Childminder in Warwickshire

Inspection date

Previous inspection date 26/03/2014 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 ensures that children are challenged effectively so that they make good progress while they enjoy and get involved in a wide range of play activities.  Children's personal, social and emotional development is addressed well by the childminder and children are happy, settled and secure. The relationship between the childminder and the children is very good.  The childminder successfully identifies and minimises risks in her home. Children are safeguarded because the childminder is aware of her responsibilities to protect them from abuse and neglect.  Children make good progress in their communication and language development. The childminder promotes their learning well because during her conversations with children any questions asked are open-ended and the childminder gives children time to think about their responses.

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It is not yet outstanding because

 Opportunities for older children to practise manipulative skills with use of scissors and extend their creativity are not consistently maximised because they are not encouraged to create their own collage for planned art and craft activities.  Babies' mark making and sensory experiences are not fully maximised because the good variety of media that they explore with their hands does not currently include paint.

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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 in ground floor play areas.

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Inspection activities

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

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Inspection activities

 The inspector spoke with the childminder and children at appropriate times throughout the inspection.  The inspector checked evidence of the childminder's suitability and training.  The inspector took account of the views of parents.

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Information about the setting

The childminder was registered in 2011. She is registered on the Early Years Register and on both the compulsory and voluntary parts of the Childcare Register. The childminder lives in Rugby, Warwickshire with her partner and three children aged 15, eight and seven years. The ground floor, except for the lounge at the back of the house is used for childminding. An enclosed garden is used for outdoor play. The family has a pet dog.

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Information about the setting

The childminder is currently caring for four children, all of whom are in the early years age group. Of these, three attend on a part-time basis. The childminder walks with and/or transports children to and from a local school and pre-school. She cares for children all year round, except for bank holidays and family holidays, all day Monday to Friday. The childminder is currently working towards an early years qualification at level 3.

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

 extend the older children's opportunities to practise skills with use of scissors and extend their creativity, for example, by supporting them in making their own collage for art and craft activities

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

 extend babies' sensory experiences and mark making opportunities by including paint in the range of media that they explore.

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who attend

Children make good progress as the childminder challenges them effectively so that they acquire the skills and capacity to learn and develop in order to reach the next steps in their learning. Information is regularly shared with parents, and planning for learning includes detail provided by parents on achievements at home. 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 this where necessary.

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who attend

Children are happy and settled, and they speak clearly and confidently. Their language development is promoted well by the childminder as she talks with them. During conservations with children the childminder asks open-ended questions and she encourages children to think about what they want to say in response. She skilfully promotes learning across different areas of learning as she supports play activities and daily routines, such as snack times. Children's independence is promoted well by the childminder because they choose and select bananas and melon from a plate in the middle of their small table. They concentrate well and use small knives skilfully to cut the bananas. They attempt to cut into a slice of melon that still has the skin on and this proves to be more challenging. The childminder asks open-ended questions that include, 'Why do you think the melon is hard to cut?'. They talk about this and decide that it could

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who attend

be because of the texture of the melon and say that it is 'slippery'. Children's mathematical learning is supported well by the childminder because she encourages them to count the number of pieces of fruit that they have after cutting it up.

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who attend

Children play together happily. They enjoy pretend play with a good variety of home corner toys and they play cooperatively with construction toys. The childminder suggests that they make Mother's Day cards and children are enthusiastic about doing so. Sitting together at the large kitchen table, the childminder asks them to choose a piece of card in their favourite colour. She then reads a verse that she has printed for them and suggests that they stick it inside the card. Children are then invited to decorate the front of their cards. They dip lollipop sticks into glue and then drip and carefully spread the glue onto the card. They then decorate the card with collage that has been put into dishes by the childminder and includes shapes cut out of coloured paper. Children enjoy the activity, but they are not challenged with full effect. This is because they are not encouraged to cut up and create their own collage and so an opportunity for them to be more involved in

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who attend

creating their own design is missed. Babies' sensory development is addressed well and they explore a good variety of natural resources. They sit in high chairs while older children take part in the card making activity and enjoy the attention of the childminder while she paints their hands and gently presses them onto paper to create prints. They grasp the paint brush that the childminder is using and she encourages them to 'dab' with it. However, the childminder has not introduced paint for babies to explore for themselves with their hands so that they can see the marks that they make in the paint and explore the texture.

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who attend

Children's literacy development is promoted well by the childminder. They are helped to understand that the written word carries meaning as the childminder displays labels in the play environment, for example, on toy boxes. Books are always easily accessible, and children practise pencil control while they enjoy drawing and colouring-in activities. Older children are encouraged to write their own names on their pictures. They are able to say the number that is one more than a given number up to 10 and they are able to recognise numerals to 10.

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

Children's personal, social and emotional development is given a high priority by the childminder. Relationships are very good and children are happy, settled and secure. Children's emotional security is initially addressed well because a settling-in period is arranged with parents in accordance with each child's different needs. Friendships form between the children cared for by the childminder, and they socialise with other children and adults at groups. Consequently, children are prepared well for their transition into other early years settings and reception class in school. Children behave well and their confidence and self-esteem is promoted well by the childminder because positive behaviour and achievements are consistently acknowledged with praise. Children make choices and decisions as, for example, they confidently talk with the childminder about what they want to play with and toys are organised so that children can select for

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

themselves. Resources are safe and meet children's learning and development needs well.

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

Children's good health and safety is addressed well and information on the childminder's good practice is shared with parents in policies on safety, illness and accidents. The play environment is warm and welcoming. Clear admission information obtained from parents ensures that individual care needs are well met. Children's good health is protected because the childminder encourages them to be physically active. For example, they develop confidence and physical skills when they use challenging large play equipment at the park and at groups. Children learn to attend to their self-care needs and the childminder teaches them how to keep themselves safe. For example, they learn why seat belts must be worn in the car and when it is safe to undo them and they learn how to cross the road safely. Children's good health and well-being is promoted well by the childminder and she gives a very high priority to providing them with healthy meals and

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provision

The childminder's home is safe and secure. She keeps her safeguarding knowledge and her awareness of Warwickshire Safeguarding Children Board procedures up-to-date. Consequently, the childminder is aware of the signs of abuse and neglect, and her responsibility to protect children. Necessary checks for all members of her family aged 16 years and over have been completed and the childminder ensures that children are never left unsupervised with a person who has not been vetted. Parents are made aware of the childminder's safeguarding policy.

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provision

The childminder successfully monitors the educational programmes to ensure that children make good progress. She is aware of the requirements within the Statutory framework for the Early Years Foundation Stage and ensures that children's care and learning needs are well met. The childminder reviews her provision so that she maintains good standards. In order to improve her knowledge and skills she is currently working towards an early years qualification at level 3. Children's welfare needs are addressed well because the childminder keeps her first aid and safeguarding knowledge up-to-date. She shares good practice ideas with other childminders at local groups and welcomes support from local authority development workers. The childminder's current priority to enhance her provision is to develop her large garden into an effective outdoor learning environment for children. Resources meet children's different learning needs effectively and are maintained

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provision

in a good state of repair. Required documentation is kept up-to-date and in good order.

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provision

Good communication between the childminder and parents means that children's care and learning needs are met well. The childminder requests feedback from parents on the service she provides. A range of written policies successfully reflect the childminder's practice with regard to meeting children's needs. The childminder is fully aware of the importance of obtaining as much information as possible about each child's individual care needs from parents and agreeing with them how they can work together to meet these needs. She is aware of the importance of liaising with other early years providers in order to ensure continuity of care and learning.

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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 EY432779 Local authority Warwickshire Inspection number 943220 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 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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