Childminder in Dudley

Inspection date

Previous inspection date 29/01/2014 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 happy and motivated to learn because the childminder provides a broad range of challenging learning opportunities for each child and this enables them to make good progress in their learning and development.  The childminder demonstrates a good understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage and ensures children are safe and healthy in her care.  Children are very happy and settled. The childminder knows individual children well and provides sensitive and supportive care, especially to the younger children.  The childminder is keen to develop her service. She acts on advice and attends training to enhance her knowledge. Her plans for improvement are well targeted to strengthen her practice.

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It is not yet outstanding because

 There is scope to enhance the opportunities for children to further develop their understanding of the wider world and technology.  There is scope to improve the partnership working for children attending other settings to share information to ensure children's welfare and learning are fully complemented.

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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 the childminder interacting in a range of indoor learning activities and daily care routines with the children.

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Inspection activities

 The inspector viewed areas used for childminding and held conversations with the childminder and children throughout the inspection.

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Inspection activities

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

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Inspection activities

 The inspector took account of the views of parents from questionnaires, checked evidence of suitability and qualifications of the childminder and discussed the childminder's self-evaluation and improvement plan.

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Information about the setting

The childminder was registered in 2013 on the Early Years Register and the compulsory part of the Childcare Register. She lives with two children, aged 19 and 15 years in a house in Stourbridge, West Midlands. All areas on the ground floor are used for childminding. There is an enclosed garden available for outdoor play.

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Information about the setting

The childminder visits the shops, parks and nature reserves on a regular basis. There are currently five children on roll, four of whom are in the early years age group and attend for a variety of sessions. The childminder operates from 7.30am to 6pm, Monday to Friday, except for school holidays. The childminder is a member of the Professional Association for Childcare and Early Years and also receives support from the local authority.

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

 increase further the opportunities for children to extend their curiosity and awareness of the wider world and technology

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

 build on the arrangements for sharing information from other settings that children attend in parallel with this setting, in order to fully strengthen and complement children's learning and development.

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who attend

The quality of teaching is good. The childminder has a secure underpinning knowledge and understanding of child development and the expected levels children reach at different stages from her experience as a nursery practitioner in a Waldorf Steiner school. She also uses the Early Years Foundation Stage guidance well as a tool to plan and deliver a good range of mainly child-initiated activities. The childminder completes observations and assessments of each child. She records their progress in their learning books, which include observations and plans for the next stages in their learning. She evaluates her planning records, which cover most areas of learning. The childminder recognises the importance of working closely with parents. She ensures this by setting up clear systems for initial information using 'all about me' documents which record children's individual interests, needs and preferences. She continues this with a regular exchange of

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who attend

information using parents preferred choice of daily diaries, discussions, texts and emails. This keeps parents informed about their child's general health and well-being during the day and activities they have engaged in. This helps to create a consistent approach to promoting children's learning. In addition, she encourages parents to write about children's activities at home, so that she can extend them and know what they are interested in. Overall, the childminder supports children's progress in their learning and development well.

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who attend

Children relate well to the childminder and enjoy her involvement in their play. They smile at her as find their stuffed toy, make reins from scarves and ride around the room on their chosen toy. Older children support and encourage younger children to join in the activity by making reins for them. The childminder introduces the prime colours to children, giving them opportunity to be creative and mix them to make very effective artwork. She supports and guides, but does not over direct their play. The childminder chats to them, asks questions about what they would like to do and encourages them to sing along to familiar songs and rhymes, all of which helps young children to develop their communication and language skills. She allows children to express their creativity as they make music using wooden spoons, listening to the different sounds and rhythms by tapping them on different items, such as, the floor, chair, table and window sill. Children

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who attend

show clear delight in during this activity. The childminder makes full use of the conservatory, which is set out as a playroom, providing many toys at child height. Children make cosy dens using pegs and cloth, working out for themselves how to attach the cloth using pegs. The cosy book area, with cushions and draped netting, encourages children to sit and look at books.

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who attend

Children develop their social skills and take part in different activities using a variety of toys and resources. This helps them develop their personal, social and emotional development in preparation for when they are due to start school or other settings. However, children's awareness of others from different backgrounds and technology is not routinely promoted, for example, by using resources that reflect positive images of the diversity of the wider world. The childminder is careful to respect parents' wishes that their children do not watch television or use a computer. However, she has not considered introducing simple examples of everyday technology, such as, telephones and shopping tills into children's play. The childminder places a strong importance on promoting children's confidence and communication skills. She makes adjustments each day to support children's interests and responds to their individual learning and development

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who attend

needs. For example, the outdoor environment plays a large part in children learning opportunities. Children play in the garden, where they have many opportunities to take part in different activities. They use a range of equipment as they play, for example using small gardening tools to plant flowers in pots and a herb garden. They learn to care for the pet rabbit as they feed him lettuce. On warm days, the childminder organises activities, such as, picnics outdoors or visits to the arboretum to feed the ducks and practice map reading, giving directions for navigating the park and playing on the large equipment.

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

Pre-arranged settling-in sessions help children to make the transition from home to the childminder's care. Through close liaison with parents when children start, the childminder gains a good understanding of children's likes, dislikes and individual routines. Parents complete the 'all about me' profiles, which contain useful information about children's care needs, and this enables the childminder to care for them well and meet their needs. The childminder is a good role model, treating them with kindness and respect. She has a calm, caring and patient manner and she gives children her individual attention. This helps to ensure that each child feels valued and special. Children move freely around the childminder's home and enjoy playing with the resources available which promotes their confidence and independence. They enjoy each other's company, seeking out friendships and forming relationships. Gentle reminders during play help children understand about

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

being kind to each other and taking turns. As a result, children behave well, develop good social skills and are emotionally prepared for later transitions to nursery and school.

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

All required documentation is in place and the childminder understands the need to complete this correctly to promote children's safety and well-being. Children's health and well-being are promoted well. The childminder ensures they remain healthy through effective hygiene routines. She supports children well to develop an awareness of their own toileting needs and reminds them to wash their hands at appropriate times during the day. This helps them understand why good hygiene is important. She provides them with healthy snacks and meals and ensures they have easy access to their water beakers throughout the day. The childminder makes sure that the children are active each day in the garden, on visits to the local park or nature reserves.

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

The childminder is vigilant about children's safety and she supervises them well at all times. She completes regular risk assessments of the play space to minimise any hazards, so children can move around freely and in safety. She has safety equipment in place, such as a safety gate at the bottom of the stairs. Children learn about risks and gain a good understanding of how to keep themselves safe how to keep themselves safe; for example, they practise how to evacuate the house in an emergency. The childminder sets clear boundaries for good behaviour and all children are well behaved. She teaches them to share the toys and to take turns. She praises them when they do well and uses lots of positive encouragement, clapping her hands and telling children, 'Well done' when they do something well, such as, tidying toys away. This builds their confidence and social skills and gives them good self-esteem.

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provision

The childminder is well organised and has an all-inclusive range of policies and procedures in place which support her good practice. Policies are shared with parents to ensure they are clear about how the provision operates. The childminder has a good understanding of the Early Years Foundation Stage and how children learn. The premises are safe and secure and she carries out regular checks to ensure that all risks to children have been identified and steps taken to limit hazards. The childminder has a very secure understanding of safeguarding procedures and understands what to do to protect the welfare of children. The childminder has also completed a relevant safeguarding course, as well as a paediatric first aid course, which is due to be renewed soon. All children benefit from good levels of care because the childminder ensures they feel safe, achieve well and are fully included in activities.

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provision

The childminder continually reflects on her provision to see how she can make activities and the general organisation better for the children she cares for. For example, she is currently studying to become a Steiner Waldorf early years teacher to extend her knowledge and understanding further and give her ideas for activities to extend children's learning and development. All of this clearly demonstrates her commitment to maintaining continuous improvement. The childminder monitors her provision for the learning and development requirements through planning, self-evaluation and reflective practice. This helps ensure children are motivated and interested in their activities, by providing a broad range of activities, tailored to help children make good progress.

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provision

The childminder has a secure knowledge and understanding of liaising with parents to build relationships. Communication is a prime focus for the childminder with regard to children's well-being and achievements. The childminder encourages parents to provide information about their child, which helps her ensure continuity between the child's home and the setting. Questionnaires from parents show that they are exceptionally happy with the care and education their children receive and the broad range of activities and resources children engage in and they value the flexibility of the childminder. The childminder is aware of the importance of working with others in order to meet the needs of each child and is able to seek advice and support from other professionals or agencies, if necessary. However, some aspects of partnership working, such as communication with other settings children attend are not fully robust to fully maximise opportunities to share

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provision

information about children's learning and development.

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The Childcare Register

The requirements for the compulsory 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 EY466577 Local authority Dudley Inspection number 933637 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 5

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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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