Karen Ann Hazelgrove

Inspection date

Previous inspection date 23/01/2014 Not Applicable

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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

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This provision is good

 Children are well-cared for in a warm, welcoming family home, where they develop good relationships and attachments which help them feel safe and secure.  Teaching is good because the childminder provides a broad range of activities, both inside and out, which help children to learn through play and real experiences. As a result, they make good progress in their learning and development.  The childminder is keen and enthusiastic; she monitors her childminding service to make continuous improvements for the children.  Children benefit from the highly effective partnerships that exist between the childminder, their parents and other childcare settings. Information is regularly shared to enhance children's care and learning.

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It is not yet outstanding because

 There is scope to increase children's ability to link sounds to letters with regular age- appropriate activities that will enhance their early literacy skills.  Opportunities for children to explore their creativity and solve problems are not fully maximised.

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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 held discussion with the childminder and spoke to children.  The inspector looked at children's assessments and planning documentation.

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Inspection activities

 The inspector checked the childminder's qualifications, evidence of suitability and her policies an procedures.

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Inspection activities

 The inspector took account of views from parents by talking to them and looking at their written comments.  The inspector observed children in their play and at snack time.  The inspector held a joint observation with the childminder.

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Information about the setting

The childminder was registered in 2013 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with a child aged 12 years, in a house in Sandon, Staffordshire. The whole of the ground floor, the bedroom on the first floor, and the enclosed garden areas and surrounding fields, are used for childminding purposes. The family has a number of pets, including a dog, two birds, a horse and four rabbits.

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Information about the setting

The childminder attends local children's groups. She visits the shops and park on a regular basis. She collects children from the local schools and pre-schools. She operates all year round from 7.30am to 7.30pm, Monday to Friday. She is able to provide overnight care. She is a member of the Professional Association of Childcare and Early Years.

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

 develop further regular opportunities for children to link sounds to letters with age- appropriate activities that will build their early literacy skills in readiness for school

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

 provide opportunities for children to extend their creativity and problem solving skills

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who attend

Children play happily and enjoy attending the childminder's home. They benefit from an organised and stimulating learning environment. She sets up the children's play environment to encourage them to make choices and to help themselves to toys and resources. She has a good understanding of the Statutory framework for the Early Years Foundation Stage, in particular the learning and development requirements. She clearly understands that children learn through play, with guidance and support from adults. The childminder gathers valuable information from the parents before the children start about their preferences and capabilities. She uses this information well alongside her own initial observations, to plan interesting activities that meet children's individual learning needs effectively. The childminder knows the children well and is able to talk about their skills and abilities confidently. She completes regular observations and assessments to help her

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who attend

plan for the children's next steps in their learning. The childminder keeps parents well- informed of their children's progress. They have daily discussions about their child's development record, which the childminder illustrates with photographs of children engaging in activities.

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who attend

Children make good progress in their learning and development and enjoy a range of experiences that fully take account of what they need to learn next. She is knowledgeable about each child's interests, which enables her to plan activities that interest them and encourage their learning. Her friendly, positive teaching methods engage children who are excited to join in and results in them learning while they play. For example, one of the children enjoyed playing outside rolling hoops along the garden and running after them, then rolling them backwards and forwards to the childminder as she encouraged the child to catch them while counting and naming the colour of the hoop. As a result, children develop their counting skills, colour recognition and ability to catch an object.

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who attend

The well-organised and resourced play area indoors means children are able to show their confidence by making simple choices about what they want to play with. Children have opportunities to play with a wide range of resources. They enjoy dressing-up and playing with cars and trains. They play with each other, forming special friendships and talking to each other to extend and elaborate their play ideas. However, there is scope to further improve children's creativity and problem solving skills, especially for the older children attending.

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who attend

The childminder interacts positively, prompting discussion and asking questions to encourage them to think about what they are doing or have seen. For example, children tell her that it is windy outside and the childminder asks how they know. The children are required to describe the trees and leaves moving, making them aware of the natural world. Activities are planned to support children's mathematical development using small cars, lorries and buses of different colours, to sort, match and count. They also make cup- cakes with the childminder supporting the measuring of ingredients and counting the cakes they have made. Children are increasing their literacy skills as they enjoy looking at books. The children snuggle into the childminder as she reads a story to them, encouraging them to talk about what they can see when lifting the flaps, or counting the objects on the page. The children are totally engaged in the story and on completion,

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who attend

request that it is read again, which the childminder is happy to do. There are opportunities for children to start to link sounds to letters through lotto games and electronic toys, however, this is an area which could be further developed in readiness for school.

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who attend

Physical development is supported well by the childminder. Children have many opportunities to develop their handling skills. They draw on the chalkboard, play with play dough, small world toys and complete a range of jigsaws. These all help the children to pick up small pieces of equipment or to use tools effectively. Children have opportunities to use scissors by cutting out pictures and sticking them onto paper using PVA glue and a spatula, supporting their control of different tools. The outdoor area is a wonderful resource with a range of wheeled-toys and a large play house containing resources for role play and small equipment, such as hoops and balls. There is a large, safely secured, space where the children can freely run around. In an adjoining area, there are horses for the children to help feed, rabbits to see and a climbing frame and slide to use. The childminder takes the children for walks in the surrounding countryside where they

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who attend

are encouraged to listen and explore the environment, collecting and counting leaves while observing the changing seasons and weather. This helps to broaden children's learning experiences and widens their awareness of the world around them.

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who attend

The childminder completes a learning journal for each child. She records observations of what the children can do and uses photographic evidence in order to identify their next steps and plan appropriate activities. The childminder continually shares information with parents about how they can support their children's learning at home through regular discussions and a written daily diary. The childminder tracks the progress of the children and her assessments of the children's learning is good.

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who attend

The childminder provides for children's personal, social, emotional and their physical development well. She spends her time developing close bonds with the children to ensure they are happy, settled and confident in her setting. There are strong links with the local pre-school group where currently both children attend, and the childminder also meets with other local child carers. Links with the local school are good.

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

The childminder provides a comfortable and relaxed environment which is stimulating and welcoming to all children, who are clearly settled and feel secure. The care with which the children are nurtured ensures that warm, supportive relationships are established with the childminder. This fosters their emotional well-being

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

The childminder is a good role model for children. She provides clear guidance to children on expected behaviour and they understand the boundaries within the setting, as a result, children are well-behaved. Children are supported to share and take turns during their play and to look after the toys. The childminder supports children's awareness of potential risk, for example, through the physical activities available to them in the garden. The childminder ensures that the environment is safe and secure and carries out thorough risk assessments of her premises. She reminds children about keeping safe by encouraging them to tidy away toys to prevent tripping.

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

The toys and resources are stored at low-level with easy access for the children. Other resources are stored in a nearby room and regularly swapped to provide new experiences. Some resources are stored in clear plastic drawers so that the children can see what they contain, however, by labelling the drawers with words and pictures the children will be encouraged to begin to recognise print and familiar words.

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

Children follow the childminder's good example to learn effective hygienic practices, for example, ensuring they wash their hands before eating. The childminder promotes healthy lifestyles well. Children benefit from healthy and nutritious snacks with children, on this occasion, being offered the choice of fruit, toast and milk or water to drink. Parents provide the children with a 'healthy lunch box'. Children sit together for their meals and snack, which supports them to develop good social skills, in readiness for their future learning. The childminder encourages politeness and good manners and children enjoy stories with the childminder to support this.

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provision

The childminder demonstrates a good understanding of her role and responsibility in relation to safeguarding children and protecting them from harm. She is fully aware of the signs and symptoms of abuse and indicators that may highlight to her a concern. There is a child protection policy in place and she is fully aware of the procedure to follow should she have a concern about a child in her care. The childminder has attended a local authority safeguarding course to ensure she is up-to-date with current legislation and procedures. Suitability checks have been carried out and the childminder works within her permitted adult-to-child ratios. Risk assessment and good supervision of the children ensure they are cared for in a safe environment. The childminder understands her responsibility to keep Ofsted up-to-date with any significant events that happen in relation to her childminding practice.

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provision

The childminder has in place policies and required documentation, demonstrating her knowledge of the safeguarding and welfare requirements of the Early Years Foundation Stage. Children are protected in the event of an accident or during an emergency evacuation as the childminder has a current paediatric first aid certificate and practises fire safety procedures with the children.

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provision

The childminder continually reflects on her service and can, therefore, recognise her strengths and areas for improvement. She is enthusiastic about the development of her practice, which offers very a flexible care arrangement to parents. The childminder is developing her process to monitor the educational programmes. She reflects on her planning and assessments and ensures the coverage of the areas of learning. An individual tracking system is in place which ensures that the childminder has an accurate understanding of children's skills and abilities and enables her to identify any gaps in learning and development that may require intervention. The childminder completes self- evaluation of her practice and provision. She has collected written feedback from parents and has had meetings with her local authority advisor who has provided further targets for improvement to be considered. This demonstrates the childminder's positive approach to

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provision

continuous improvement that benefits the children in her care.

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provision

Parents are very complimentary about the childminder and the service she provides. There is good partnership working, with the sharing of ideas to support children's learning at home. In written comments, parents praise the childminder for her hard work, kindness and patience. The childminder has strong links with the local pre-school group enabling effective exchanges of information with others who care for the children. Consequently, there is continuity in children's care, 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 EY467503 Local authority Staffordshire Inspection number 933176 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 2

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Name of provider

Date of previous inspection not applicable

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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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