Childminder in Staffordshire

Inspection date

Previous inspection date 21/11/2013 10/12/2008

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early years provision

This inspection: 2 Previous inspection: 3 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 supports children's learning very well, through her positive and interactive teaching approach. This successfully promotes children's enthusiasm and enjoyment, and helps them to develop the characteristics of effective learning.  The childminder uses the natural environment and local community facilities exceptionally well, to significantly enhance children's explorations and social development.  The childminder successfully develops children's growing independence and cooperation, by introducing them to good hygiene practices from an early age, and by encouraging them to take part in simple domestic routines, such as preparing a healthy lunch.  The childminder successfully builds strong and trusting relationships with children, parents and other childcare professionals. This enhances children's learning experiences and secures their emotional well-being.

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It is not yet outstanding because

 Children are not always able to freely access the dressing-up clothes, to increase opportunities for them to express their creativity and imagination during role play.  There is scope to exploit teaching opportunities to introduce numbers for counting and other mathematical vocabulary to help children make comparisons between quantities.

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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 home, and on a spontaneous outing.

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Inspection activities

 The inspector observed children's play experiences, with the childminder, and discussed her view of the teaching and learning taking place.

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Inspection activities

 The inspector looked at the childminder's observation and assessment records and planning documentation, and discussed her arrangements for early years summary reviews and two year progress checks.

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Inspection activities

 The inspector checked evidence of suitability of the childminder, and both adult household members. In addition, the inspector discussed the childminder's self- evaluation and improvement plan, and looked at her quality assurance records.

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Inspection activities

 The inspector took account of the views of parents from written letters given to the childminder, prior to the inspection.

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Information about the setting

The childminder was registered in 2008 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and three children aged seven, 15 and 16 years in a house in the Hockley area of Tamworth, Staffordshire. The whole of the ground floor, the bathroom on the first floor and the rear garden are used for childminding. The family has a pet dog and a cat.

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Information about the setting

The childminder takes children to local children's activity groups. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently three children on roll, one of whom is in the early years age group. Children attend for a variety of sessions. The childminder operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays.

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

 extend opportunities for children to express their creativity and imagination through role play, by providing more opportunities for children to use the dressing-up clothes

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

 enhance children's mathematical development by introducing numbers for counting and by using mathematical vocabulary to make comparisons between quantities, such as how many horses?, how many geese?, and how many altogether?

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who attend

The childminder uses effective teaching methods to develop children's knowledge, understanding and skills. Consequently, children are keen to participate and learn. She plans a varied and fun range of activities both indoors and outside of her home, that children thoroughly enjoy. As a result, children quickly develop the characteristics of effective learning. For example, young boys handle tools and other play equipment with increasing control and dexterity, as they fix the parts and features onto a potato shaped toy. They concentrate intently on their self-chosen task and show high levels of persistence, as they work out how to manipulate small objects, and attach them to the potato head. The childminder supports children's learning very well, by enabling them to try things out for themselves before offering direct assistance when needed. This helps children to work things out and solve problems. The childminder provides a wide range of

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who attend

art and craft materials, which are readily accessible to children to foster their creativity and imagination. She prepares activities well in advance, to build on themes that children have been involved in before. In this way, young children delight in making a collage picture, using the leaves collected from their nature walk. The childminder skilfully introduces other picture resources that she knows children are very interested in, to promote their language and communication. As a result, children who are just learning to speak, chatter happily about their favourite television and story characters. They use descriptive words that are familiar to them, and the childminder helps them to link two and three words together to form a sentence. This successfully promotes children's language development. The childminder is beginning to introduce children to wider world festivals and cultural events through real experiences, such as family weddings and

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who attend

religious celebrations. This helps children to understand people's traditions and beliefs. She fosters their imaginative play, by using dressing-up clothes to represent traditional costumes. However, dressing-up items are not always readily accessible to children, if they wish to initiate or develop their own imaginative ideas through role play.

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who attend

The childminder uses local areas of interest exceptionally well, to foster children's curiosity and interest in the natural world, and other community events. As a result, young children make decisions about their own play and learning, by asking if they can go and feed apples to the horses. They recognise that they need to wear their wellingtons to stamp in the muddy puddles, and express anticipation and excitement as they get ready for the outing. The childminder engages with children very well to support their learning and development, by asking questions which help children to think about what they see and hear. Consequently, children watch with a sense of awe and wonder as they observe the horses and the geese in the field. They develop their physical skills and mobility, as they learn to coordinate their movements to balance themselves, and to throw the apples over the fence. The childminder interacts supportively, enabling children to enjoy this

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who attend

experience. She is beginning to introduce some mathematical concepts to children, as she says 'here is one, and another one', when the horses appear. However, she does not always maximise this opportunity to enhance children's mathematical development. For example, she does not extend their knowledge by introducing numbers for counting and by using mathematical vocabulary to make comparisons between quantities, such as how many horses?, how many geese?, how many altogether?.

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who attend

Children are introduced to a wide variety of interesting activity groups which broaden their learning experiences. The childminder makes good use of child development information to guide and inform her observations, assessments and next steps planning. As a result, children are involved in meaningful activities which support their continuing progress, and prepare them well for their next stage of learning. For example, the childminder observes a child's interest in small world vehicle play. She skilfully builds on this interest by introducing cardboard boxes and tubes so that the child can build a garage, and explore how to get the cars through the tube. She provides other interesting resources, such as a magnetic mark maker, so that children can experiment and find out how things work, as they turn dials to make marks and patterns, and then make them disappear by pushing the 'magic bar' across. This successfully fosters children's understanding of the world,

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who attend

alongside their creativity, literacy and physical development.

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who attend

Parents are valued as important participators in their child's learning. The childminder shares detailed information with them, about all aspects of their child's learning and development. This promotes each child's continuing progress, through shared learning experiences. The childminder builds strong relationships with schools and other professional partners. As a result, she successfully fosters partnerships between the home environment and other settings. This enhances children's learning experiences, by helping them to communicate with others and to transfer to their next stage of learning and school with ease.

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

The childminder forms strong bonds and positive relationships with children and parents from the onset. She arranges gradual introductory visits to her home before children first attend. In addition, she arranges with parents to visit them in their home, between settling-in sessions. This helps children feel comfortable with the childminder and to separate from their parents on their first full day. Children build strong friendships within the childminder's family, and with other children. The childminder talks kindly to the children and is very respectful of their individual needs and preferences. This helps children to feel emotionally secure and develops their confidence, through positive relationships.

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

The childminder is very attentive to children's routine needs and uses every opportunity to foster their growing independence. For example, young children recognise when their hands need washing after messy play, and seek out support from the childminder, to keep themselves clean. The childminder demonstrates good hygiene practice, by encouraging young children to wash their hands with 'magic soap' after having their nappy changed, and with soap and water before preparing and eating food. She recognises their signs of tiredness and ensures that their favourite cuddle blanket is to hand, when they are ready to settle down to sleep. This fosters children's good health and emotional well-being. Children are happy and settled in the childminder's company because they have fun and enjoy their time with her. They are actively engaged in making a healthy pitta bread pizza for lunch, using freshly prepared salad ingredients. Their own drink containers are readily

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

accessible to them, so that they can drink when they are thirsty. They enjoy regular fresh air and exercise each day, and sleep and rest when needed. This enhances their understanding of a healthy lifestyle.

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

The childminder sets clear rules so that children know how to keep themselves safe. As a result, they climb up and down the stairs carefully, and are safely supported when they walk outdoors and cross the road. She gently re-affirms expectations and offers clear explanations to re-assure children, when they are feeling upset or tired. Consequently, children behave well and respond positively to her warm and re-assuring manner. The childminder promotes inclusion very well, by introducing children to other customs and beliefs. She provides books and play equipment which represent children with different abilities and needs, so that children recognise difference and diversity, and feel well supported themselves. She arranges community activities, such as a visit to the local elderly people's home, so that children learn to value and consider others. As a result, children develop high levels of self-esteem and respectful attitudes. Children develop good

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

levels of independence and co-operation, because they access toys and equipment from the bright and attractive resources available to them. They know where to find their outdoor clothes and boots, and attempt to dress themselves from a young age. This ensures that they develop the skills they need as they approach their next stage of learning.

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provision

The childminder demonstrates a secure understanding of how children learn and develop. As a result, she plans a broad range of learning experiences that match children's individual needs and interests, and develops their capabilities and skills. Consequently, all children make good progress towards the early learning goals. Safeguarding procedures are robust because the childminder has an in-depth knowledge of how to protect children from harm and neglect. She has attended updated safeguarding training to ensure that her procedures are in-line with current regulations and guidelines. She is observant of children's emotional well-being and physical appearance to ensure their safe care. She has clearly written policies in place, which help her to inform and guide parents towards her legal role and responsibilities. For example, all adults in the household have been appropriately vetted by Ofsted to ensure their suitability. In addition, the childminder

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provision

knows that when her child reaches the age of 16, she must obtain a disclosure and barring check for them. In addition, she has introduced a strict mobile phone and camera policy to ensure children's privacy and dignity is respected. This strengthens partnerships and secures children's safety and well-being.

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provision

The childminder is committed to improving and developing her professional practice. She attends regular training events, covering a wide variety of topics to support children's learning, behaviour, safety and inclusion. This has strengthened children's day-to-day experiences. Furthermore, she is currently undertaking a training course to obtain a level 3 qualification in childcare. She attends regular quality improvement forum meetings, with other childcare professionals and development advisors. This enables her to benefit from and share good practice ideas. The childminder evaluates her own practice well and accurately identifies her key strengths, such as developing effective partnerships with parents and other childcare professionals, to promote continuity in children's care and learning. She sets clear priorities for improvement, such as identifying continuous professional development opportunities, and involving parents and children in her

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provision

improvement survey. This secures positive outcomes for children and families. Actions and recommendations from the previous inspection have been successfully addressed. As a result, the childminder now demonstrates a secure knowledge and understanding of how to support children's communication and language through play, and her everyday interactions with the children. The childminder now makes better use of the Early Years Foundation Stage guidance materials to support teaching and learning opportunities. Consequently, children benefit from more purposeful play and learning experiences. In addition, she has since benefitted from training courses, such as letters and sounds and inclusion development. This has strengthened her knowledge and understanding of how best to use quality improvement tools, to enhance her skills and practice. She has also improved her risk assessment procedures to ensure that children are not at risk from

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provision

potentially hazardous equipment in the garden. For example, she provides a separate enclosed area to prevent children's access to small decorative stones, and the area used by the dog. She places a suitable cover over the washing-line frame, to prevent the risk of injury from the loose plastic strands. This secures children's safe and enjoyable play.

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provision

The childminder works in close partnership with all those involved in each child's care and learning, so that children receive optimum levels of support to fully enhance their progress and development. Parents written comments received by the childminder are very positive and complimentary about the high quality service she provides. For example, they state that their children are happy and safe, and have lots of fun with the childminder. They also state that they are very pleased with the progress their children have made in their learning and development.

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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 EY371805 Local authority Staffordshire Inspection number 821286 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 3

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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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