Childminder in Shropshire

Inspection date

Previous inspection date 17/03/2014 01/04/2009

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early years provision

This inspection: 4 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 4 The effectiveness of the leadership and management of the early years provision 4

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This provision is inadequate

 There is no policy in place to ensure children are safeguarded, particularly in relation to the use of cameras and mobile telephones.  The childminder demonstrates a poor understanding of the prime and specific areas of learning of the Early Years Foundation Stage, resulting in weak practice that does not adequately meet the needs of the range of children who attend.  The childminder does not carry out observations or assessments of children's learning and development. Consequently, she does not identify gaps in children's learning or when they do not have access to appropriate resources, so they do not make suitable progress in their development.  Parents are not sufficiently encouraged to share information about their children's learning and development at home, so that the childminder has a clear basis on which to plan for children's future learning.  Children do not have free access to fresh drinking water, regular snack times or daily

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This provision is inadequate

opportunities to learn outdoors. This means children's health, welfare and learning are not adequately promoted.

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It has the following strengths

 Children are happy to be in the childminder's company. This supports their emotional well-being.

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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 looked at and discussed a range of policies and procedures with the childminder.  The inspector observed children as they played indoors.  The inspector discussed children's progress with the childminder.

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Inspection activities

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

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Inspection activities

 The inspector checked evidence of suitability and qualifications of the childminder and discussed her plans for improvement.

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Information about the setting

The childminder was registered in 2004 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and four children aged one, seven, 10 and 12 years in Rednal, West Felton, Shropshire. The whole of the ground floor is used for childminding. Children have access to an enclosed garden. The family has a pet dog, cats and chickens.

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Information about the setting

There are currently three children on roll, all of whom are in the early years age range. Children attend for a variety of sessions. The childminder supports children who speak English as an additional language and those with special educational needs and/or disabilities. The childminder operates all year round from 9am to 3pm, Monday to Friday during term time only, with the exception of family holidays. She is a member of the Professional Association for Childcare and Early Years.

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must:

 implement a policy regarding the use of mobile phones and cameras in order to safeguard children effectively

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must:

 acquire a suitable knowledge and understanding of the learning and development requirements, and raise the quality of teaching to ensure that children benefit from access to appropriate resources and support in their learning and development

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must:

 plan, observe and assess each child's starting points and progress across all areas of learning in relation to their age and stage of development, and use this information to identify the next steps in their learning, in order to support their progress more effectively

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must:

 ensure that children have daily opportunities to develop their learning outside, in order to explore and investigate the natural world and enhance their physical development

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must:

 develop daily routines to ensure children are offered regular snacks throughout the day and have free access to drinking water, to ensure their health and welfare needs are fully met.

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

 develop partnerships with parents by obtaining information about children's abilities when they start, ensuring this is used to effectively plan activities to meet children's needs and interests

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

 reflect regularly on practice and seek the views of parents and children in order to identify areas for improvement.

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who attend

The childminder does not have a secure knowledge and understanding of the requirements of the Early Years Foundation Stage. This means that she does not promote children's learning across the seven areas or meet children's individual needs. For example, children who are not making sufficient progress with their physical skills are not provided with activities or equipment to advance this. Consequently, teaching is weak and does not match children's needs to ensure that they make suitable progress in their learning and development. The resources available to children are limited and are not readily accessible. For example, some resources are stored away in rooms not used for childminding.

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who attend

The childminder does not carry out any observations or assessments on children to ensure that gaps in their learning and development are clearly highlighted. Consequently, activities are not planned to meet the needs and interests of children. For example, children who show an interest in tactile experiences are not offered experiences to meet this interest and further their opportunities for learning. The childminder has a general awareness of children's abilities but does not link these to areas of learning and does not focus on developing the prime areas of learning with young children. She is able to talk about some of the progress the children make and is knowledgeable about their individual characteristics. However, this information is not used to plan future activities. As a result, children do not make adequate progress in their learning and development. The childminder does not monitor or evaluate activities to ensure that children's needs are

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who attend

being met, in line with the next steps in their learning.

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who attend

The childminder ensures parents complete a child record form, which includes basic information about the child. However, this does not include information regarding children's interests and starting points and does not provide relevant information for the childminder to use to help to fully settle children into the setting. Parents receive regular information about daily activities and express that they are happy with the care provided for their children.

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

Children appear happy and content to move around the childminder's home. Some children are more confident than others and interact with visitors. The childminder talks quietly to the children and has a caring and sensitive approach, which reassures children if they are unsettled. This supports children's emotional well-being. Children are settled to sleep individually and in separate rooms. If children do not settle the childminder brings them back to play with the other children. This shows that in some respects, the childminder is considerate to children's individual needs. Letters and thank you cards from parent praise the childminder for her care. The childminder is a keen to help children settle into her setting and offers support by giving cuddles and reassuring young children. Children respond well to her and as a result their behaviour is good. They share toys and listen to the childminder's gentle guidance. Consequently, children are well behaved and

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

play cooperatively together. Children develop some understanding of how to keep themselves safe because the childminder models some appropriate practice. For example, she uses stair gates so children understand that it is not safe to go into the kitchen.

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

The childminder does not currently ensure that children have access to regular fresh air and daily outdoor activities. She occasionally takes them on walks in the pushchair but does not use her garden to allow children to play or explore. This means that they are not able to regularly enjoy activities and experiences outside. Consequently, children are not being offered opportunities to experience and learn about all aspects of a healthy lifestyle. The childminder is yet to develop a daily routine to include regular snacks or free access to drinking water. This means that children's needs are not consistently met. For example, on seeing a bottle of water, young children make clear that they too are thirsty. When offered water they drink it readily, showing that they were in need of rehydration. The lack of snack routine means that the childminder does not effectively promote children's health and welfare on a daily basis.

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provision

Safeguarding procedures are not satisfactory and do not ensure children's safety is promoted. The childminder has completed suitability checks and has attended relevant training, including child protection and first aid. However, she is not knowledgeable about preventing unauthorised use of mobile phones and cameras in the setting. This means that she cannot ensure children are fully safeguarded in her care. Risk assessments are carried out and these are supplemented by daily visual checks.

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provision

Although the childminder is qualified she has not updated her knowledge and understanding of the learning and development requirements contained in the Early Years Foundation Stage. She openly admits that she needs to update her knowledge and has requested the support of her local authority worker to assist her with this. She also networks with other childminders to discuss areas of development, but this is not sufficient to expand her knowledge satisfactorily. She is uncertain about completing the progress check at age two and is not aware of how to promote the prime areas of learning. Consequently, the childminder is not able to observe and assess children accurately and plan for their future learning.

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provision

Partnerships with parents are developing. The childminder shares some basic information with parents about her provision and about the activities their children have taken part in. However, arrangements to encourage parents to share what they know about their child's learning and development are not appropriately established to ensure that she has clear information on which to base planning for children's future learning. She has developed links with a support worker, to help to improve her own practice, and shares ideas with other local childminders. The childminder has yet to address some of recommendations highlighted at her previous inspection five years ago. This includes developing an effective self-evaluation system to ensure continuous improvement to the provision. This shows a lack of commitment to improving the quality of her setting.

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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 EY277941 Local authority Shropshire Inspection number 819944 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 Number of children on roll 3

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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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