Childminder in Warwickshire

Inspection date

Previous inspection date 19/12/2013 18/11/2010

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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

 Children make good progress because the childminder has a secure knowledge and understanding of how children play and learn. She recognises the importance of working with children's interests and uses varied teaching methods to support their learning.  The warm, welcoming, child-friendly environment helps children to feel settled. Children respond well to the childminder's warm, caring support. As a result, they have high self-esteem and confidence.  The childminder reflects on her practice and makes ongoing improvements. This helps her to better the service she provides, which in turn benefits the children she cares for.  Positive relationships with parents and other providers support continuity in children's care, learning and development. There is an effective sharing of information, both verbally and in writing.

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It is not yet outstanding because

 The garden is not consistently used to good effect so that children have experience of digging, planting and growing.  There is room to improve opportunities for children to use technology and programmable toys in their play such as torches, cameras and remote controlled toys.

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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.

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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 of the views of 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 2010 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives in Rugby with her partner and two children aged eight and five years. The ground and first floor, are used for childminding. There is an enclosed rear garden for outdoor play. The family has a pet dog. The childminder attends a toddler group, and children visit parks on a regular basis. Children can be taken to, and collected from 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. The childminder operates all year round from 7.15am to 5.45pm, Monday to Friday, except bank holidays and family holidays. She is a member of Professional Association for Childcare and Early Years.

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

 enhance children's understanding of nature and living things by providing a wider range of activities that promote this, for example, digging, planting and growing activities

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

 improve children's opportunities to explore and operate information and communication technology equipment, for example, by providing resources such as torches, cameras and remote controlled toys.

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who attend

The childminder is secure in her knowledge and understanding of how children learn and develop. As a result, children are making good progress in their learning. She effectively plans around children's interests, and uses age appropriate teaching methods, to promote children's all round development. For example, a young child showing an interest in sensory experiences is introduced to different textures. They examine oats, adding glitter to make them 'shine' under the light. Children laugh when jelly wobbles, describing it as 'wibberly' and 'cold'. They use tools to cut it up and make patterns in a tray. These experiences enable children to use tools competently, and explore media in a fun way. The childminder regularly observes children at play and records their achievements well. She accurately assesses their age and stage of development and effectively plans challenging next steps. As a result, they make continual progress, giving them a solid

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who attend

foundation in preparation for school. Furthermore, the childminder reviews children's progress at two years and provides parents with a summary of their child's development. This is to further support learning at home and to identify any additional support that might be need to help all children make best progress.

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who attend

Children enjoy the time they spend in the childminder's home. They benefit from an organised and exciting learning environment, which they happily explore. The good interaction and questioning from the childminder effectively extends children's speech, language and critical thinking. For example, a child playing with 'a glow ball' likens it to a torch. She is asked to think about when a torch may be useful and decides 'when she goes home in the dark and the moon's out'. Babies investigate how to push, pull, lift or press parts of toys which are the beginnings of learning how things work. However, older children are not consistently extending their learning of information and communication technology because there are fewer resources to for children to use and practice these skills.

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who attend

Children happily share books with the childminder. She reads children a wide range of stories and encourages their interaction in what is happening through her positive questioning. This consolidates children's communication skills. Pretend play activities are frequently available. This enables children to use their imagination well. They pick up cone shaped shells, telling the childminder, 'it's an ice cream'. They look at it closely and hold it to their ear and become very excited when they think that they 'can hear the sea'. Children gain awareness of the diverse society in which they live. For example, they see positive images of others in books and use maps to develop an understanding of different countries. As a result, they are developing a clear understanding of the world around them. Children become involved in community life by attending various groups where they relax, play and chat with their friends. These experiences effectively help children to

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who attend

develop their social skills in preparation for school. Physical play is regularly planned for. This means that children have quality time outdoors in the fresh air and use a range of equipment to develop their physical skills. However, children learn less about nature because they have minimal opportunities to grow, plant, dig or to learn how to care for plants.

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

Children are happy and comfortable in the care of the childminder as she provides a nurturing environment for them to play and relax. Flexible settling-in procedures help 'new' children adjust at a pace that successfully reflects their needs and parental requirements. The childminder makes the effort to find out about children's home routines and works with parents and others involved in children's care to provide consistency and continuity. This approach also help prepare children for later transitions to nursery and school. The childminder recognises when children are getting tired and need a rest or comforter to help them settle. She ensures that all children form appropriate bonds and attachments. As a result, she effectively meets children's emotional needs. Children have a good range of age-appropriate toys and resources, which are within their reach, therefore, they make independent choices about their play. They demonstrate good independent

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

self-care skills. For example, they learn to dress themselves for outdoor play. The childminder manages children's behaviour very well in a fair and consistent manner. Children are given clear guidance and learn to share toys and play cooperatively together. The childminder works closely with parents, supporting them with any behavioural issues that they may experience. This ensures that there is a consistent approach, helping children understand about expected behaviour and the difference between right and wrong. The childminder changes the tone of her voice when dealing with unwanted behaviour and prefers to focus on praise and rewarding children for their good behaviour. Consequently, children have high levels of self-esteem.

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

The childminder has a good understanding of health and nutrition for young children. Parents provide their own children with nutritious snacks and packed lunches that takes into account individual dietary needs. Water is available so that children are well-hydrated. Babies and younger children are encouraged to feed themselves and good table manners are taught from an early age. Regular attendance at community groups provides children with a wider range of experiences and enhances their social skills and their physical development. Children's safety is given priority. The childminder encourages children to be active and explore their environment, while teaching them to be safe. For example, children learn to use climbing equipment with care and on outings the childminder talks about crossing the road safely. Consequently, children develop their understanding of how to be safe when out and about.

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provision

The childminder has a secure knowledge of safeguarding and the possible signs and symptoms of abuse and knows what to do if she has any child protection concerns. She has a good understanding of informing Ofsted of any changes. Visitors to the childminder's home are closely supervised and all adults living in the home are suitably vetted. A well- written policy is shared with parents so that they are clear of the childminder's responsibilities in protecting children in her care. Consequently, children's well-being is promoted and they are kept safe from harm. Areas used by the children are well organised and enable them to move around the premises freely and safely. Risk assessments records are thorough and supported by daily visual safety checks and a wide range of safety precautions. For example, safety gates prevent young children from accessing the first floor of the childminder's home unsupervised and cleaning materials are

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provision

stored out of their reach. Furthermore, the childminder pays particular attention to identifying and minimising risks to children during outings. She takes first aid supplies, carries her mobile telephone and ensures that children's emergency contact numbers are up to date and close at hand.

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provision

The childminder monitors children's learning well and has a strong knowledge of how children learn and develop. Therefore, children flourish and make good individual progress in their all-round development. The childminder demonstrates a strong commitment to continually improve, both her own skills, and the quality of the setting. She successfully identifies the strengths of her setting and areas for future improvement. For instance, she has added to resources which positively reflect diversity in order to extend children's understanding of the world around them. Furthermore, she attends a number of training courses, researches the internet for useful information about play, reads childcare literature and meets regularly with other childminders to share good practice. This means she provides an increasingly good quality service for children and parents.

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provision

The childminder recognises the importance of building close links with parents. She has good working relationships with them and they regularly share information so children's individual needs are consistently met. Positive written feedback demonstrates parents' high regard for the childminder and the service she offers. Their comments include 'I could not ask for more, my child's good manners, speech, imagination and sense of fun has a lot to do with the childminders input' and 'the childminder helps my child come on with lots of different skills getting her ready to start nursery'. The childminder is clear about sharing information between settings when children attend more than one provision, which enables them to work together to support and help them to make the best possible progress. the childminder secures support for children with identified needs and is clear about working with other professionals to ensure prompt intervention if

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provision

necessary so their needs are effectively met.

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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 EY409632 Local authority Warwickshire Inspection number 879662 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 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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