Childminder in Coventry

Inspection date

Previous inspection date 29/01/2014 14/01/2009

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early years provision

This inspection: 4 Previous inspection: 2 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 3 The effectiveness of the leadership and management of the early years provision 4

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This provision is inadequate

 The childminder does not observe and assess children's learning and development effectively in order to plan for future learning.  The partnership with parents is not effective in ensuring that details of children's learning and development are shared and used to inform planning.  Information provided for parents does not meet all legal requirements because parents are not made aware of the arrangements to safeguard children. Up-to-date information about how to contact Ofsted is not made available to them.  Children's language development is not promoted with full effect. The childminder does not generally ask open-ended questions, and when she does so, she often answers the question herself before giving children the chance to do so.  Opportunities for children to develop physical skills and explore, build, move and role play outside throughout the year, and opportunities for them to gain an awareness of

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This provision is inadequate

their similarities and differences are not maximised.

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It has the following strengths

 Relationships between the childminder and the children are positive. Children are happy, settled and secure.  The childminder works effectively with parents to ensure that children's care needs are appropriately met.

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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 compulsory part 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 as children played in the ground floor play area.

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Inspection activities

 The inspector looked at a selection of children's records, policies and a range of other documentation.

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Inspection activities

 The inspector spoke to the childminder, co-childminder and children during the inspection.

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Information about the setting

The childminder was registered in 2005. She is registered on the Early Years Register and on the compulsory part of the Childcare Register. The childminder operates from her co- childminder's home in the Walsgrave area of Coventry. The co-childminder lives with her partner and their 13-year-old daughter. The whole of the ground floor of the house is used for childminding. There is an enclosed area for outdoor play.

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Information about the setting

There are currently eight children aged under eight years on roll and of these, seven are in the early years age group. The childminder supports children who speak English as an additional language. She cares for children all year round, all day Monday to Friday. The childminder walks to a local school and pre-school to take and collect children.

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must:

 develop the process of observation and assessment for identifying children's level of achievement, interests and learning style, and use this to inform planning for next steps in learning for every child so that they make best progress

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must:

 develop the partnership with parents to ensure that they are kept up to date with their child's progress and development, and use information from parents to plan for their child's learning

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must:

 inform parents of the procedure to be followed should they fail to collect their child at the agreed time, the procedure for the use of mobile phones and cameras, and the procedure that will be followed in the event of an allegation being made against a childminder or anyone who lives or works at the premises

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must:

 make sure that parents are provided with the correct contact details for Ofsted.

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

 use open-ended questioning during activities and give children time to think about what they want to say and put their thoughts into words in order to improve learning

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

 extend opportunities for children to play outside throughout the year to develop confidence and skills with use of large physical play equipment, and so that they can explore, build, and role play

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

 extend opportunities for children to learn that they have similarities and differences; for example, by extending their awareness of cultural, religious and community events and experiences.

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who attend

The childminder does not have a sound awareness of the Statutory framework for the Early Years Foundation Stage learning, development and assessment requirements. Observations of children do not satisfactorily identify their abilities and are not used effectively to plan next steps in their learning across the prime and the specific areas of learning. The childminder does not plan for learning in accordance with a child's individual interests. Consequently, this has an impact on the progress that children are able to make. The childminder works satisfactorily with parents to ensure that children's care needs are met, but achievements observed while children are with the childminder and achievements at home are not satisfactorily shared. Support for early years children is limited with regard to learning in readiness for nursery class and school. The childminder is aware that parents must be provided with a progress check for their child at age two, although she is

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who attend

unaware that the learning priority for young children, and for this check, focusses on the prime areas of learning.

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who attend

Children are happy, settled and secure. Some toys are set out each day in the sitting room, and children are encouraged to choose what they would like to play with. The childminder suggests other activities that are available to them, and some children choose to join the co-childminder in the kitchen/diner and play with dough. The childminder looks at books with babies. She encourages them to explore their senses as they explore different textures and listen to sounds as they do so. Babies express their wants and needs through the sounds that they make, through facial expression and body language. The childminder interprets this appropriately. Older children's language development is not consistently promoted to full effect in accordance with their different stages of development. In conversation with children, the childminder generally asks closed questions and, if questions are open-ended questions are used, the childminder answers

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who attend

herself before giving children the opportunity to do so. Children who speak English as an additional language are encouraged to use their home language as well as to learn to speak English.

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who attend

Children practise manipulating objects while using interactive toys and while making marks with pencil crayons and felt tipped pens. The childminder encourages children to gain control of their bodies as they move in different ways. For example, they find a picture of a worm in a book and they decide to move their bodies as if they are wriggling worms. The childminder suggests that they sing and do the actions to a favourite song, 'The dingle dangle scarecrow'. Children choose to play with dolls and older children pretend the dolls are babies and they treat them with care. Some role-play toys and books reflect diversity in a positive way. However, the childminder's practice is not fully effective with regard to raising children's awareness of their similarities and their differences in order to promote an understanding of others. The childminder supports children's mathematical learning satisfactorily. She encourages counting with one-to-one correspondence and

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who attend

supports children in acknowledging different sizes and encourages them to match by size and colour.

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

Relationships between the childminder and children are positive. Transition from home to the childminder's provision is addressed effectively because children visit with their parents before they attend alone, and a settling-in period is agreed in accordance with each child's needs. Consequently, children's emotional needs are addressed well. Transition into other early years settings and Reception Class in school is addressed sufficiently because younger children visit the local school and pre-school with the childminder when she takes and collects older children. Children interact with other adults when they visit local shops with the childminder. Children behave well and their self- confidence and self-esteem is addressed appropriately because they are praised for their positive behaviour. Children's independence is promoted appropriately. For example, they make decisions about the toys that they want to play with. Resources are safe and meet

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

children's learning and development needs adequately.

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

The childminder creates a welcoming environment for children and their parents. Information obtained from parents enables her to address children's individual care needs well. Information on the childminder's practice with regard to safety, illness and accidents is shared with parents so that they gain an awareness of the care provided. Children's good health is satisfactorily protected because snacks and light lunches are suitably healthy. Some activities are organised in the outdoor area and children practise physical skills when they visit the park. However, the outdoor area is not used throughout the year, and although the childminder explains that trips to the park are organised once each week, most children attend on a part-time basis and so miss out. The childminder is aware of suitable practice to protect children's health with regard to food hygiene procedures. Children's welfare is generally addressed appropriately because the childminder ensures

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

that the environment is safe and secure. Children learn how to keep themselves safe, for example, they learn how to cross the road safely.

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provision

The childminder is sufficiently aware of most of the safeguarding and welfare requirements. However, the partnership with parents is not fully effective. Some written policies are provided for parents and some of these contain required information and appropriately reflect the childminder's practice. However, a legal requirement to provide parents with contact details for Ofsted is not met. This is also a requirement of the Childcare Register. The childminder does not meet a welfare requirement and fully safeguard children because she does not provide information on the procedure in the event of an allegation being made against a childminder or anyone who lives or works at the premises. Parents are not made aware of a procedure for the use of mobile phones and cameras, and they are not informed of the procedure she will follow if a child is not collected at the agreed time. The childminder demonstrates an ability to identify the signs

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provision

of abuse and neglect and provides a safeguarding policy for parents, which includes the procedure she would follow if concerned about a child's welfare. Necessary checks for everyone aged over 16 years who lives or works in the co-childminder's home have been completed and the childminder ensures that children are never left unsupervised with a person who has not been vetted. Potential risks in the home and garden have been identified and addressed satisfactorily.

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provision

The educational programmes are not monitored sufficiently by the childminder. Teaching, observation and assessment, and planning for next steps in learning are not embedded in her practice to ensure that children make best progress in their learning. At the time of the last inspection one action and two recommendations were raised. An action with regard to obtaining information on parental responsibility has been satisfactorily addressed, as has a recommendation on risk assessments. The childminder was asked to develop an understanding of the areas of learning and use observations and assessments to help identify children's next steps in their learning. The childminder has partially addressed this recommendation because she is observing and recording what children do, however, planning for next steps in minimal. Practice for reviewing and improving the provision is weak. The childminder has not been proactive in seeking advice and support

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provision

from local authority development workers, although she says that this would be welcomed. Required documentation is kept up to date.

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provision

The childminder is aware of the importance of obtaining as much information as possible about each child's individual care needs from parents and agreeing with them how they can work together to meet these needs. She communicates sufficiently with other early years providers to ensure continuity for children. Resources meet children's needs sufficiently.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are

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To meet the requirements of the Childcare Register the provider must:

 make Ofsted's address available to parents (compulsory part of the Childcare Register).

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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 EY300304 Local authority Coventry Inspection number 873013 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 8

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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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