Green Lara

Inspection date

Previous inspection date 27/11/2013 15/10/2009

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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 2 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 Children are comfortable and happy in the warm and welcoming home. They display strong attachments to the childminder, who shows them genuine care and affection.  Partnerships with parents regarding children's care are positive. There is a regular flow of information between the childminder and parents, which promotes continuity of care.  Individual needs are well met as the childminder finds out about each child's background and any special requirements. She ensures that all home languages and religious or cultural differences are embraced, enabling all children to feel valued and have good levels of self-esteem.

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It is not yet good because

 Teaching requires improvement because planning is not suitably robust to ensure that children's next steps in learning are being consistently met. As a result, some activities are not sufficiently challenging to promote continual progress.  The childminder does not provide opportunities for parents to further develop children's learning at home. As a result, children's next steps in learning are not discussed and shared to promote and support swift progress.  The educational programme is not evaluated. Consequently, the childminder is not swiftly aware of areas where additional input is required to help children make good progress.

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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 lounge and conservatory, and checked all other areas used for childminding.

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Inspection activities

 The inspector spoke with the childminder and children at appropriate times throughout the inspection and completed a joint observation.

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Inspection activities

 The inspector looked at children's learning journey records, planning documentation, the childminder's self-evaluation and improvement plan, evidence of suitability and a selection of other policies and children's records.

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Inspection activities

 The inspector also took account of comments from parents and carers and looked at the childminder's own parent survey information.

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Information about the setting

The childminder was registered in 2002 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and adult child in Longton, Stoke-on-Trent. The whole ground floor of the house is used for childminding, along with the first floor bathroom. There is an enclosed garden to the rear of the property for outdoor play. The family has a rabbit and a pet reptile.

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Information about the setting

The childminder takes and collects children from the local schools. There are currently seven children on roll, four of whom are in the early years age range and attend for a variety of sessions. The childminder operates all year round from 7.15am to 6.15pm, Monday to Friday, except for two days at Christmas and two days at New Year.

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must:

 identify children's next steps in learning and use this information to plan activities that are enjoyable and challenging in all the areas of development

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must:

 provide opportunities for parents and carers to build on and guide their children's development at home.

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

 develop further the self-evaluation process so that it includes an assessment of the educational programme and the impact of teaching on children's learning and development.

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who attend

Children are relaxed and settled in the childminder's warm and welcoming home. They independently select toys and engage with the childminder as they play, reading stories with her or working together on large scale junk modelling. They have great fun making a cooker out of a cardboard box, running to see what the real cooker looks like in the kitchen before coming back to add dials and a hob. The childminder encourages them to problem solve and develop their own ideas, letting them consider the best way to make a dial and then supporting them as they cut out segments from an old chocolate box to act as knobs. This helps children to develop their creative skills as well as a range of physical skills as they use scissors and glue to finish their creation. Early literacy skills are also developed as children enjoy chalking on the blackboard in the kitchen and recognise the letters of the alphabet as these are displayed around the edge. The childminder teaches

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who attend

them to copy the letters in their own names and make recognisable drawings as they increase their pencil control. Baking activities also provide another opportunity for children to increase their skills. An annual 'pancake cafe' provides children with the chance to design their own menus, mix pancake batter and serve their parents in the childminder's home. This is made more realistic as the childminder provides them with fake money and each child drapes a tea towel over their arm as they pretend to be waiters and waitresses. This fun activity encourages their social skills as well as enabling them to learn about measure and volume, designing and counting in a practical and engaging way. These skills, along with a willingness to learn, help them develop key skills for their future learning in school.

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who attend

However, there is room for improvement. The childminder's planning and assessment skills are not good enough to ensure that children are making swift progress in their learning. The childminder makes some observations of children's activities but does not formally identify their next steps in learning or consistently plan activities linked to their developmental and learning needs. As a result, activities sometimes lack appropriate challenge and are not always well thought out. For example, although the childminder is aware that some children need further input on counting, she is not planning activities to specifically address this area of learning. Instead, she focuses on activities that children are already confident with. For instance, during a colouring activity where children are decorating a Christmas tree, she encourages them to name the colours of the pens they use, which they do easily. She does not suggest counting the number of branches to

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who attend

introduce number as she has not effectively considered children's next steps and thought about ways to address these in planned or spontaneous activities. Consequently, children are not always making swift enough progress as the childminder is not teaching them new skills or providing consistent challenge.

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who attend

The childminder regularly consults with parents. She discusses children's abilities at the start of a placement to determine their starting points and chats to parents on a daily basis about what the children have been doing. However, she does not provide parents with ideas about how to extend their children's learning at home so that a shared approach to helping children progress is in place and beneficial. The childminder has developed positive relationships with the local schools that children will attend. She communicates regularly with the reception class teachers and regularly takes children onto the school site as they go to collect the older children. They often go into the classroom to see the work of other children who come after school. This helps children to be familiar with the environment and be ready to move on when the time comes.

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

Children display close relationships with the childminder, her children and each other. They play together harmoniously and seek the childminder out for cuddles and affection throughout the day. Children are helped to settle into the home as she speaks to parents prior to their children attending, making sure she is able to offer familiar activities that the children enjoy. This encourages them to relax as they quickly engage in play. The childminder also takes the time to find out about each child's individual personality and character. She discusses any special requirements with parents to ensure that these are fully met in order to promote the child's well-being. For example, she ensures that any allergies are fully understood so that children only take part in activities that are safe and suitable. The childminder is also very sensitive to children's individual characters and is focused on helping them build a positive self-image. She helps them to develop high levels

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

of self-esteem by reminding them that they are special and encouraging them to value their unique characteristics and backgrounds. As a result, children become emotionally secure as they learn to appreciate their individuality.

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

Behaviour is effectively managed. All children show a mature understanding of what is acceptable behaviour as the childminder provides consistent rules and boundaries. She works with parents to agree ways to deal with challenging behaviour, which ensures that a consistent approach is used. Children know to tidy up a game before they get out other resources and are willing to put away toys with little prompting. Children are also kept safe. All exterior doors are kept secure and effective risk assessments ensure that all areas and equipment are fit for use. A high level of supervision protects children from accidental harm. The childminder also teaches children to keep themselves safe. They know how to respond swiftly during a fire drill as these are regularly practised and discussed.

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

Children's good health is well promoted through sensible routines and a commitment to a healthy lifestyle. Active play is effectively encouraged with regular access to the garden and regular outings to parks and other attractions. Children also enjoy a range of nutritional and balanced meals. They tuck in enthusiastically to spaghetti bolognese, and also enjoy chicken pie with fresh vegetables or home-made casserole. The childminder encourages them to be interested in healthy options as they grow their own vegetables, such as lettuce and carrots, and discuss the foods they eat and where they come from.

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provision

The childminder is committed to supporting children's well-being and is aware of her role and responsibility in promoting children's welfare at all times. All required policies and procedures are in place. These are all written to a suitable standard and include all required information. For instance, there is a detailed safeguarding policy which includes information about allegations of abuse and the use of mobile phones and cameras in the setting. The childminder is clear about how to protect children. She is aware of the signs and symptoms that may indicate abuse and knows how to follow this up promptly. She ensures that children are under her direct supervision at all times and that they only leave her home with an agreed adult. All members of the childminder's home have been deemed suitable to work with children.

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provision

The childminder has addressed the recommendations set at the last inspection. She now records details of who holds parental responsibility for each child and has ensured that children have opportunities to learn about different cultures and abilities. She seeks to evaluate her own practice and has been successful in ensuring that she has kept up to date with changes in the welfare requirements. For example, her safeguarding procedure includes details of how she protects children from the risks posed by modern technology, such as social networking sites. The childminder has considered the strengths and weaknesses of her setting and has identified some areas for future improvement. For example, she is aware that she is not using observations effectively and recognises that this is an area that requires addressing. However, the childminder does not evaluate the effectiveness of the education she provides and has not considered ways to effectively

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provision

monitor the impact of her teaching on children's learning. Consequently, she is unable to identify how effective she is in delivering the education programme and supporting children in making swift progress.

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provision

The childminder does not currently work with any children with special educational needs and/or disabilities, but is aware of the need to work in partnership with parents and other professionals to ensure that any specific needs are promptly identified and addressed. The childminder builds positive relationships with parents and chats to them on a daily basis about their child's achievements and well-being. She collates feedback from parents to ensure they are happy with the care provided and to ascertain whether there are any changes they would like her to make. The childminder ensures that parents are aware of how to make a complaint if they need to and shares key policies with them so that they are clear about the standards to which she works. Parents' comments indicate that they are more than happy with the care provided. They report that their children are 'bursting to tell about all the activities they have done' and 'have come out of their shell' since

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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 EY102902 Local authority Stoke on Trent Inspection number 872417 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

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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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