Childminder in Warwickshire

Inspection date

Previous inspection date 08/07/2013 Not Applicable

p.1

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

p.1

This provision is good

 The childminder understands how children learn and make progress. She plans purposeful experiences based on children's individual interests in order to effectively promote their development.  Children are secure, happy and confident to express themselves in this warm and welcoming environment.  The childminder's good relationships with parents, including effective information sharing, help her to fully understand and meet each child's care needs well.  The childminder is keen to continue developing her service. She acts on advice, attends training to enhance her knowledge, and plans for improvement are well targeted to strengthen her practice.

p.1

It is not yet outstanding because

 Further improvement to the good communication with other providers who share the care of the children will help to enhance the consistent and complementary experiences offered to children across settings.

p.1

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

p.2

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.

p.2

Information about this inspection

The provision is also registered on the compulsory part of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

p.2

Inspection activities

 The inspector observed activities in the childminder's living room and garden.

p.2

Inspection activities

 The inspector spoke with the childminder and children at appropriate times throughout the observations.

p.2

Inspection activities

 The inspector reviewed documentation including children's information and learning records, the childminder's certificates and a selection of policies and procedures.

p.2

Information about the setting

The childminder was registered in 2012 on the Early Years Register and the compulsory part of the Childcare Register. She lives with her partner and three children aged one, eight and 13 years in the Bishops Tachbrook area of Warwickshire. The whole ground floor of the house and the rear garden are used for childminding. The family has two dogs and a cat as pets.

p.3

Information about the setting

The childminder visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. There are currently four children on roll, all of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 8am to 6pm, Monday to Friday, except Bank Holidays and family holidays.

p.3

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

 enhance the good communication between settings by sharing more regular and sharply focussed information in order to fully secure the ongoing continuity in children's learning.

p.3

who attend

The childminder has a good understanding of the learning and development requirements of the Statutory framework for the Early Years Foundation Stage. She is increasing her knowledge of child development and ensures she keeps up to date with current practice. This is done through gaining good advice and guidance from other childminders and from researching early years documentation on the internet. The childminder confidently observes children's achievements and records these in individual learning records and daily diaries.

p.3

who attend

The childminder is very aware of children's individual development and next steps, and provides activities accordingly. She understands how to complete the required progress check at age two. The childminder knows that these are to be shared with parents in order to identify the development levels and needs of the children. She also recognises that these assessments ensure that parents are well informed about their child's development in the prime areas of learning and highlight any areas where the child's progress is less than expected. This means that appropriate support may be gained at an early stage so that no child gets left behind.

p.3

who attend

The childminder works in an effective manner with parents and carers to ensure children's needs are met. She discusses and records initial information from parents about children's starting points and interests. Furthermore, the sharing of photographs and two-way observations with parents helps them to plan together and think through ideas of how to move the children forward. As a result, children enjoy some complementary experiences, both at home and with the childminder.

p.4

who attend

Children arrive happy and keen to play. They are confident in the childminder's home and settle well into the activities, which are readily available. The childminder helps children to make the most of the activities provided through positive interaction and good use of resources. Together they play games, talking about and identifying different colours, which is a current developmental focus as agreed with parents. This is extended through good painting activities where children select and pour the varied paints into trays ready to decorate the pasta to make colourful necklaces. They make recognisable shapes in the sand, with children saying 'ouch' as they pretend that the crab they make is pinching them with its claws.

p.4

who attend

The childminder encourages the children to make the most of opportune moments. For example, as she starts to empty the water from the paddling pool she asks if the children would like to use the water to feed the flowers and plants. Children thoroughly enjoy this, taking their time to pour the water onto the strawberries and say 'grow, grow!' They look forward to picking these later when the older children arrive after school and having them for a healthy snack. Inside, children enjoy quiet activities, selecting favourite books with puppets and props to make the story come alive as they pretend to be the different characters. Children are making good progress through these and other activities which support their development across the seven areas of learning. This means that the childminder supports children well and helps them develop the skills needed for their next stage in learning and on to school where appropriate.

p.4

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

The childminder meets the children's individual needs effectively. She gathers relevant information from parents about routines and preferences, and ensures these are implemented well to meet the needs of the children. Light snacks and meals are provided by the parents. These are prepared quickly so that the childminder does not spend time away from the children in the kitchen. Fresh water and individual drinks are always available, and the childminder encourages children to try healthy options, such as yoghurts and fruit.

p.4

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

In all weathers children enjoy fresh air and exercise through activities outside. For example, they enjoy walks in the local environment and visit the park close by to run around and play on a good variety of age- and stage-appropriate equipment. In addition to this, the childminder has recently developed her garden so that children can choose to play inside or outdoors. This is particularly nice in sunny weather because the childminder sets out activities inside and under the gazebo where they can still be outside if they wish but stay in the shaded areas.

p.4

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

Children appear at home in their surroundings and are becoming more aware of their safety as they access the large equipment in the garden and take turns with favourite resources. This practice supports the childminder's clear risk assessments and ensures children are developing skills to help manage the safety of their environment. Furthermore, there is good access to a range of open storage, from which even young children are able to choose their favourites. The childminder ensures these are safe and suitable as she sets them out ready for the children either before they arrive or when they are requested. There is plenty of space and comfy chairs in the living room for quieter activities or to rest and relax.

p.5

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

Children develop warm relationships and secure bonds with the childminder, turning to her for reassurance and comfort when needed. The childminder is a good role model. She uses consistent methods and age- and stage-appropriate explanations to provide children with a clear understanding of acceptable behaviour. Children learn through gentle reminders during play, and effective distraction techniques promote good manners and sharing of favourite toys. Therefore, children are developing the skills needed to support the next stage in their learning, preparing them for any moves to other settings and on to school.

p.5

provision

The childminder has a good understanding of her responsibilities in meeting the safeguarding and welfare requirements of the Statutory framework for the Early Years Foundation Stage. There are well-written policies and procedures in place which the childminder shares with parents, who sign in agreement. These support the management of her setting and demonstrate a good level of understanding of the safeguarding and welfare requirements. The childminder understands and follows child protection procedures, such as reporting concerns and dealing with allegations. Furthermore, she constantly reappraises the environment to ensure that it remains suitable at all times for the different ages and stages of development of the children attending.

p.5

provision

The childminder is committed to improving her service. She reflects on her practice and identifies well-targeted priorities for development. The childminder is aware of the importance of assessing and monitoring the planning and delivery of the educational programmes. She attends training events and updates her knowledge and skills further by accessing additional information online. The childminder regularly meets with other childminders to discuss best practice and share good advice about how to implement effective systems. She welcomes advice and guidance and is keen to implement any suggestions made. The childminder recognises that this has an impact on the quality of her provision, which supports her desire to improve.

p.5

provision

There are currently no children on roll with special educational needs and/or disabilities, or who speak English as an additional language. However, the childminder recognises how important it is to communicate well with parents and other professionals to ensure that good practice meets the needs of all children. She understands clearly the need to treat each child as an individual and to value this and provide the very best for them. For children who attend the setting around their school day, or who attend other settings, the childminder has good partnerships. She shares some information with teachers at school or nursery staff, with parents' agreement. However, there is scope to develop this further, for example, by having more regular and sharply focused discussions about children's progress in order to ensure that children receive consistent and complementary experiences across settings.

p.5

provision

The childminder takes care to build relationships with parents and carers and obtain useful information about the children. For example, initial details about care routines and likes and dislikes are shared through completion of child information records. Further ongoing information from parents is valued and used to ensure children receive continuity in their care and their individual needs are met. Current parents are more than happy with the care provided. The childminder has received references from parents confirming their gratitude for the great care and consideration shown to them and their children. Recent comments include: 'My childminder does a variety of activities with the children both inside and outside the home. They interact with a lot of other children, be it through other childminders or friends, as well as with the childminder's own children who are caring, polite and wonderful role models'. One also comments that 'as a parent, is it a relief to

p.6

provision

find someone extremely reliable and trustworthy to care for your children who in turn have endless fun and happy times in the childminder's care'.

p.6

The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met

p.6

Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Satisfactory Satisfactory provision is performing less well than expectations in one or more of the key areas. It requires improvement in order to be good. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement action. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be inspected again within 12 months of the date of this inspection.

p.7

Grade Judgement Description

Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

p.7

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.

p.8

Setting details

Unique reference number EY436600 Local authority Warwickshire Inspection number 806544 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 5 Number of children on roll 4

p.8

Name of provider

Date of previous inspection not applicable

p.8

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.

p.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.

p.8

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.

p.8

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.

p.9

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,

p.9

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’.

p.10

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.10