Childminder in Telford and Wrekin

Inspection date

Previous inspection date 13/03/2014 06/07/2009

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early years provision

This inspection: 1 Previous inspection: 2 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 1 The effectiveness of the leadership and management of the early years provision 1

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This provision is outstanding

 Teaching is inspirational and has a very positive affect on children's learning as the childminder uses a superb range of methods to help children engage with challenging activities. As a result, children make exceptional progress in their learning and development.  Children are extremely happy, confident and self-assured in this vibrant and welcoming setting. They have strong attachments to the childminder who is very caring and attentive to their needs. This enables the children to explore their environment with confidence as their emotional well-being is very well supported.  Children's safety and well-being is highly prioritised. Robust risk assessment, stringent safety measures and highly comprehensive safeguarding procedures ensure that children feel safe and are secure.  The childminder places an extremely sharp focus on helping children to acquire communication and language skills and on supporting their personal, social and

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This provision is outstanding

emotional development. She is highly motivated in ensuring children make rapid improvement in their learning from their starting points.  Children benefit from the highly effective partnerships that exist between the childminder and their parents. Information is regularly shared to enhance children's care and learning.  The childminder has a wealth of knowledge and experience, which she uses exceedingly well to promote children's learning and development across all areas of learning in the Early Years Foundation Stage.

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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 children as they played in the indoor and outdoor environment and during mealtimes.  The inspector discussed children's progress with the childminder.

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Inspection activities

 The inspector looked at a sample of children's assessment records, policies and procedures and discussed these with the childminder.

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Inspection activities

 The inspector spoke to the childminder at appropriate times and engaged in the children's discussions and imaginative play.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of the childminder and looked at her self-evaluation form and improvement plan.

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Information about the setting

The childminder was registered in 1993 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her two adult children in Little Dawley, Telford. The whole of the ground floor is used for childminding. Children have access to an enclosed garden. The childminder takes children to the local park and picks up from local providers.

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Information about the setting

There are currently five children on roll, one of whom is in the early years age range. Children attend for a variety of sessions. The childminding provision operates all year round from 8am to 5.30pm, Monday to Friday, with the exception of bank holidays, Christmas week and family holidays. The childminder is an accredited member of an approved childminding network.

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

 improve further practice by seeking relevant courses to strengthen the already high quality provision, so that children's learning and development continues to be well supported.

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who attend

The quality of teaching is highly effective. The childminder has a wealth of knowledge and experience of working within the learning requirements of the Early Years Foundation Stage. Consequently, children achieve at a remarkable rate. The childminder consistently achieves high standards across every aspect of her work. She supports children exceptionally well and uses adult-planned and child-initiated activities to extend their thinking, interest and learning. For example, when reading stories to the children, the childminder points out the title of the book and discusses characters with the children, allowing time for them to consider this information and formulate questions, which she readily answers. She encourages children to re-enact nursery rhymes, such as '10 in the bed' and uses everyday items as props to support children's learning. As a result, children are actively engaged in their learning and make exemplary progress across all seven areas

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who attend

of learning. Children and the childminder have great fun as they play outside with plastic cones and begin to make patterns with them. Children's knowledge is expertly extended as the childminder introduces new words to children, such as 'similar' and encouraging them to find 'matching pairs'. Children's language skills are continually enhanced as the childminder effectively models children's speech and extends their learning. Children have fun, laughter and excitement in this highly stimulating provision. Children's communication and language skills are extremely well developed because the childminder ensures that they benefit from a first class language rich environment. The playroom has vibrant pictures of nursery rhymes and multi-cultural images and this helps children to learn about diversity and ethnicity. Children's work is displayed on the walls and the childminder encourages them to be interactive with the weather chart. This motivates children to

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who attend

discuss different aspects of weather and extends their learning by encouraging them to recall past events, such as Christmas. The childminder provides lots of opportunities for children to ask questions and listens carefully to what they have to say. This supports their emotional well-being and self-esteem.

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who attend

The childminder shows a genuine interest in children's play and interactions and as a result, relationships are very loving, warm and strong. Children are extremely happy and secure in the childminder's provision. They are animated and confident to interact with visitors and are keen to involve them in their play. Children display high levels of independence. For example, children independently access all resources both inside and outside and only call upon the childminder when they want her to engage with them. The childminder uses her expert knowledge to engage with children and encourage them to extend their learning to the next level. For example, when reading a book chosen by a child, the childminder explains about what causes fire and provides them with new terminology, such as 'blow torches'. Consequently, children are highly motivated and active learners. High quality resources are stored in clearly labelled boxes, which enable

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who attend

children to access independently. Children freely engage in many independently selected activities, which they sustain for long periods of time.

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who attend

The childminder identifies and works with children's starting points, which are comprehensively sought from parents during an intensive settling-in period. Observations are carried out, which are cross-referenced to the areas of learning and shared with parents. Highly successful partnerships have developed over time and this is evidenced by numerous 'thank you' cards and letters. Parents' express their gratitude to the childminder and commend her for her 'time and patience' and 'loving care offered'. The childminder is extremely knowledgeable about promoting children's development and this is evidenced by a first class photograph album of individual children's experiences. Children's personal files contain detailed observations, which are supported by numerous annotated photographs and examples of children's artwork. They provide a delightful reference to share with parents and the childminder ensures parents are involved in the assessment

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who attend

process on an ongoing basis as they are invited to comment on activities children have been involved in. The childminder's superior understanding of children's next steps in their learning ensures that she is constantly thinking about how her teaching can move their learning on. Consequently, children make outstanding progress in their learning and development and are developing first class skills to prepare them for pre-school and school.

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

The childminder is highly skilled in helping children settle quickly into the setting. She works closely with parents to ensure all children's needs are known and met. There is an effective settling-in procedure, which allows children to visit several times with their parents until they are confident within the setting. She listens to their needs carefully and goes a long way in ensuring these are met. The emotional security she provides for children is first class. A child acknowledges this level of care by commenting that 'you loved us and cared for us like a second mum'. She shares close interactions with children as they cuddle up and read a book together on the sofa, supporting them highly effectively with constant praise and encouragement to achieve their full potential. Consequently, children's personal and emotional development is consistently enhanced as the childminder builds warm and affectionate relationships with them and is continually

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

The childminder introduces visitors into the setting and children quickly begin to enjoy the interaction with new people. She sets clear boundaries for good behaviour and reminds children are appropriate behaviour. Consequently, children are extremely well behaved and polite. Through the childminder's effective policies, procedures and her dynamic teaching, all children flourish in this welcoming environment, taking risks and managing challenges, which are relative to their age. Children are allowed to explore the setting independently while the childminder observes their safety, allowing them to identify hazards and dangers efficiently. For example, she reminds children to consider what will happen if they act in a certain way and this teaches them about the consequences of their actions.

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

The childminder expertly supports children in developing an understanding of the importance of physical exercise and a healthy diet. Children have free access to daily outdoor activities. This ensures they benefit from regular physical exercise and fresh air. The childminder provides children with outstanding outdoor facilities that include large water and sand troughs, a wooden playhouse, climbing equipment, trikes, drawing and gardening equipment. The childminder has an excellent understanding of how to promote children's learning in the outdoor environment. For example, large cones are used to spell out children's names and teach children about letters and sounds as they play with them. Consequently, children make exceptional progress in their learning and development. The childminder provides children with regular healthy snacks and they have access to drinking water throughout the day. Parents bring in children's meals, which meets their individual

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

needs. The childminder ensures that children have a balanced diet and offers them fresh fruit after lunch and a carbohydrate snack in the afternoon. Children learn about good personal hygiene and the childminder has expertly turned an under-stairs cupboard into a children's toilet to actively encourage them to tend to their own toileting needs. This promotes their self-care skills exceptionally well.

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provision

The childminder has a robust understanding of her responsibility in relation to safeguarding issues and the procedures to follow in the case of any concerns. Comprehensive policies and procedures help ensure that parents understand the duty of the childminder to protect children. The setting is secure and detailed risk assessments confirm that the childminder carries out regular checks to eliminate risk, both around the home and outdoors. Visitor identification is obtained and details recorded in the childminder's visitors' book. The childminder demonstrates a high level of commitment in promoting children's safety and well-being. For example, there are robust procedures in place for ensuring the suitability of household members and the childminder is fully aware of the need to inform Ofsted of any significant events. The childminder has meticulous policies and procedures in place to demonstrate her knowledge of the safeguarding and

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provision

welfare requirements of the Early Years Foundation Stage. She is conscientious in keeping up to date with relevant training, such as first aid and food hygiene.

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provision

The childminder has fully implemented recommendations from the previous inspection. She now has a significantly enhanced system of self-evaluation. It includes listening carefully to the views of children and parents. The active involvement of parents is encouraged through the use of questionnaires to elicit their views and preferences. The childminder continually reflects on her provision and can, therefore, recognise her strengths and areas for improvement. She is enthusiastic about the development of her practice and is keen to embark on continuous professional development to strengthen this. Consequently, the childminder is committed to providing a first class provision, which she continually monitors to consistently improve children's learning experiences.

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provision

Partnerships with parents are exceptional and the childminder gives them opportunities to become involved at all levels. There is excellent communication in place with regard to children's well-being and achievements. Parents are encouraged to be actively involved in their child's learning at home and share information about children's achievements. Parents' views are sought and acted on through the use of questionnaires and two-way diaries. The childminder has a significantly high understanding of the importance of working in partnership with parents and other providers to ensure children's learning and development is well supported.

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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 208533 Local authority Telford & Wrekin Inspection number 865548 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 5

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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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