Childminder in Telford and Wrekin

Inspection date

Previous inspection date 04/03/2014 05/09/2011

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early years provision

This inspection: 2 Previous inspection: 1 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

 Teaching is good as the childminder uses clear communication and commentary with gestures, visual clues and props, helping to develop children's understanding of language. Children are encouraged to recall and predict outcomes while reading, promoting their literacy development.  Observation and assessment of children's learning is rigorous and informs future planning, which is tailored to each child's needs and interests, ensuring their progress is fully promoted.  The childminder is fully committed to safeguarding children and is supported by effective policies. She establishes warm and secure relationships with the children and as a result, children have a strong sense of security and belonging.  The childminder involves parents as partners in the setting. This relationship is based on regular two-way communication to ensure children's individual needs are met well.

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It is not yet outstanding because

 Children are not always provided with opportunities to move freely between the indoor and outdoor play areas as they wish.  The childminder does not always use open-ended questions effectively and as a result, children are not given every opportunity to fully expand their vocabulary.

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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 in the downstairs play areas and viewed the outdoor learning environment.  The inspector conducted a joint observation with the childminder.  The inspector held a meeting with the childminder.  The inspector looked at children's assessment records and planning documentation.

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Inspection activities

 The inspector checked evidence of suitability and training undertaken by the childminder and the childminder's self-evaluation form and improvement plan.

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Information about the setting

The childminder was registered in 2000 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her children aged six, 12 and 14 years in Telford. The whole of the ground floor is used for childminding. There is a fully enclosed garden available for outdoor play. The family has two pet rabbits. The childminder attends toddler groups and activities at the local library and children centre. She visits the local shops and parks on a regular basis. The childminder takes and collects children from the local schools. There are currently five children on roll, all of whom are in the early years age range and they attend for a variety of sessions. The childminding provision operates all year round from 7.30am to 6.30pm, Monday to Friday, except bank holidays and family holidays. The childminder cares for children with English as an additional language and those with special educational needs and/or disabilities. The

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Information about the setting

childminder holds an appropriate early years qualification at level 3. She is a Network Accredited Childminder and is registered to provide funded early education for two-, three- and four-year-old children.

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

 increase opportunities for children to move between their indoor and outdoor environment during child-initiated play times, giving children more space and freedom to explore the world around them

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

 use open-ended questions more effectively to encourage children to expand their vocabulary and to further aid understanding as to what children are thinking and feeling.

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who attend

The childminder's qualification has given her a thorough understanding of how children learn and develop. Assessment of children's stage of development is accurate and is used to inform future learning experiences, which match children's individual needs. As a result, the childminder provides stimulating resources and purposeful and developmentally appropriate learning opportunities that encompass the seven areas of learning and offer challenge. Children benefit as the childminder organises resources to enable children to explore their own ideas and creativity and move round freely inside. However, there is direct access to the garden decking from the playroom, which is not fully maximised, as children do not have opportunities to move between their indoor and outdoor environment during their child-initiated play times. As a result, children have limited time to experience multi-sensory learning or physical challenge in the garden. The childminder offers a

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who attend

balance of adult-led and child-initiated experiences to support, scaffold and extend children's learning through play. For example, the children roll out pastry dough and use circle cutters to make pancakes, developing their physical skills and knowledge of shape. The childminder models flipping the pancakes in a frying pan; the children are encouraged to have a go themselves and they laugh at their attempts. The childminder's teaching is good as she promotes children's learning by using effective communication. The childminder uses commentary to describe what is happening, helping children to understand and develop their vocabulary. However, the childminder occasionally uses closed questions, which sometimes limits opportunities for children to give fuller answers that draw on a wider range of vocabulary. The childminder introduces a singing session where children choose a rhyme from the laminated sheets with the rhyme lyrics and

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who attend

pictures on. This promotes early literacy skills and offers children choice. The childminder sings rhymes to the children giving eye contact and smiles and models the movements that echo the meaning of the words, promoting the children's language and communication skills. The childminder weaves in mathematics as she sings counting songs. They sing a song about rowing in a boat; the children sit opposite each other holding hands rowing back and forth, promoting physical, communication and emotional development. Each child is praised for their attempts to join in with the singing, promoting their self-confidence. Children develop their technology skills as they use the computer unaided. The childminder follows the children's interests and their motivation for learning. For example, a child picks up a cushion and says 'This is my spaceship' and they make a spaceship out of cushions and net fabric. A child says 'come into my spaceship, come into

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who attend

my rocket' and they squeal with excitement, immersed in this imaginative play. Consequently children engage in characteristics of effective learning throughout the day.

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who attend

The children are focused and listen intently as the childminder shares a story with them about a girl and three bears, to develop their literacy skills. She uses props to help children learn different concepts, such as touching the floor for 'hard' and the cushion for 'soft'. Children are encouraged to recall and predict outcomes while reading, promoting literacy development. Children are encouraged to use appropriate conversation, such as 'yes please' and 'no thank you'. The childminder's training in the Early language development programme, which is funded by the Department for Education, aims to boost the language skills of all children aged from birth to five, particularly children under the age of three years and those at risk of language delay. This has given her the skills and knowledge to support the development of speech, language and communication in the early years. This means that children are supported effectively to make good progress in

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who attend

their learning and development, which effectively promotes their school readiness. Children with special educational needs and/or disabilities are supported well overall. There is an effective special educational needs policy, which guides the childminder in supporting children through an individual learning plan and working alongside any professionals involved. The childminder has completed training to support working with children with particular needs. Children with English as a second language are also well- supported. The childminder provides age-appropriate dual language books and parents provide key words in their home language, enabling the child to make links with the English vocabulary being taught. All of this supports children's language development and shows respect for the child's language and culture. Children's prior skills are well-established with parents on admission to the setting, when

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who attend

they complete a form recording children's likes and dislikes. This, along with verbal discussions with parents, helps the childminder identify where children are in their development pathway. The children's assessment folders are very visual with photographs and observations, which help the childminder form regular, accurate assessments of each child's stage of development. This includes the progress check at age two. These are regularly shared with parents, which helps parents to support their child's learning at home. The daily diary also informs them of the sort of things their child is doing and how they can support their child at home.

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

There is a relaxed and happy atmosphere within the setting. Children forge trusting and caring relationships with the childminder, promoting a sense of emotional security. The childminder recognises the importance of children's comfort objects and children have them when needed, promoting a sense of security. Children are confident in their communications with the inspector. The childminder is a good role model who puts the children's needs and interests first and is approachable and friendly. Children's behaviour is good and their actions show they are aware of the setting's rules and behaviour boundaries inside. For example, the children do not run around indoors and know that they are expected to take turns and share. When needed, boundaries are reinforced positively. The childminder uses the whole of the first floor for childminding. The childminder has a separate playroom, with a child sized table and chairs and a good range

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

of accessible toys and resources to meet the needs of the children. The childminder has positive images and resources that reflect the wider multi-cultural community, including those with diverse physical characteristics, including disabilities, such as two Indian and Bangladeshi female garments called 'sari's', small world figures and books. The childminder strengthens the positive impressions children have of their own cultures and faiths, and those of others in their community, by sharing and celebrating a range of practices and special events, such as Chinese New Year. As a result, children have opportunities to increase their appreciation of individual differences. The childminder respects children, helping them to do things and learn for themselves. Children are offered choices, they are able to develop the skills and abilities necessary for effective learning, autonomy, and positive self-esteem.

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

The childminder uses commentary to describe the process as children wash and dry their hands. Snacks provided for the children are nutritious and consist of banana and toast with milk or water to drink. Meals and are provided by parents ensuring each child's individual dietary needs are met. All this promotes children's health and well-being. The childminder sits with the children at mealtimes and discusses their likes and dislikes, which helps them learn about healthy food and drink. The childminder offers support if necessary and praises children's efforts.

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

The childminder takes the children on regular outings, such as the parent and toddler group, parks, library, baby ballet and singing group. This helps to develop confidence, independence and social skills outside of the childminder's home and therefore helps them prepare for the next stage in their life, such as attending another setting. The childminder and children walk to and from school most days providing those in pushchairs with visual stimulation to promote their understanding of the world. Additionally, the school run enables the older children to experience outdoor, daily, energetic play helping them to learn the benefits of physical exercise. Children have good opportunities to risk assess themselves and experience challenge. They use the sit-on trucks channelling the need for continuous legwork and body coordination, climb through the playhouse window and use the slide. Trips to the local parks to use the climbing apparatus also help children to

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provision

The childminder has a thorough understanding of her responsibilities in meeting the safeguarding and welfare requirements of the Early Years Foundation Stage and, as a result, children are kept safe. For example, the childminder understands her responsibility to inform Ofsted of significant events that may affect her suitability. There is an up-to-date safeguarding policy and the childminder is aware of the procedure she must follow if she has any concerns that a child is suffering from abuse. As a result, children are fully protected. The childminder has attended paediatric first aid training, which provides her with the knowledge and skills required to effectively administer first aid as well as meet the requirements of registration.

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provision

The childminder's has a good understanding of her responsibilities in meeting the learning and development requirements of the Early Years Foundation Stage and, as a result, children make good progress in their learning. The childminder monitors the educational programme as she uses suitable government guidance to benchmark children's achievements. Any areas of learning which children fall behind with, are quickly identified and set as a focus. A self-evaluation system has been implemented, identifying strengths and some weaknesses. An improvement plan is in place, which means children's progress is supported over time. This is reflected in the local authority training the childminder has completed and put into practice, such as the Early language development programme. As a result, the childminder successfully delivers a generally language rich environment which develops children's confidence and skills in expressing themselves.

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provision

Children and families benefit from the friendly relationships that exist between the childminder and parents. The childminder's policies are available for parents to view, so that they are informed about how the setting operates. Regular two-way flow of information is achieved by daily discussions, sharing of children's daily diaries and children's assessment folder. As a result, children and family's needs are met. The childminder has developed links with the local authority workers, to ensure the setting meets children's care and educational needs.

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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 208303 Local authority Telford & Wrekin Inspection number 954777 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 7

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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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