the library. She also visits stay and play groups on a regular basis. She collects children from the local schools and nurseries.

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Information about the setting

There are currently two children on roll, one of whom is in the early years age group. Children attend on various days. The childminder operates Monday to Friday, all year round from 8am until 6pm. 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:

 build on opportunities for parents to share information about their children's achievements at home to further involve them in their children's learning and development

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

 support further opportunities for younger children to explore their senses by providing a range of natural materials and resources for them to explore in their own time, and enhance their play and learning.

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who attend

The childminder demonstrates a good knowledge and understanding of the Early Years Foundation Stage, and therefore, promotes children's learning and development well. She fully understands how to engage children in their learning by capturing their individual interests and having fun. The childminder is using the information gained from her observations to plan learning activities for each child, and this helps them move forward in their learning. She demonstrates a good understanding of how to engage children and capture their interests. The childminder listens carefully to what children say, and this helps her to extend children's learning based on their ideas, and interests. Children like to spend time outdoors, for example, during visits to the conservation area children are encouraged to observe and record what they see. This helps them to become enthusiastic learners, find out about the environment and learn new vocabulary. Children make

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who attend

decisions about their play and confidently access a wide range of interesting resources stored at their level in the playroom. This encourages the youngest of children to explore and investigate. They look at books, turning the pages and work out how to operate electronic toys where they learn to push buttons, and listen for the sound they make. However, there is scope to improve opportunities for children to use their senses and examine a wider range of natural materials in their play to enrich their play and learning.

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who attend

The childminder place a good focus on fostering children's communication and language skills. Children are developing a great love of books. They enjoy story time, singing and younger children begin to join in with actions songs. Children can see a wide range of words and labels in the playroom, and they learn to recognise and write their names. Younger children begin to explore new vocabulary because the childminder talks to them consistently about what they are doing. She repeats words children say to encourage them to respond to her, and this helps to promote their communication and language skills.

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who attend

The childminder encourages children's thinking and number skills. They examine and fit shapes into the shape sorter, complete puzzles finding out about shape and space, and count as they build towers with construction bricks. The thoughtfully planned space within the home creates an enabling environment. This promotes children's independence, and their engagement in purposeful play, and use their critical thinking skills. For example, children use their imagination in the role-play kitchen and by dressing up. They take part in baking activities and can dress up as a chef, or learn about road safety, dressing up as a patrol crossing attendant. Younger children confidently crawl around the room and pull themselves up on low-level furniture. All children take part in a wide range of creative activities. They like finger painting, sand and water play, as well as cutting and sticking activities. They develop their understanding of a wider society, and use a range of

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who attend

resources including books which reflect positive images of diversity. Consequently, children develop the characteristics of effective early learners, and this prepares them well for the next stage in their learning.

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who attend

The childminder works well with parents, and children's starting points are recorded using an 'all about me' profile. Planning, observation and assessment procedures are effective. Children's progress is clearly recorded in individual learning journal folders. They include photographs depicting children's enjoyment and achievement, and their planned next steps in learning. The childminder is knowledgeable about how to complete the 'progress check at age two' and the areas to cover. However, there is scope to further strengthen parents involvement in their child's learning by sharing observations from home to help children make the best possible progress. Overall, children are supported well to acquire the skills and capacity to develop and learn. They demonstrate the characteristics of effective early learners, and this helps to prepare them well for the next stage in their learning.

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

Children are warmly welcomed into this nurturing and caring home. New children settle well and the childminder gives both the parent and child time to become familiar with their new surroundings. The childminder is clear about the importance of developing secure attachments and supporting children's smooth transitions from home. She talks to parents about children's routines and individual needs to ensure these needs are met. Children show through their play and interactions with the childminder that they feel secure. They snuggle up to her as they wake from sleep time, and put out their arms out to be picked up for a cuddle. The childminder has established links with other providers, such as schools and nurseries children attend, to ensure they fully benefit at a time of change through consistency in their care and learning experiences.

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

Children's physical development is fostered effectively. They visit local parks where they can play on a range of equipment to develop their confidence and physical skills. Children enjoy the time spent in the garden planting carrots and tomatoes, and they ride on bikes, play with balls and skipping ropes. Discussions and activities about healthy eating and the benefits of fresh air and exercise help to foster children's interest and their well-being. Children benefit from visits to stay and play group which enables them to develop confidence and social skills in new experiences. Good behaviour is promoted, and children begin to learn about right and wrong, sharing and taking turns. Children are praised in their achievements. Their artwork and photographs are displayed in the playroom which helps them feel a sense of belonging. The premises are clean and well-maintained, and good hygiene practises help to minimise the risk of cross-infection.

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

There are good partnerships with parents and carers. The childminder communicates effectively with them. Parents are provided with information each day about their child's routines and activities. Each child has a diary which details an overview of their child's day and activities. Parents are provided with a wide range of information, including information about the seven areas of learning, and the early learning goals. The childminder has a secure knowledge of how to support children with English as an additional language, to ensure their needs are met while in her care. The childminder recognises the importance of liaising with other professionals where children may need or receive additional support. This helps all children achieve well. Children demonstrate they are developing skills to keep themselves safe. They practise the emergency evacuation procedures, and she talks to them about road safety while on outings.

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provision

The childminder fulfils her responsibility in meeting the requirements of the Statutory framework for the Early Years Foundation Stage. She has a good understanding of the safeguarding and welfare requirements. The childminder has completed safeguarding training, and is confident about the action to take in the event of a concern about a child in her care. All of the required suitability checks are in place for all adults in the household. The childminder is well-organised, and policies and procedures are shared with parents. This means they are suitably informed about how the provision operates, and the childminder's responsibilities. The premises are kept safe and secure. The childminder is vigilant and has taken steps to minimise identified risks to children in the home, garden and while on outings. The childminder demonstrates a good commitment to improving her provision to benefit children. She has a clear idea of her strengths and areas for development to benefit

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provision

children. For example, by developing her knowledge through further training and enhancing activities for children in the garden. The childminder also works with the local authority to evaluate her provision and improve her setting. Children access a wide range of resources and good quality learning activities and experiences. This helps them to develop positive attitudes to learning. The childminder plans an educational programme that covers all aspects of children's learning and development. She reflects on the progress children make, and is able to identify any gaps in children's learning to ensure they all achieve well. Development summaries are shared with parents. Parents' views are valued and sought through the use of a questionnaire. Parents are happy with the provision, and particularly like the feedback they receive in the daily diaries. Partnership working with other providers, nurseries and schools ensure transitions are smooth, and

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provision

children are fully supported as they move forward 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 Requires improvement The provision is not giving children a good standard of early years education and/or there are minor breaches of the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected within twelve months of the date of this inspection. 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

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Grade Judgement Description

the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. 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 EY464332 Local authority Birmingham Inspection number 922762 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 2

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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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