Childminder in Worcestershire

Inspection date

Previous inspection date 25/02/2014 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

 Teaching is effective as the childminder is tuned into children's interests, incorporating these particularly well into their play. This means that children are keen to participate in all that they do and make good progress in their learning and development.  Children are encouraged to think through their own ideas and find their own way of doing things. For example, they choose how to use recyclable materials to make and assemble a train.  Children delight in using their mud kitchen, providing them with a wealth of learning opportunities, particularly their imaginations as they make 'cocktails'.  The childminder is clear in her understanding of safeguarding children and how to protect them from harm.  Partnerships with parents are strong and the childminder ensures that they are in receipt of all relevant information about their child's care, learning and development.

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It is not yet outstanding because

 There is scope to develop the planning of activities for younger children so that these are consistently purposeful. This particularly applies to the period after lunch as young children are at times left to their own devices, while older children engage in more focused play.  Children are not always able to access all of the outdoor play resources available so that they can freely explore, use their imaginations and follow their own ideas.

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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 both indoors and outdoors.  The inspector observed children having their lunch.

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Inspection activities

 The inspector spoke with the childminder and assistant about routines, key person arrangements and planning for children's learning.  The inspector observed a joint activity with the childminder as children made a train.

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Inspection activities

 The inspector looked at policies and procedures to include safeguarding, behaviour management, risk assessments, the childminder's self-evaluation form and children's learning journals.

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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 lives with her husband and children aged 16, 14 and eight years in Droitwich, Worcestershire. The whole of the ground floor is used for childminding. There is an enclosed garden available for outdoor play. The childminder attends various groups and activities. She visits the local park, shops and library on a regular basis. She collects children from the local schools and pre-schools. There are currently seven children on roll, who are in the early years age group and attend for a variety of sessions. The childminder operates all year round, from 8am to 6pm, Monday to Friday, except bank holidays and family holidays. She works with an assistant. The childminder and assistant have an early years' qualification to level 3. The childminder is a member of the Professional Association for Childcare and Early Years.

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

 develop planning further so that young children are consistently engaged in purposeful activities, particularly with regard to the period after lunch

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

 provide children with regular access to all of the outdoor resources so that they can make choices and enhance their exploratory and imaginative play.

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who attend

The childminder has a good knowledge of the Early Years Foundation Stage learning and development requirements and successfully incorporates the prime and specific areas of learning into all aspects of children's play. Planning is used to ensure that these are covered in sufficient depth and breadth and take account of parents' views and children's interests so they are eager and enjoy what they do. Children very much go where their ideas take them and the childminder and her assistant ably support children's creativity and critical thinking. For example, children's interest is fuelled by a current transport theme and they decide to make a train out of recyclable materials. The childminder helps to set the scene and provide children with ideas as they look at books on trains together. This provides a visual prompt for children as they work collaboratively to assemble their design. Children painstakingly and accurately glue large circles for wheels and tubes for

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who attend

pistons to their structure. Older children are exceedingly patient as younger children also join in and glue various papers to the sides, all working collaboratively together. Children are tolerant of each other as each child's own ideas are incorporated. The childminder and assistant sit alongside but do not intervene, preferring to let children test out their own ideas and find their own way of doing things. The quality of their interactions is good as they encourage older children to talk about what they are doing, while with younger children they name and repeat words to reinforce and help children make connections in their learning. In all instances, this helps to promote children's language acquisition. Other areas of learning are skilfully woven in as the childminder encourages children to count the wheels and thereby develop their counting skills. Children 'match' the wheels so that they have the same on each side, helping to develop mathematical thinking and concepts.

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who attend

Children use their imagination as they talk about where their train is travelling to. Teaching in the main is very effective, as the childminder and assistant ask questions that are open-ended so that children have to think through their responses. Equally, the childminder subtly puts forward gentle suggestions so that children are provided with a different way of doing something or given a new challenge. Throughout it all, children enjoy themselves, smiling and moving from one activity to another happily and with great enthusiasm. Assessment is accurate and is used effectively to plan for the next steps in children's learning. However, the childminder is yet to fine tune the planning for younger children to further enhance the progress they make. This is with specific regards to the quiet period immediately after lunch, whereby activities for older children have a clear focus while toddlers are sometimes left to their own devices. Nevertheless, all children

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who attend

make good progress from their starting points overall.

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who attend

Children enjoy listening to stories and eagerly huddle round the childminder as they sit on comfortable cushions on the floor. They delight in listening to one of their favourites, proving that they know the story well. They repeat familiar words and phrases as they go on their bear hunt. They act out various moves and use words, such as 'splish, splosh' and 'stumble, trip', as they move through the different terrain. The childminder uses good voice intonation and children copy, whispering so that they do not disturb the bear. They scream and run off and hide when they think he is coming to get them. Younger children follow older children's lead as they dive onto the settee and hide under a blanket. This all helps to bring the story alive, as well as enabling children to reinforce their understanding of new words and vocabulary.

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who attend

Children are keen to dress themselves, for example, putting on their own coats and shoes before going outside. They know that they must dress appropriately and put on 'old clothes' as they are about to embark in very messy play. They are given time to persevere and concentrate as they manipulate buttons and zips helping to see how these work so that they can fasten their coats. Older children learn whether their boots are on the right or wrong feet. One child looks at theirs as they stand up and note that they do not feel right. Without prompting, she removes them and places them on the correct feet. This helps to promote children's independence and in turn, their school readiness. Children relish being outside and enjoy the freedom it provides. They run around and use various outdoor equipment, enabling them to accomplish a variety of physical skills, such as, balancing, pushing, pulling, kicking and stretching. A mud kitchen is extremely popular

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who attend

and children delight in the sensory experiences as they experiment with various concoctions and potions. Children talk about making a 'wet pie' and tell the childminder and inspector that 'their lunch is coming'. They operate a lever on the water dispenser, opening and shutting it accordingly, learning how to use simple equipment. One child says, 'This is not tomato soup, because it's brown and tomato soup is red', demonstrating their knowledge of colours. They model pretending an item is something else. For example, children make 'cocktails' and imaginatively use the stems of flowers as straws and the flower-heads for decoration. Older children dip in and out of their imaginary play and know what is 'real' and 'pretend'. For example, they tell the inspector that they cannot really eat the mud pie as they will be sick. A range of equipment, particularly pots, pans, jugs and cups, enable children to explore quantity and capacity. However, although there

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who attend

is a wealth of resources to support children's play outdoors, these are stored in a shed with limited access for children. This means that children are not always able to make free choices and direct the course of their own play.

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

The childminder establishes good working partnerships with parents and is keen to let them take the lead when transferring their child into her care. Settling children well is her prime concern and children are given time to adjust to their new surroundings, attending on a gradual basis until they feel safe and secure. Comforters from home, such as dummies and blankets, help to soothe children when they are tired or upset. The childminder and her assistant each have a key group of children and they quickly find out as much as they can about each of their children. They establish their likes and preferences at the start of the placement; so that they can work with the child accordingly to offer the individual support they require and therefore, meet their individual needs. This means that gradually their trust grows and they form close bonds with the childminder. Toys and resources that children are currently interested in are laid out, which means that

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

when children arrive they eagerly engage in play, helping to make their transition from home as seamless as possible. Children quickly learn routines and boundaries through role modelling and clear instructions from the childminder and her assistant. Children are familiar with expectations and boundaries and are aware that some of these are in place to keep them safe. For example, they are reminded to sit rather than rock on their chairs so that they do not fall off. They help to tidy away their toys, before moving on to something new. On the rare occasion that a squabble or disagreement occurs, the childminder uses a firm yet gentle tone, along with an explanation so that children know why their actions are inappropriate. She models good manners, encouraging children to say please and thank you, helping children to learn important social skills.

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

The childminder provides healthy snacks for children which are varied. Children try different foods, which helps to broaden their taste experiences. Various discussions help to raise their awareness of which foods are good and not so good to eat. Although, children bring their own lunch boxes, the childminder is keen to stress the importance to parents that these are balanced and nutritious. This ensures the healthy ethos of the setting is consistently promoted. Mealtimes are an opportunity for all children to sit together and value the social aspect that these occasions provide. Children learn that meals are not to be rushed and time is given so that they can savour their food. After they have finished, routines are planned whereby children follow quieter pursuits so that they can digest their food.

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

Resources are of a good quality and there is an extensive range to choose from. A photographic 'catalogue' of the indoor resources is freely available so that children can make choices. However, this has not been implemented for the outdoor environment, although, the childminder rotates toys according to children's interests. She continues to add to the resources available, providing additional variety to stimulate children's play.

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provision

The childminder has a clear understanding of child protection procedures. She is fully aware of the possible indicators of abuse and if confronted with concerns, the childminder knows who these should be reported to with immediate effect. Procedures are shared with parents so that they are aware of their own and the childminder's responsibilities in protecting children from harm. The childminder works closely with an assistant and while she is keen to ensure a good working relationship, she is equally aware of the whistle- blowing policy should she have any concerns regarding her colleague's practice. Risk assessments are the responsibility of the childminder and assistant and both are secure in their understanding of what this entails so that children are safe at all times. The childminder always ensures that children are under their direct supervision at all times and consent is obtained from parents to leave children with the assistant for short periods of

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provision

time. Both the childminder and assistant have a valid and current first aid certificate. Written documentation provides a clear picture of the childminder's practice. This is shared with parents so that they are clear of the childminder's responsibilities in promoting children's health, safety and well-being.

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provision

The childminder establishes very warm, yet professional relationships with parents. She liaises with them at the start of the placement, gathering information to find out what children like and enjoy so that she can build on this and capitalise on their interests. All parents speak very positively about the care their children receive and the progress children make in their learning and development. She welcomes parents input through verbal exchange, written comments in children's communication books and feedback through questionnaires. As a result, parents feel reassured and confident in the quality of care provided. Partnerships with other agencies and professionals are quickly established should the need arise, thus ensuring that all children receive the support they require to promote their all-round welfare and development.

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provision

The childminder uses her vast experience of working with young children and early years qualification to good effect. As a result, she supports children's learning and development well, helping them to make good progress in all that they set out to achieve. Her self- evaluation is extremely thorough and encapsulates the views of parents, children and her assistant. The childminder demonstrates an ongoing drive and commitment to further enhance her skills and works closely with the local authority, readily embracing their advice and suggestions. She keeps up to date with current best practice through reading relevant early years literature. This means that she effectively supports children in all areas of their care, learning and development.

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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 EY466756 Local authority Worcestershire Inspection number 934812 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 7

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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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