Childminder in Worcestershire

Inspection date

Previous inspection date 10/02/2014 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 make good progress in their learning and development as they respond well to the individual attention and support they receive. A wide range of activities, in particular, creative and sensory play captivate their interest. Children are inquisitive to learn and explore their stimulating environment with good quality resources.  Children settle very well as they form a positive attachment to the childminder. Children are happy and have a good sense of pride in their achievements, responding well to the childminder's enthusiastic praise, interaction and encouragement. They feel secure with regular routines in place to meet their care needs.  The childminder is well qualified and makes ongoing improvements including purchasing new resources. She has a clear action plan, is highly motivated and committed to providing a high quality service to families. The childminder spends time talking to parents sharing information to ensure consistency of care for children.

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It is not yet outstanding because

 There is scope for the childminder to better involve parents in the detailed observations and assessments that she undertakes to further enhance their involvement in their children's learning and development.  There is scope to improve the access to resources so that babies and young children are more easily able to self-select and choose resources to meet their own interests.

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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 in the lounge and kitchen.  The inspector held discussions with the childminder when appropriate.  The inspector looked at a sample of children's records and assessments.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of the childminder, including the self-evaluation form.

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Inspection activities

 The inspector took account of the views of parents included in the childminder's parent surveys.

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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 cares for children in her mother's home in the Warndon Village area of Worcester. She uses the whole of the ground floor, one bedroom on the first floor and the rear garden for childminding. The family has two cats. The childminder takes children to a variety of toddler groups, the children's centre, the library, parks and on local walks.

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Information about the setting

The childminder operates all year round from 8am to 6pm Monday to Friday, except for family holidays. The childminder collects children from local schools and pre-schools and can offer home pick-ups and drop-offs. There are two children on roll in the early years age range, both of whom attend on a part-time basis. The childminder has attended a childminding registration course, first aid and safeguarding courses. She has a degree in early years and previous experience of working as a home childcarer.

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

 extend further the information shared with parents and involve them fully in the assessment process, in particular, identifying and working together towards children's next steps in their learning to encourage children to reach their full potential

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

 develop further ways in which young children can access resources and express their views regarding what they want to play with, for example, through use of photograph resource books and photograph labelling of boxes.

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who attend

Children make good progress in all areas of their learning and development. They thoroughly enjoy a wide range of activities within the home and local community. The children are captivated, engaged and respond well to childminder's enthusiastic interaction. Children show excitement and develop new skills as they imitate the childminder's actions and follow her lead in play, for example, learning to make marks in the jelly play or gloop. Babies benefit from a wealth of activities which encourage them to explore with their senses. They develop their small muscle skills and hand to eye coordination as they squeeze the jelly, and pick it up with their fingers to have a taste. The childminder joins in and reinforces new vocabulary as she repeats words, such as squeeze.

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who attend

Babies keenly explore a wide variety of different sensory and natural resources, which helps them to learn about how different textures feel. The childminder engages in their play, such as having fun together during a game of peek-a-boo with a silky scarf. Babies confidently point to books and jigsaws to express their interests in this stimulating environment. Toys and activities are rotated to maintain interest. However, there is scope to further improve young children's access to resources through, for example, the use of a resource reference book and the labelling of boxes to enable children to express their wishes more easily. Children make good progress in their language development. The childminder talks to them about the daily routine and they enjoy singing nursery rhymes. Babies listen well and enthusiastically engage in the actions to favourite rhymes, such as wind the bobbin up. Children's understanding of number is also promoted through

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who attend

counting activities. For example, as they go up and down the steps on the slide.

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who attend

Through regular observations and precise accurate assessment the childminder has a very good knowledge of individual children's development. She clearly identifies and acts on children's next steps in learning in order to extend the progress they make. The childminder shares the two-year-old progress check with parents. However, other records held by the childminder are not so proactively shared. While discussions take place there is scope for parental involvement in their children's learning, development and progress to be further enhanced. For example, through better sharing of the information gained as a result of observation and assessment. That said, the childminder carefully plans activities and resources for each child, such as balloon play to promote crawling or drums for babies that like to bang toys. The childminder does share this information about the activities being provided with parents through diaries and discussion. This supports good working

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who attend

relationships, and ensures parents receive important information. The childminder takes into account the wishes of parents and attends sensory play activities at the children's centre and singing and music sessions at the library. The childminder is flexible in planning activities and supports children's interest, such as when walking through woodland looking at the birds' nests they come home with twigs to build their own nests. The childminder then extends their learning further through looking at relevant reference books. Children's time with the childminder helps to prepare them well for their eventual move to other settings and school.

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

Children form positive relationships with the childminder and respond well to her individual attention. They get very excited on seeing her, and lots of smiles from babies demonstrate they are very happy in her care. Babies seek her affection when tired and enjoy her cuddles when looking at books together. Children settle very well through gradual introductions and looking at their own family photograph albums which are easily accessible within the home. The childminder gathers detailed information about the children's routines, likes and development ensuring she provides consistency of care and meets the children's needs effectively from the start. She works closely with parents to discuss and provide advice as required, for example, regarding sleep issues and weaning. Children learn to share toys and the childminder promotes children's good manners. Children develop their confidence and social skills as they learn to play alongside other

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

children at a variety of toddler groups. These activities also help children prepare for pre- school. The childminder actively promotes independence and self-care skills as children from a young age are encouraged to feed themselves. Children are well behaved. The childminder uses phrases, such as 'kind hands' and applies good role modelling of manners to promote positive behaviour.

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

The childminder gives appropriate care when children are not very well. She is well organised regarding routines and documents are in place to ensure children's health care needs are well met. She has stringent hygiene procedures and children learn about the reasons for effective hand washing routines. The childminder makes good use of posters and discussion to promote their knowledge of healthy living and eating. Parents provide their babies' meals and the childminder ensures good routines are in place. They enjoy the social occasion of sitting and eating together, with the childminder acting as a positive role model as she too enjoys a healthy meal and snack. Babies develop good independence as they make good use of easily accessible beakers throughout the day when they require a drink.

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

Babies make good progress in their physical development as they are encouraged to stand and cruise along the furniture with toys in appropriate places. Children have good opportunities to develop their physical skills through regular exercise, with good use of parks, local walks and soft play areas to enhance their physical control. Children are cared for in a safe and secure environment with good quality resources. The childminder talks to the children and explains safe practices and potential risks, such as those associated with wet play equipment. She also helps them to learn about the green cross code.

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provision

The childminder has a good understanding of how to keep children safe and makes use of good quality safety equipment to ensure their welfare is promoted. The childminder undertakes stringent risk assessments and ensures that she includes all outings and the activities children engage in. Since registration the childminder has improved her knowledge of safeguarding and has a good understanding of what to do if she was concerned about a child's safety or welfare. She maintains a visitor's record and ensures children are well supervised at all times. All adults within the home are checked to ensure they are suitable to be in contact with children. Resources are stored in a safe and organised manner to maintain a safe environment. The childminder is well prepared for emergencies and has appropriate procedures and documentation in place.

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provision

Children benefit from the childminder's high level of early years education and her understanding of how to support children in their learning. She updates her self-evaluation as she reflects on her practice and makes ongoing improvements, such as developing systems for gathering information on children's achievements and development when they start in her care. This enables close working with parents to ensure she effectively meets children's needs. The childminder seeks and acts upon the advice of the local authority improvement advisor as she extends the range of resources which promote children's knowledge of diversity and the wider social world. The childminder has a clear action plan for improvement. This includes plans to access further training, obtaining further resources to promote physical development as children get older and to learn sign along to support children's language and communication. This demonstrates that she has a

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provision

commitment and high capacity for sustained improvement. The childminder seeks the views of parents through discussion and questionnaires. She acts on their suggestions, such as groups to attend and a childminder buddy system. Parents comment on the caring, relaxed and safe environment and on how well informed they are. They appreciate her collecting and returning the children to them as part of their arrangement with her.

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provision

The childminder has good relationships with parents and she meets their wishes regarding providing a diary, and spends time talking with them at the start and end of the day. New achievements are discussed with parents, which supports them to follow up children's newly acquired skills at home. Parents are very well informed regarding the daily routines and procedures of the setting and have their own copy of the detailed policies. There is scope, however, for the childminder to further develop parental involvement in children's observations and assessments. Overall, the childminder is extremely well-organised and provides a smoothly run, welcoming and stimulating home. She has a good understanding of working in close partnership with parents and other providers and professionals to help support children's development and preparation for pre-school.

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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 EY464020 Local authority Worcestershire Inspection number 933153 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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