Childminder in Warwickshire

Inspection date

Previous inspection date 29/01/2014 15/06/2009

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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 progress well because teaching is good. The childminder understands how to effectively promote children's learning through a wide variety of interesting, stimulating activities. She works closely with parents which ensures children have continuity of care and they share new ideas so children's learning continues at home.  The childminder gains very detailed information about children's individual needs and incorporates them into their day. This is as a result of the strong partnerships between parents and the childminder.  Children play in a safe, secure, child-focused environment where they freely select resources for themselves. This helps develop their confidence and independence throughout the day.  Children form secure bonds of attachments with the childminder. She has a secure understanding of safeguarding and child protection, enabling her to promote children's well-being and protect them from harm.

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It is not yet outstanding because

 Resources and opportunities to build on children's understanding of disability are not fully in place so that children strengthen their already good knowledge about similarities and difference.

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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 playroom and kitchen.  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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Information about the setting

The childminder was registered in 2008 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged 15 and 16 years, in Rugby. The whole of the ground floor and the first floor bathroom is used for childminding. There is an enclosed rear garden for outdoor play. The family has a dog.

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Information about the setting

The childminder attends a toddler groups and visits the shops and park on a regular basis. There are currently three children on roll who are in the early years age group and attend on a part and full time basis. The childminder operates all year round from 7.45am until 5.15pm, Monday to Friday, except for bank holidays family holidays.

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

 strengthen opportunities for children to develop an understanding of disability, for example, through providing an even wider range of resources.

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who attend

The childminder has a good understanding of how children learn and develop and supports children to make good progress. This helps to prepare them with the skills they need for nursery or school. Children's development is monitored effectively through concise observations of them involved in a broad range of activities. Through these she is able to identify the next steps in their learning and plan for their future learning needs. Parents are actively encouraged to share their ideas and comments also. Children's enjoyment is reflected in a variety of photographs that reflect the activities they have undertaken. Parents are actively encouraged to share their child's learning at home and their child's learning journal is available for them to see at any time. This keeps them informed of their child's ongoing progress.

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who attend

The childminder gives high priority to the prime areas of learning and shares very detailed information with parents about how children learn and develop. This ensures parents are involved and informed about their child's learning. Children's language is encouraged as the childminder asks questions to extend their thinking and vocabulary. Their imagination is continually developing as they enjoy choosing their baskets and purses, before going to the shops to buy food and cooking it for the childminder in their little kitchen. They thoroughly enjoy dressing up and making their own wands to support their play as wizards. Children currently share a love of art and craft activities and thoroughly enjoy gluing, sticking and creating many collage pictures to take home and share with their parents. Their independence is developing well as they help themselves to aprons before beginning and carefully stick various materials onto the glue to make pictures, such as a

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who attend

caterpillar. Children's understanding of mathematics is reinforced through counting in everyday situations, such as counting the pasta tubes they thread onto a string. Children enjoy building and constructing using large bricks. They build towers and castles, adding a moat for the boats and talk about the king, queen and princess that lives there. The childminder skilfully asks questions to extend and encourage their language and recall past events in their lives. For example, talking about the pantomime they saw earlier in the year that relates to the kings they have made the castle for.

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who attend

Children's understanding of the world is developing as they become familiar with information and communication technology. For example, they use mobile phones, activity toys that demand an action, such as pushing buttons or turning knobs to gain a musical response. They enjoy using the kitchen, which when they place the pan on the cooker, it makes the sound of boiling water. Children learn about their local community as they visit groups. They explore creatively through art and craft activities relating to cultural events and festival celebrations. A wide range of resources are in place to help children gain awareness of the diverse society in which they live, including dressing up, role play, small world and books. However, there is scope to extend children's understanding of disability through expanding the range of resources that reflect positive images of such issues.

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

Children's safety is paramount and the childminder ensures her home and garden is safe, secure and suitable for the children at all times. Daily visual checks alongside written risk assessments ensure potential risks are identified and action taken to minimise them so children play in a safe and clean home. The childminder encourages children to be active and explore their environment and their community. Children are beginning to understand the importance of crossing the road safely, waiting for the 'green man' when at the crossing and not to touch dogs they do not know. Consequently, children develop an understanding of how to keep themselves safe. The childminder is a good role model to children, encouraging them to share and take turns with the toys and children confidence and self-esteem continually grows through the praise and encouragement they receive which helps them feel good about themselves. She works in partnership with parents to

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

share their concerns about behaviour and look at ways to support each other and provide consistency so children understand what is expected of them.

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

Children develop very good social skills as they regularly meet with other children, enjoying new experiences and becoming more familiar with larger groups. This successfully helps prepare young children for the transition to pre-school. Children enjoy plenty of fresh air and spend lots of time outdoors, going for walks in the local area and visiting the park where they enjoy running around, using the larger equipment and taking a ball to kick to each other. They use a variety of resources which effectively promotes their physical development and helps them gain balance, control and coordination. Children's health is promoted very well. For example, the childminder offers support to help them learn good hygiene routines and develop independence. Their individual care needs are met well, and consequently, children's comfort is maintained. Toddlers demonstrate independent self-care skills, as the childminder encourages them to feed

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

themselves. They enjoy snack time where they eat foods, such as raisins and bread sticks and drink from their own cups.

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

Children's emotional development is promoted very well and they develop secure, trusting relationships with each other and the childminder. A gradual settling-in process enables them to become secure within their new environment and become familiar with new routines and children. This makes the transition from home to the childminder's as relaxed as possible. Children seek cuddles and affection and the relationship between the childminder and children is very strong. Their individual needs and preferences are very well known and the strong partnership with parents ensures any new skills are shared and their ever changing needs are catered for. Consequently, children feel safe, secure and settle readily in her care.

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provision

The childminder has a secure understanding of her role and responsibility with regard to safeguarding children in her care. She keeps children safe and protected from harm as she understands the correct procedures to follow should she have any concerns about a child. All adults within the home have completed necessary suitability checks to ensure they are safe to be in the proximity of children. All visitors record their visit and children are not left unattended with any other adults. Well-written policies and procedures are in place and shared with parents, which clearly outline the care provided. All required information is obtained from parents which includes children's details and individual requirements and held within the boundaries of confidentiality. As a result, children's needs are well known and their safety assured.

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provision

The childminder is committed to professional development accessing training through the local authority and sharing good practice with other childminders that she meets at the groups they attend. Since her last inspection, the childminder has continually developed the use of observations and assessments of children and the links with other providers. This includes, where appropriate sharing children's learning and seeking information from other providers to ensure continuity of care and learning, for example, through learning journals and sharing the planning of activities. The childminder values comments from parents through verbal feedback and the use of questionnaires. Through the ongoing evaluation of her service, she is able to set appropriate targets for improvement, which has a positive impact on the children she cares for.

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provision

Strong working relationships have been formed with parents and comments received are very positive. Detailed discussions take place at the start of each child's placement to ensure all needs are known which enables her to effectively incorporate their needs and routines into the day. This assures a relaxed, happy transition from home to the childminder's house. Daily communication both verbally and in writing takes place, and parents receive detailed information about their child's day, progress and achievements. The childminder has formed relationships with local schools and pre-school groups and understands value of sharing information to consistently support children's learning. The childminder uses her ongoing observations of the children to identify any potential gaps in their development and support parents in seeking early intervention as needed. The childminder has completed the progress check at age two, alongside parents, which they

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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 EY366016 Local authority Warwickshire Inspection number 878524 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 3

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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

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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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