McIlkenny, Victoria Louise

Inspection date

Previous inspection date 27/02/2014 19/05/2010

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early years provision

This inspection: 3 Previous inspection: 1 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 works closely with her co-childminder to build strong relationships with parents and children within a warm, welcoming environment. As a result, children feel secure, quickly settle and become confident within their surroundings.  Children are making steady progress in all areas of their development because a satisfactory range of teaching techniques are used to support them.  The childminder has completed safeguarding training and demonstrates her understanding of safeguarding procedures and her responsibility in keeping children safe.

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It is not yet good because

 The childminder does not collect sufficient information to effectively identify children's starting points and observations are not consistent enough to plan for each child's interests and next steps. As a result, children are not being fully challenged in all areas of their learning.  Links with other settings that children attend are not fully developed to promote a shared and consistent approach to supporting children's transitions and optimising their learning.  Self-evaluation has yet to be fully developed. Not all weaknesses are accurately identified and parents' views are not consistently sought to help prioritise areas for improvement.

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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 conducted a tour of the indoor playroom during the inspection.

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Inspection activities

 The inspector observed the childminder and her co-childminder engage in a range of indoor and outdoor play and learning activities with the children.  The inspector held discussions with the childminder, co-childminder and parents.

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Inspection activities

 The inspector looked at a selection of policies, children's assessments records, certificates, suitability checks, risk assessments and children's records.

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Information about the setting

The childminder was registered in 2006 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and their two children aged five and 13 years in Solihull. She works with another registered childminder and occasionally with an assistant. There is a separate playroom at the end of the garden used for childminding purposes. The house is used occasionally, with children using the living room when preparing to go on outings. Children have access to the garden for outside play. The family have a pet bearded dragon which is kept in a glass enclosure.

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Information about the setting

The childminder provides care all year round from 8am to 6pm, Monday to Friday, except for family holidays. There are currently 12 children on roll, 10 are in the early years age range. The childminder holds an early years qualification at level 3. All children attend on a part-time basis. Children are taken to and collected from local schools and pre-school groups. The childminder is able to support children with special educational needs and/or disabilities and those for whom English is an additional language. The childminder has support from the local authority and is a member of the Professional Association for Childcare and Early Years.

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must:

 make better use of ongoing observations and information about children's starting points by using this information to plan for the next steps in their learning to ensure activities fully challenge children across all areas of development and help them to make the best possible progress.

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

 improve self-evaluation by more accurately identifying, planning and prioritising what needs to be done to improve and give parents more opportunities to share their views and contribute to this process

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

 develop stronger links between other settings that children attend to ensure more information about children's development is being shared to complement and enhance children's progress and support their transitions.

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who attend

The childminder demonstrates a suitable understanding of how children learn and develop. She works with another registered childminder and together they plan accordingly and provide opportunities to promote children's development. As a result, children make steady progress in all areas of learning. The childminder listens to what the children like to do and play with and gives them time, space and suitable resource to support them within the seven areas of learning. She observes children's achievements, although assessments are not always effective in identifying children's individual interests, or used accurately to plan for children's next steps. As a result, some activities lack a good level of challenge and are not always effective in extending children's learning so that they make the best possible progress.

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who attend

The childminder completes the progress check at age two and evaluates children's progress in the three prime areas of learning. This information is shared with parents and any concerns are discussed and noted, which enables the childminder to support children and gives parents a clear record of the progress their children are making. Partnerships between the childminder and parents are generally good. The childminder gives daily verbal feedback of how children has been and the activities they have taken part in. The childminder provides opportunities for children's learning to be extended at home, through sharing ideas with the parents and encouraging them to look at their learning journals. Parents comment that the childminder is 'brilliant' and their children are really settled and happy. They like the daily feedback given and comment on how the childminder will keep them informed of what their children are learning.

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who attend

Children move freely around the environment and independently access a range of resources which support their interests. Younger children uses a range of information and commincation technology and sensory toys to support their learning. Children listen well to stories and enjoy singing their favourite nursery rhymes. The childminder uses effective teaching methods, such as open-ended questions, repeating words and allowing time for children to think and answer. As a result, children are developing their communication and language skills. Children engage in a painting activity which is supporting their creative skills, while at the same time developing their mathematical awareness. The childminder plans the activity with a specific learning intention, however, the activity is then adapted to suit different children's abilities. Consequently, all children are motivated and supported in their learning. The environment is rich in print and children's early writing is displayed

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who attend

at their level. Children have opportunities to make marks with pencils and crayons and older children are encouraged to write their names and recognise letters which supports their early literacy skills. As a result, children are developing skills needed for their next stage in learning.

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

The childminder uses the playroom at the end of her garden to care for children. She provides a bright, stimulating environment where children build close relationships with the childminder and her co-childminder. There are sufficient settling-in procedures, with parents and children invited to visit the childminder before they start and parents encouraged to share information around children's individual interests, needs and routines. Therefore, children quickly become familiar within their surroundings, develop attachments and settle quickly. However, the childminder does not collect enough information on children's starting points to ensure she has the detail she needs to accurately match future learning activities to children's needs.

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

Children are offered a range of nutritional snacks and a balanced meal in the middle of the day. The childminder takes into account different dietary requirements and provides alternative meals to ensure all children are catered for. Drinking water is available throughout the day and children are offered milk and juice at meal times. The childminder and her co-childminder teach children about healthy practices by encouraging them to wash their hands before they eat. Social interaction is promoted as the childminder sits with the children and leads a discussion around likes and dislikes. Children are encouraged to take part in daily outdoor activities, where their physical development is promoted. For example, they use the climbing frame and look through the telescope which supports their climbing and balancing skills as well as developing their imagination. Children are encouraged to take measured risks as they climb the steps to use the slide. They freely

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

access toys from the shed giving them the opportunity to make independent choices. The childminder provides opportunities for children to go on regular outings. They visit a weekly playgroup and sometimes visit the local library. Children benefit from the drop off and pick up routine at the local school, as this helps them emotionally prepare for when they move on to school. They enjoy outings to the woods and farms where children learn about animals and the world around them. This learning is extended in the home as the children play with the farm animals, look at books and draw pictures.

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

Children learn to consider each other as they are encouraged to share and take turns with toys and games, promoting their positive behaviour. The childminder uses rewards, such as stickers and verbal praise to reinforce positive behaviour. This supports children in developing their confidence and self-esteem. Children move around the environment with ease and are regularly reminded of how to keep themselves safe. They take part in fire drills and discussions around car and road safety. This is reinforced through role play as the children are involved in developing a zebra crossing and road signs, which are used with the toy cars outside in the cul-de-sac. As a result, children are developing an understanding of how to keep themselves safe.

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provision

The childminder and her co-childminder have both completed safeguarding training and are aware of procedures to follow if they have concerns around a child's welfare and safety. There is a detailed safeguarding policy in place which includes the safe and appropriate use of cameras and mobile phones. The childminder and her co-childminder have completed suitability checks, along with other family members. Therefore, children are protected from harm. The childminder has completed detailed risk assessments for both the indoor and outdoor environment, traveling in cars and trips and visits. Daily visual check are completed before the children arrive or go out to play. This ensures any hazards are identified and risks are minimised to ensure children's safety is paramount.

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provision

The childminder has an adequate understanding of her responsibilities in meeting the learning and development requirements of the Statutory framework for the Early Years Foundation Stage. As a result, children make satisfactory progress in their learning. The childminder receives some support from the early years team, however, the improvement plans in place are not a true reflection of the childminder's strengths and weaknesses. The childminder has weekly meetings with her co-childminder to identify any areas for improvement and her co-childminder shares ideas from her training to develop practice further. However, self-evaluation is not yet fully effective in accurately identifying all strengths and weaknesses and parents' views are not consistently used to help identify future priorities for change. Since her last inspection the childminder has implemented all about me booklets and induction booklets for parents to fill in on entry to help identify

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provision

children's starting points. However, these are still not being used consistently to plan for individual children's learning.

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provision

There are suitable partnerships between parents, the local authority and other childminders to support children's learning. However, links with the local schools and nurseries that some children attend could be further developed to complement and enhance children's learning further. The childminder has verbal handovers when taking and collecting children from other settings, however, not enough information is shared around children's ongoing development and transition arrangements are not consistent to fully support children. As a result, children are not making the best possible progress.

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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 EY344378 Local authority Solihull Inspection number 849368 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 11 Number of children on roll 12

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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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