Childminder in Warwickshire

Inspection date

Previous inspection date 10/12/2013 10/03/2010

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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 clearly shows that she supports children of all ages well. She focuses strongly on their individual learning needs and interests. As a result, children make good progress in their learning and development.  Children feel safe and secure with the childminder, who provides a caring and nurturing environment, where they are happy and comfortable. Children build strong attachments and bonds, which promotes their well-being and confidence.  The childminder has a good understanding of how to promote the health and safety of children in her care. She has clear understanding of the safeguarding procedures and effective risk assessments ensure children are protected from harm.  The childminder is committed to further improving her provision through self-evaluation and ongoing professional development. This has a positive impact upon the quality of her environment and the opportunities she provides for the children.

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It is not yet outstanding because

 There are fewer resources and opportunities to fully enhance and extend more able children's already good understanding of information and communication technology.  There is room to improve existing partnerships with other early years settings that some children attend, in order to consistently complement their learning and maximise the progress that they make.

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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 taking place in the play room, kitchen and garden.

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Inspection activities

 The inspector spoke with the childminder and children at appropriate times during the inspection.  The inspector viewed the areas of the premises and garden used for childminding.  The inspector took account the written feedback from parents.

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Inspection activities

 The inspector looked at children's observation and assessment records, the register of attendance and children's records.

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Inspection activities

 The inspector checked evidence of suitability of all members of the household, the childminder's qualifications and her self-evaluation and improvement plan.

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Information about the setting

The childminder was registered in 2009 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives in Nuneaton, Warwickshire with her husband and two children aged 13 and 15 years. The whole of the ground floor is used for childminding. There is an enclosed garden available for outside play. The childminder attends a local childminding group and visits the park on a regular basis. She takes children to and collects them from the local schools and pre-schools.

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Information about the setting

There are currently four children on roll, all are in the early years age group and attend for a variety of sessions. She operates all year round from 7.30am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder is a member of Professional Association for Childcare and Early Years. She has an early years qualification at level 3 and is an accredited childminder.

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

 create further opportunities for children to develop skills for the future by providing information and communication technology resources, such as torches, calculators and cameras

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

 extend the very good ongoing dialogue and sharing of information with other early years providers and consistently use this shared knowledge to optimise children's learning.

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who attend

The childminder has a good knowledge of the areas of learning and provides a wide range of activities and experiences that capture children's interest and hold their attention. Planning effectively supports learning and development for individual children and includes their routines and interests. Parents are encouraged to share in-depth information about their child when they first attend and on an ongoing basis. This means that children's every changing individual care and learning needs are catered for. Parents are well- informed about their children's progress. They receive a daily dairy which gives thorough information about their children's well-being and activities that they have enjoyed taking part in. Parents view, and are encouraged to comment on their child's learning journals so that they can continue their learning at home. Therefore, children make good progress overall in readiness for school.

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who attend

The childminder uses a broad range of resources to support her teaching. She is aware that children need a variety of experiences that engage and inspire them, and she ensures that toys and equipment are rotated with some put away, so that children are not overwhelmed with choices. Children are focused and well-supported by the childminder, who skilfully asks questions that link experiences to learning intentions or to past events that children can recall. For example, when children make Christmas tree decorations from fir cones they remember collecting autumn leaves. This leads to a discussion about the seasons and how fir cones grow from buds and why they fall from the tree in winter. Consequently, children extend their thinking, and are learning about the natural world.

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who attend

Teaching and learning flows throughout the day. The childminder encourages children to count, name colours and consider shapes during their creative play. They learn that if they scrunch tissue paper into round balls, they look like Christmas baubles and that pom poms are the same shape. They describe the fir cones as 'spiky', and 'slimy' when they are covered in glue and roll them in coconut so that they look like they are covered in snow. The childminder promotes children's learning further by getting them to think about what else they could use for snow. They decide that cotton wool would be perfect. Children's language development is fostered through regular conversations during every day routines as well as story times. For example, the childminder asks them to name the wooden fruits as they tidy their toys away. Children consider which are 'bigger or smaller' and they follow the childminder's instruction to find three fruits which are the same. Younger

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who attend

children are fully included in the activity because the childminder is skilled in adapting play according to their ability. For example, they find one piece of fruit at a time, such as an apple or banana.

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who attend

The childminder's home is well-organised and resources are attractively displayed in low storage units so that children have easy access. This means that children can make independent choices about their play and this effectively promotes their independence. Children's are able to make marks with paints, pencils and crayons because they are within their reach. Young children use chunky crayons and thick brushes to make patterns and more able children make lists in their role play and design their own drawings. Babies show an interest in toys with buttons, flaps and simple mechanisms and they are beginning to learn to operate them. They post shapes into a sorter once they have lifted the flap, and turn knobs toys to make the lights flash on and off. Therefore, they are gaining an insight into simple technology. However, there is scope to increase the opportunities for older children to use programmable toys and to learn how to operate

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who attend

simple equipment, in order to gain useful skills for their future learning.

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

Children are happy and content because of the well-thought-out settling-in arrangements. The childminder visits children in their own homes to help them feel at ease in her company. Furthermore, this time enables parents to share valuable information so that their child's individual needs are well-provided for. The childminder's calm, nurturing approach helps children to build warm and caring relationships. Consequently, children develop a good sense of belonging and have secure emotional attachments with the childminder. Children's self-esteem is promoted well because the childminder uses meaningful praise, to recognise positive behaviour and individual efforts. Unwanted behaviour is managed well, taking into account children's age and level of understanding. As a result, children behave well and develop a respect for the needs and feelings of others. Children understand the need to share and be kind to each other because the

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

childminder sensitively and gently reminds them of expected behaviour. This helps build children's high levels of self-esteem.

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

Children enjoy regular outdoor play, which effectively promotes their physical development and ensures that they get plenty of fresh air and exercise. They learn to ride wheeled toys and play safely on larger equipment. Children have great fun making up their own games. For example, they roll balls through large tubes and run to the other end to see who can catch it first. They demonstrate good independent self-care skills such as putting their shoes on the correct feet and competently pour their drinks at snack time. Children experience a wide range of activities outside of the childminder's home. They go for regular walks, visit the library and attend a local group. Overall, these opportunities help prepare children for later transitions to nursery and school. A range of resources are in place to help children gain awareness of the diverse society in which they live. These include books, posters, dolls and play figures which reflect race, culture, gender and

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

disability in a positive way. As a result children learn about themselves and the wider world.

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

Children effectively learn about safety matters as the childminder consistently reminds them of the rules that keep them safe. For example, children learn not to run on the decking area after it has been raining because they could slip. Children are helped to enjoy their food and from a young age they are encouraged to sit at the table to eat. The childminder discusses children's individual dietary needs and preferences with parents during settling-in time and ensures these are met. Children enjoy a wide range of healthy, nutritious meals which contain freshly prepared fruit and vegetables. Through effective daily routines, such as hand washing, children are learning about good hygiene practices.

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provision

Children are effectively safeguarded because the childminder has a good awareness of the signs and symptoms of abuse, to help her recognise if a child is at risk. She knows what to do if she is concerned, in order to safeguard children's welfare. Both adults at the home have been through a vetting procedure to check their suitability. The childminder understands the required ratios she must maintain and supervises children well. Therefore, children are protected from harm. The childminder's home is safe and secure. Comprehensive assessments are carried out to ensure that hazards to children are identified. The childminder takes all reasonable steps to limit risks, so that children can play safely indoors and outside. The childminder carefully monitors and reflects on the quality and impact of the activities she plans and organises. She has a recognised early years qualification, which gives her a solid understanding of the areas of learning and how children learn through play. Her

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provision

observations and assessments help to ensure that she knows how well children are progressing and she can give parents accurate feedback about their child's achievements and next steps. The childminder has a positive attitude towards continuous improvement through attending regular training. Furthermore, she has recently passed an assessment to become an accredited childminder. This demonstrated that the childminder is keen to provide the best quality care and learning for children and strives to continually improve her practice.

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provision

The childminder is aware of the importance of working in partnership with others who may provide care and learning for the children. This is so that concerns about children's well-being or development can be quickly identified and managed. She liaises, generally, well with other settings to support continuity of care and learning for each child so that they have a smooth transition into school. However, there is scope to enhance the information sharing even further, to consistently support children's learning and help them to make the very best possible progress. The childminder is aware of partnership working to secure support for children with identified needs and is clear about working with other professionals to ensure prompt intervention if necessary so children's needs are met. She has good working relationships with parents. They are kept well-informed about all aspects of her service. Their views are sought through discussion and the childminder's

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provision

own survey. Parents comments are highly positive about the quality of care and learning their children receive. Their comments include 'my child is learning lots of new things all of the time including shapes, colours and numbers and letters' and 'we are proud and grateful for the childminder in teaching our child about the world'.

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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 EY398779 Local authority Warwickshire Inspection number 879336 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 4

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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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