Childminder in Staffordshire

Inspection date

Previous inspection date 16/01/2014 07/04/2009

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early years provision

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

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This provision requires improvement

 The childminder is skilful in her interactions with children during activities and in particular with promoting language. As a result, children concentrate and stay on task for long periods of time.  Children are happy and comfortable in the warm and welcoming home. They have strong bonds with the childminder, who responds to their needs well with care and affection.  Safeguarding procedures are fully understood and the childminder is proactive in ensuring that the mobile phone policy is adhered to. This helps to ensure that children are protected.

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It is not yet good because

 Teaching requires improvement because the information gathered from observations is not always used effectively to monitor how well children are progressing and some aspects of learning are less well planned for.  There are a few occasions when children's care is not fully tailored to meet their needs in conjunction with parents' wishes.  The childminder has not developed her self-evaluation processes to full effect. Consequently, she is not fully aware of how certain areas can be improved to ensure practices are at least good.

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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 took account of the views of parents and carers including those spoken to on the day.

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Inspection activities

 The inspector observed activities in the lounge and discussed children's learning with the childminder.

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Inspection activities

 The inspector spoke with the childminder and children at appropriate times throughout the inspection.

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Inspection activities

 The inspector discussed how the childimnder manages children's care routines in line with parents' wishes.

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Inspection activities

 The inspector looked at children's observation books, a selection of policies and procedures which included safeguarding and complaints, evidence of suitability, the setting's self-evaluation documents and a range of other documentation including child records and training certificates.

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Information about the setting

The childminder was registered in 1995 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and one adult child in a house in Stafford. The whole of the ground floor, the bathroom on the first floor and the rear garden is used for childminding. The family has two cats, one dog and five chickens as pets.

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Information about the setting

The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis and collects children from the local schools and nursery.

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Information about the setting

There are currently seven children on roll, three of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays.

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must:

 ensure that every child's care is tailored to meet their individual needs by: ensuring toilet training reflects routines at home, such as using the toilet rather than a potty; hygiene after toileting is fully promoted; ensuring there are sufficient spare clothes in the event of any toileting accidents and ensuring privacy for those children using the potty

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must:

 use the information gathered from observations to better effect: to track children's progress towards the early learning goals more effectively by taking account of the developmental age bands to assess if any intervention is needed

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must:

 ensure that all aspects in the areas of learning are well planned for; this relates to providing increased opportunities for children to practise making marks in various media, such as sand, cornflour 'gloop' and paint and to develop their imagination through music, dance and exploring the sounds of musical instruments.

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

 develop the self-evaluation process so that it includes an assessment of all practices, including the views of parents, in order to improve the quality of care and education to a good standard.

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who attend

Teaching requires improvement in order to help children make good progress towards the early learning goals. The childminder undertakes observations of children's learning and matches them to the appropriate areas of learning with the next steps for children identified. She then uses this information to plan activities to help them progress. However, the childminder does not monitor whether children are working comfortably within their expected levels of achievement taking account of their capabilities and starting points. Therefore, this inhibits her ability to effectively identify where intervention may be needed to ensure all children make good progress. Children's achievements are discussed each day with parents. Feedback from the parents spoken to on the day of the inspection is very positive in relation to keeping them informed of how their child is progressing. The childminder completes the 'progress check at age two' and shares this with parents and

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who attend

uses a daily diary for younger children to record the care and activities provided. For older children she informs parents of activities their child has shown an interest in so that they can promote further learning at home. She takes account of what children learn in the home and provides activities to extend on this. For instance, younger children enjoy 'peek- a-boo' games which helps them to develop a growing awareness of themselves as individuals.

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who attend

There is a varied range of activities provided that cover the seven areas of learning and these are complemented through outings to toddler groups and the local children's centre. However, there are some aspects of learning that are less well planned for. Children do not have regular opportunities to develop their imagination through music and movement and exploring the sounds of musical instruments. They have some opportunities to make marks with crayons and putting their hands in paint, but the childminder does not extend on this with a wider range of media for children to use, such as brushes for the paint, sand play or opportunities to explore the properties of cornflour and water. A clear strength of the childminder is how she promotes language development with the children. She is skilful in her interactions, asking open-ended questions to encourage conversation and supporting children to find things out for themselves. For example, when completing

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who attend

the number jigsaw, children independently find the correct pieces to fit in the line, and the childminder only intervenes to help them think of the word to describe the picture. As a result, children are able to talk about the kite that goes up into the sky on a windy day. Children are extremely confident in counting up to 10 and match the number to the amount of objects with accuracy, discarding the picture with six keys because she wanted those with five pictures. The effective interaction from the childminder helps children to concentrate well for long periods as they persist until the jigsaw is complete. This helps to prepare them in readiness for school.

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who attend

The childminder knows the children well and responds to their interests effectively. For instance, she encourages children to find their favourite story book so that they can read it together. They snuggle onto the childminder's knee and enjoy predicting the sentences and rhyming words to finish the rhyme. They join in and have lots of fun as they sing their favourite song about pirates. They excitedly giggle and sing 'this way and that way, backwards and forwards over the Irish sea'. The childminder has five chickens that she keeps in the garden and she uses them to help children understand how to care for animals and about life cycles. For example, when they produce an egg, she explains how they need to keep the egg warm so that a chick will hatch. Children go for regular walks to and from school and have outings to the park to encourage their physical skills. They go to local shops and the local children's centre which helps them to learn about the

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

The childminder generally provides a warm and welcoming environment for children. They are happy and have strong bonds with the childminder, having lots of fun as they engage in play together. She shows care and affection towards the children who enjoy cuddling with the childminder to read a book. There is a clear settling-in procedure which is flexible to meet children's and parents' needs. During the initial visits the childminder encourages parents to share information about their child's needs and personality to enable her to promote children's well-being. She asks what their favourite toys are and what activities they like indoors and outdoors so that she can provide familiar experiences. All required consents are in place to help promote the safety and welfare of children. The childminder prepares them well for their transition to other settings. She talks to them about the nursery they will go to and encourages them to talk about what they have been doing

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

once they have started. This helps children to feel emotionally secure. However, on occasion, the care provided is not fully tailored to every child's individual needs. For example, the childminder has not fully respected some parents' wishes in relation to toilet training. She is positive in her methods to encourage children to use the potty through use of stickers and charts but does not always enhance their development further by using the same routines that parents use for their child at home. This does not ensure that all children's well-being is emotionally supported in an effective manner at all times.

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

The childminder provides a safe and secure environment for the children to play in. There is a suitable range of resources which are easily accessible. They are stored in baskets and plastic boxes in the lounge and conservatory where children can help themselves. Their independence is promoted well. They are encouraged to go to the toilet by themselves and to wash their own hands and put on their own coats and shoes. The childminder sets clear boundaries for children to help them stay safe. When playing outside, they know that they must not go behind the caravan and the childminder explains that plastic bags are dangerous and should not be put near to their face. Behaviour is managed appropriately. The childminder talks to children about why their behaviour is inappropriate and the effect it can have on others. She encourages children to share and take turns through the activities they engage in. She uses praise effectively to promote children's self-esteem and

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

as a result, they respond and behave very well.

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

On the whole, children adopt healthy lifestyles through encouragement from the childminder and working in partnership with parents. Parents provide the food for their children and the childminder encourages them to send in healthy options with guidance provided to parents for the weaning process. Hygiene routines for hand washing are promoted at appropriate times to help children develop an understanding of how to keep themselves healthy. Children are encouraged to be independent when using the toilet, however, on occasion, the childminder does not ensure that children who have used the potty are clean and comfortable. This does not ensure that their good health is effectively promoted at all times. Active play is promoted with regular access to fresh air and exercise. There is a varied range of equipment, such as a slide and bikes for children to use in the garden and outings to the park and children's centres provide additional

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provision

The childminder demonstrates a clear awareness of her role in safeguarding children. There is a detailed safeguarding policy which includes what to do if there is an allegation made against her and how to report any concerns of abuse to the relevant agencies. She is extremely vigilant in ensuring mobile phones are not used in the setting, asking the inspector to turn her phone off at the start of the inspection. All required documentation is in place and a sample of these viewed indicate that requirements are met in order to promote children's welfare. The inspection for the childminder was brought forward due to concerns raised about how the childminder meets children's individual care needs and ensures their health and safety. While most children's needs are met effectively, there are some occasions where practices need improvement. The childminder does not ensure that some of the children's routines for toilet training reflect parents' wishes and the routines at

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provision

home. For instance, they use the potty in the childminder's home rather than the toilet because it is readily available and close for the children to use. The childminder asks parents for spare clothes in the event of any toileting accidents but does not have any additional ones to ensure children have clean clothes at all times. Consequently, children's health and development is not always fully promoted to a high level. The childminder ensures children are supervised at all times to ensure their safety and the potty is placed where the childminder can view children using it. As a result, visitors into the home can also view children and this does not always ensure privacy for the child. Pets are always supervised and children are never left alone with them. This helps to ensure children's safety. The childminder ensures that all relevant people in the home have suitability checks in place in order to safeguard children. Safety on outings is promoted through the

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provision

use of reins for some children so that they cannot wander away from the childminder and although on occasion they have to walk quickly they are not made to run to keep up with her. She has a clear behaviour policy in place and demonstrates a sound understanding of using appropriate strategies.

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provision

The childminder is proactive in developing her knowledge of changes to the requirements in the Statutory framework for the Early Years Foundation Stage through attending training. She ensures that her paediatric first aid certificate remains current and safeguarding training attended provides her with a sound understanding of how to protect children. The childminder has made reasonable progress since the last inspection. She takes some steps to evaluate her provision through support from the local authority and is proactive in meeting any actions they set. For example, the safeguarding policy has been updated following their guidance. The childminder has taken action to improve how she observes children's learning through recording their achievements and linking these to the areas of learning. However, the self-evaluation process is not rigorous enough. The childminder is aware that the observation and assessment process needs improvement to

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provision

ensure children's achievements are more clearly monitored. However, she has not evaluated how all aspects of learning are planned for to ensure that children make good progress in their learning.

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provision

Generally, partnerships with parents are positive. The childminder encourages them to view her policies when their children first attend the setting so that they are clear about how she operates. She chats to them on a daily basis to share how their child has been during the day and what they have achieved. One parent spoken to on the day is extremely positive, commenting that the childminder is 'fantastic and tells me everything about my child'. They also said that the childminder was 'extremely supportive in my child's transition to nursery'. There is a clear complaints procedure in place and the childminder is aware of the requirement to respond to any written complaints she receives. However, she does not fully involve parents in the self-evaluation process to ensure that everyone is happy with the care and education provided. She engages with other settings children attend to identify how she can complement the care and learning

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provision

provided in order to ensure consistency for children. For example, she knows that some children are learning the letter 'p' and encourages this when they are with her and has introduced an alphabet book to help them learn and recognise the sounds of other letters.

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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 209423 Local authority Staffordshire Inspection number 948880 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

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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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