Childminder in Warwickshire

Inspection date

Previous inspection date 13/02/2014 23/06/2011

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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

 Children feel safe and secure with the childminder and her assistants. They have a caring and friendly nature, and as a result, children are happy and comfortable in their care.  Children are cared for in a safe environment where any risks to them are minimised. This ensures children are safe within the home and on outings.  Children who speak more than one language are effectively supported by the childminder. She works closely with parents to develop their children's vocabulary, confidence and self-esteem.

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It is not yet good because

 The educational programme is not always accurately matched to children's individual learning needs. This is because planning is not fully established, and at times, assistants are not deployed effectively.  The childminder does not routinely reflect on her own practice in order to continually develop the service she provides.  The childminder's good safeguarding procedures are not shared with parents, Consequently, parents are not aware of the process the childminder follows if a child protection concern needs to be raised.

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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 taking place in the playroom and lounge.

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Inspection activities

 The inspector spoke with the childminder, assistants and children at appropriate times during the inspection.

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Inspection activities

 The inspector took account the written feedback from parents, and the views of a parent present on the day.  The inspector viewed the areas of the premises and garden used for childminding.

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Inspection activities

 The inspector looked at children's observation and assessment records, the register of attendance and children's records.

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Inspection activities

 The inspector checked evidence of suitability of all members of the household, the childminder's assistants, her qualifications and her self-evaluation and improvement plan.

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Information about the setting

The childminder was registered in 2007 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and their three children aged nine, 10 and 11 years in Nuneaton, Warwickshire. The childminder has three registered assistants, one being her husband. No more than two assistants work together at any one time. The whole of the ground floor, small front bedroom on the first floor and the rear garden are used for childminding.

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Information about the setting

The childminder and her husband collect children from the local schools and pre-schools. There are currently 19 children on roll, of these, 11 are in the early years age group and attend for a variety of sessions. The childminder supports children who speak English as an additional language. She operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. She has an early years qualification at level 2 and is a member of Professional Association for Childcare and Early Years.

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must:

 make sure that the deployment of assistants consistently and effectively supports children's learning needs and improve the planning of learning experiences by taking more into account the individual needs, interests and stage of development of each child

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must:

 make available to parents, details of the safeguarding procedure so that they are aware of the process to be followed if a child protection concern is raised

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

 develop and review the self-evaluation process to further assist in identifying strengths and areas for development.

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who attend

Children move freely around the childminder's home. They have access to a generally good range of activities in the designated playroom. The childminder gathers sufficient information from parents about their child's starting points, interests and their individual needs to aid a smooth introduction to her home. She uses this initial information to begin to get to know children's likes, dislikes and preferences. As a result, she can suitably provide for their interests from the start. For example, a child in her care likes sound effect toys, and these are readily available for them to play with. Through daily discussions, parents are kept well-informed of the activities their children participate in. The childminder has a sound awareness of how to carry out the 'progress check at age two' and how to involve parents in this process. Parents are provided with a summary of their child's development to further support learning at home and to identify any additional

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who attend

Children make satisfactory progress overall because the planning for their future learning is not yet robust enough. The childminder and her assistants carry out observations of children's learning and, identify some of the children's next steps in development. However, the assessment of children's progress is not always effectively used to plan consistently challenging activities for individual children. As a result, children do not always make the best possible progress in readiness for school. The childminder and her assistants have a suitable understanding of child development, and overall they have reasonable teaching skills. This is because all adults work closely with the early year's advisory worker. As a result, they have sufficient knowledge about the seven areas of learning. However, the childminder does not ensure that the deployment of her assistants consistently supports and complements children's learning. This is particular noticeable in

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who attend

the 'morning circle time', when the assistants are carrying out routine tasks, and are not directly engaged in the children's play. As a result, younger children become disinterested and this results in missed opportunities to extend their learning and development.

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who attend

Children enthusiastically join in with role play, finding a 'poorly doll' to make better. They use toy animals as props when singing a song about a farm, and dress-up as 'super heroes'. Consequently, children's imagination and fantasy play is well-promoted. Children listen to stories and some children are confident enough to 'read' a story to a group of children. Hence, children are increasingly developing their literacy skills. Children are encouraged to improve their simple mathematical skills through daily activities. For example, they count how many cups they need at snack time, and regularly join in with number rhymes.

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who attend

The childminder and her assistants effectively support children whose first language is not English. They are all bi-lingual and incorporate English into everyday tasks and activities sensitively. Children are learning to respect each other and have access to a variety of resources that provide positive images of other cultures, including books, dolls and posters. They learn about different traditions because they engage in activities about a range of festivals, such as, Eid, Christmas and Chinese New Year. Children look forward to receiving a gift at this time and have the opportunity to taste foods associated with the celebration. For example, they try rice and noodle dishes. Consequently, they are developing a good understanding of the wider world.

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

Children have a good relationship with the childminder and her assistants. Their emotional development is suitably promoted as they develop secure, trusting relationships with the childminder and her assistants. For example, babies are comforted when they are tired and they are clearly comfortable in their care. The childminder takes care to ensure she obtains enough information from parents about the children's home routines. This helps children to settle into their new surroundings. Behaviour is good with older children becoming familiar with the rules that keep them safe because they are reinforced throughout the day. Younger children are helped to understand that throwing toys is not acceptable and learning to share is important. Children are developing good self-care skills. They learn to take their coat on and off, and make choices about their play because most resources are stored within their reach.

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

Children are encouraged to develop healthy lifestyles with an appropriate focus on healthy eating. The childminder's husband, who is also her assistant, provides freshly prepared food taking into account children's individual dietary needs and parental preferences. They tuck into rice and pasta dishes and eat plenty of fruit and vegetables. Children learn that some foods should be eaten in moderation such as biscuits and crisps. As a result, children are developing a positive attitude and understanding of healthy eating. Daily routines such as hand washing help children learn about appropriate hygiene practices. Children enjoy outdoor play, which effectively promotes their physical development. The childminder makes some use of local venues, such as parks to extend the options for physical play so that children benefit from fresh air and exercise. Young children accompany the childminder as she escorts older children to and from school. These

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

experiences help them to become familiar with the routines that will support them in their transition to pre-school and school.

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

Children gain a sound awareness of their personal safety because the childminder and her assistants make effective use of opportunities to teach children about road safety. Older children understand why they must hold hands when walking along busy roads and how to cross the road safely. Babies are safe as they are securely strapped into their pushchairs. Children learn about fire safety because they periodically practise the emergency evacuation procedure.

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provision

The childminder and her assistants demonstrate a sound understanding of their roles and responsibilities with regards to child protection. The childminder has created an informative safeguarding file which contains the procedures to follow should she, or an assistant, need to raise a concern regarding a child's welfare. However, this information is not shared with parents to ensure that they understand the childminder's practice. The childminder is mindful of having visitors to her home and she checks their identity and supervises them at all times. All adults in the household, and assistants, have been vetted and undertaken suitability checks. All assistants hold an approved paediatric first aid certificate, and have permission from all parents to have sole care of children for short periods of time. There are clear accident procedures in place. The childminder records any accidents that occur to children while they are in her care. These are signed by parents to

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provision

ensure that they are kept fully informed. Attendance records clearly show when children and assistants are present. This aids the childminder in ensuring that ratios are maintained throughout the day. Daily visual checks and written risk assessments are carried out to help ensure that children can play in a safe and secure environment. Consequently, children are appropriately safeguarded.

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provision

The childminder is beginning to monitor and reflect on the quality and impact of the activities she plans and organises. She provides various enjoyable activities in her home and within the local community that children enjoy. However, the lack of planning means she cannot always accurately plan how to move individual children forward in their learning. As a result, children make satisfactory rather than good progress in readiness for school. In addition, the current self-evaluation to promote continuous improvement in the early years provision is not yet robust, therefore requires development. Parents views are not consistently sought to help her identify areas for future improvement so that any changes made reflect their views and needs that will have a positive impact on children.

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provision

The childminder and her assistants have a sound relationship with parents and she shares information about children's routines and the activities they complete. They communicate daily, face to face or via the phone. This helps to ensure information sharing is effective. Parents have a high regard for the childminder's practice. Their comments include 'provides peace of mind knowing my child is treated with love and respect' and 'has assisted in developing his speech and language'. The childminder is aware of the importance of working in partnership with others who may provide care and learning for the children. This is so that concerns about children's well-being or development can be quickly identified and managed. Relationships with other providers delivering the Early Years Foundation Stage where children attend suitably promote continuity in children's care and learning needs, in order to sufficiently complement their learning and

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are

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actions)

The requirements for the voluntary part of the Childcare Register are

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To meet the requirements of the Childcare Register the provider must:

 provide parents with a written statement of the safeguarding procedures (compulsory part of the Childcare Register)  provide parents with a written statement of the safeguarding procedures (Voluntary part of the Childcare Register).

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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 EY366212 Local authority Warwickshire Inspection number 952317 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 19

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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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