Childminder in Staffordshire

Inspection date

Previous inspection date 28/02/2014 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

 The childminder uses observation effectively to reflect on what arouses children's curiosity and interests. As a result, purposeful and developmentally appropriate activities encourage children to learn through play.  A strong emphasis on relationships results in children feeling safe and secure to investigate their environment and reinforces children's good levels of self-confidence and emotional well-being.  The childminder's home is safe and good steps are taken to reduce potential dangers, including her responsibilities with regard to child protection. Therefore, children are safeguarded.  The childminder actively seeks and shares advice and guidance with other childcare professionals, in order to support children's care and education effectively.

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It is not yet outstanding because

 Not all parents are actively involved in exchanging information about all aspects of their child's learning so that the childminder can complement this in order to help children reach their full potential.  The required policies and procedures are not always frequently monitored and reviewed to make sure they fully reflect the constant development of practice.

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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 as children played, speaking to them when appropriate.

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Inspection activities

 The inspector spoke to the childminder about the daily routines, children's individual learning and conducted a joint observation.

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Inspection activities

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

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Inspection activities

 The inspector checked evidence of suitability of the childminder and family members.

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Inspection activities

 The inspector looked at evidence of self-evaluation including the views of parents from contributions made in documentation.

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Information about the setting

The childminder was registered in 2012 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and three children aged 14, 11 and three years in Codsall, West Midlands. The family have two pet dogs. The whole of the ground floor, areas for sleeping, the toilet and hand washing facilitates on the first floor and the rear garden are used for childminding. The childminder attends local early years groups, visits the local library, shops and the park on a regular basis. She collects children from the local school and pre-school. There are currently four children on roll, all of whom are in the early years age group and attend for a variety of sessions. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except bank holidays and family holidays. The childminder is a member of the Professional Association for Childcare and Early Years Education.

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

 develop ways of making sure all parents share what they know about their child's learning at home and other settings, so that children benefit from a shared approach and continuity in their learning that helps them to make the best possible progress

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

 enhance how policies and procedures are monitored so that these are regularly reviewed and amended where necessary in order to further enrich the constant development of practice.

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who attend

Teaching and learning is good and children are well-supported to make progress, taking into account their starting points and capabilities. During the settling-in period the childminder collects comprehensive baseline information from parents and uses this information as a starting point for how she will support children to learn more. She provides a well-organised mix of adult-led and child initiated experiences. These result in, children's communication and language, physical and personal, social and emotional development being skilfully supported. She responds to children's individual learning and development needs by making daily changes to support their interests and needs. Parents feel very well-informed about their child's progress through a variety of methods including daily chats, the use of daily diaries and regular assessment updates. Various documents include some evidence of parent's contributions to their children's learning. For

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who attend

example, the childminder skilfully shares children's physical achievements by adding a certificate for good climbing to a daily dairy. However, not all parents are fully involved in helping the childminder to gain an complete picture of all children's progress, such as those achievements made at home or when attending other settings, and this prevents the childminder from being able to fully complement and enhance the learning of all children in her care. Detailed observations and next steps for learning are imaginatively collected in individual development records. This clear evidence indicates teaching that is rooted in a good knowledge of the Statutory framework for the Early Years Foundation Stage.

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who attend

Clear systems are in place for evidencing and tracking children's learning so that the childminder has a good understanding of individual children's learning needs and can ensure they remain challenged and stimulated. For example, children's communication and language is reinforced by purposeful interactions, ongoing support and opportunities to encourage speaking and listening through open-ended questions and reassurance. The childminder's dedicated playroom and well-organised routines ensure that children have easy access to toys and resources that encourages learning. Self-confidence grows as they engage in purposeful and developmentally appropriate play that is effectively supported by the childminder. For example, children look to the childminder for reassurance, as a tower they are building gets taller. As their achievement is praised, children feel confident and encouraged to keep trying, improving coordination skills and physical development.

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who attend

Overall, the childminder supports children well so that they develop skills in readiness for nursery class and school. She is aware of the requirement to provide parents with a progress check at age two and completes and shares this where necessary.

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

The childminder focuses on the importance of relationships and welcoming children and their families into her home. She engages very well with parents to gain the necessary care and educational information needed to ensure that children's interests, likes and dislikes are considered when planning for activities and resources. This results, in children who feel safe, secure and are settled and ready to learn. The childminder has a high awareness of children's emotional needs. For example, when children become upset by the noise from building work being carried out in a neighbouring house, the childminder comforts them and uses her prior knowledge of their interests to distract them by providing a toy drill to help them to imitate everyday life and understand the world.

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

The childminder supports children in gaining an awareness of and encouraging them to attend to their own personal care routines. For example, during nappy changes, she chats and explains what she is doing. As a result, children gain self-confidence, self-awareness and an understanding of their own needs. Healthy lifestyles are promoted as the childminder includes regular opportunities for physical play either at the local park or at children's play venues. Children are encouraged to eat a healthy diet. She ensures children's dietary needs are met following discussions with parents. Some parents provide packed lunches for their children, which the childminder ensures are stored appropriately.

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

The childminder guarantees children's safety through regular, recorded, risk assessments. Areas of her home used by children have been assessed and appropriate steps taken to minimise potential risk. As a result, children move safely within the areas available to them, encouraging their independence. The childminder identifies suitable space upstairs to ensure that children who need quiet areas to sleep have their individual needs met. She uses a baby monitor and checks on sleeping children every 10 minutes to ensure their health and safety is maintained. Children are continually supervised and are not left unattended with unvetted adults.

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provision

Leadership and management is good. The childminder has a good understanding of the procedures she should follow should she have any concerns about a child in her care and is confident to report her concerns so that their welfare is safeguarded. All required documentation and records are clear and well written. Children's safety is maintained as all adults within the home have completed suitability checks ensuring they are safe to be in the proximity of children. The identity of visitors is checked and the childminder has developed a comprehensive plan to ensure continuity of care in the event of an emergency. As a result, the childminder's practice is effective in under-pinning children's safety and welfare.

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provision

The childminder displays a passionate and committed attitude towards her work with children and the importance of supporting their development. For example, her interest in how children learn has led her to begin studying towards a diploma qualification in early years care and education. Self-evaluation is used to critically reflect on her practice, highlighting strengths and areas for improvement. For example, reflection on risk assessments of her garden have motivated her to make use of nearby local facilities to further encourage children's physical development. The childminder effectively monitors the breadth of areas of learning within adult-led planned activities. This demonstrates she has a secure knowledge of how children learn and how to support individual children's progress. However, there is scope to monitor and review policies and procedures more regularly to ensure these fully reflect the constant development of practice.

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provision

Partnerships with parents and other professionals are strong, which contributes significantly to children meeting their full potential. Written feedback from parents is positive, stating they, 'could not be happier with the service'. There are clear procedures in place and permissions gained from parents to promote individual children's health and safety needs. All information is safely recorded and shared with parents encouraging effective communication. The childminder makes very good use of local professional support networks to access training, peer support and encouragement. As a result, she has more opportunities for regular reflection of her practice that impacts positively on outcomes for children.

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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 EY437691 Local authority Staffordshire Inspection number 805371 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 Number of children on roll 4

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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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