Childminder in Dudley

Inspection date

Previous inspection date 09/04/2014 Not Applicable

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early years provision

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

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This provision is outstanding

 Children make exceptional progress in all areas of their learning and development. This is because the childminder is particularly skilled at making everyday routines and activities into fun, learning experiences for children. As a result, children make rapid progress in their learning and development.  The childminder has an excellent understanding of how young children learn. She assesses their abilities, develops individual play plans, which support their identified next steps in learning and consistently offers support. Consequently, children are continuously challenged and become highly motivated learners.  High priority is given by the childminder to children's safety and well-being. Children are effectively safeguarded, happy, settled, secure and relationships are excellent. This fosters a sense of belonging and ensures that children are confident learners, who are emotionally well-prepared for the next stages in their learning.

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This provision is outstanding

 The childminder is extremely proactive in making improvements to her provision. She reads early years literature, attends local networking groups and accesses training, in order to enhance her skills and knowledge and significantly improve outcomes for children.  The childminder forges excellent relationships with parents from the moment children start. She regularly seeks their views about her service and recognises and values their contributions, so they can work in unison to fully support children's well-being, learning and development.

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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 the childminder engage in a range of indoor and outdoor learning activities, play and daily care routines with children.

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Inspection activities

 The inspector discussed a joint observation of an activity with the childminder and spoke with the childminder and children at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at children's assessment records, planning information, children's development folders and a selection of policies and procedures.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of the childminder, the childminder's self-evaluation form and discussed her plans for improvement.

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Inspection activities

 The inspector took account of the views of parents and carers from the feedback obtained by the childminder.

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Information about the setting

The childminder was registered in 2013 on the Early Years Register and the compulsory and voluntary part of the Childcare Register. She lives with her partner and their two children aged 12 and 10 years in the Stourbridge area of the West Midlands. The childminder uses the whole of the ground floor, two upstairs bedrooms and the rear garden for childminding purposes. The childminder attends local toddler groups and visits the shops and park on a regular basis. There are currently eight children on roll, all of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round, from 8am to 5pm, Monday to Friday, except for family holidays and bank holidays. The childminder holds a level 3 childcare qualification. She is a member of the Professional Association for Childcare and Early Years and also receives support from the local authority.

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

 enhance the already excellent partnership with parents by providing them with more extensive information about the provision, for example, a welcome pack for new parents to take home and read at their leisure.

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who attend

The childminder has an excellent knowledge of the learning and development requirements of the Statutory framework for the Early Years Foundation Stage and how children learn. She makes excellent use of suitable guidance documents, such as 'Early years outcomes', to further support her in monitoring their progress across all areas of learning. Through initial in-depth discussions with parents, the childminder finds out about children's experiences, what individual children know, like and can do. She uses this information to plan and provide an exceptionally varied range of activities and experiences for children, which ensure they develop strong skills in readiness for school. Thorough observations and sharply focused assessments of each child's abilities means she is able to clearly identify the next steps in children's learning. These are shared with parents, enabling next steps to be supported by both the childminder and by parents at home.

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who attend

Parents are also encouraged to share any skills that they have identified and would like the childminder to support their children with. For example, the childminder provided additional activities for children following a family visit to the farm. Time was spent looking at books, encouraging children to develop their language skills as they named animals and recognised the sounds the animals make. Parents comment favourably about the varied activities provided by the childminder. Children are continuously challenged, supporting them to become motivated learners and helping them to make rapid progress in their learning and development.

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who attend

The childminder's home is a child friendly and richly resourced learning environment, which is organised to enable children to freely choose resources to support their play and learning. The quality of teaching is excellent. There is an excellent balance of adult-led and child-initiated opportunities offered, enabling children to repeat and test out what they have learnt from the childminder. Children's communication and language skills are given a high priority by the childminder at all times. The childminder explains the meanings of words, provides excellent commentary and open-ended questions to children during their play, to engage them in practising their language skills. She listens to their responses, giving them time to speak, demonstrating that she values what they have to say. The childminder's clear pronunciation ensures that children of all ages hear appropriately modelled language. She encourages children to talk a lot and uses every

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who attend

opportunity to increase their range of words, such as pointing out and repeating words in books or singing nursery rhymes. This helps children in improving their vocabulary and helps them to become competent, confident communicators. Children are given very good opportunities to learn about numbers, shapes and colour as they paint colourful pictures, experimenting by mixing the paint using conkers they have gathered to make very effective artwork. These are displayed in the childminder's home or in their learning journeys, which are sent home to parents to show that they are valued and appreciated. This actively contributes to children's self-esteem.

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who attend

Children have brilliant opportunities to spend time outdoors in the fresh air to promote their physical skills. They go into the garden and hunt for worms with magnifying glasses, or use the binoculars to find the birds they can hear in the trees. They become engrossed playing in the mud kitchen, making a mixture to use for painting on material using huge paintbrushes. They scoop water from a bowl using shells and plant pots, simulating the noise of rain, or hide in the tunnel. They also have opportunities to play on the larger equipment at stay and play groups and other play venues. The childminder has an exceptional knowledge of promoting equality of opportunity and ensures all children and their families are valued and respected. She goes the extra mile to promote children's understanding of the needs of other children, particularly those with special educational needs and/or disabilities and this ensures all children are fully included in the setting. For

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who attend

example, the childminder has purchased resources which explain very clearly to children what it is like to have a disability. Children also discuss and observe people's differences when out and about. Multi-cultural resources are readily available and incorporated into children's everyday play, which further helps to fully promote children's understanding of diversity. Children are actively encouraged to share toys and play together to promote their social skills in preparation for later transition to nursery and school. As a result, children make outstanding progress in their learning and development.

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

Strong attachments and close relationships between the childminder and children are highly evident. The childminder supports the transition of new children into her home through a gradual settling-in procedure, which is individual to each child's emotional needs, ensuring that children settle quickly and happily. Constructive engagement with parents ensures that all issues regarding their child's routines, likes and preferences are discussed. The childminder has a very calm and patient manner and she gives children her individual attention, which helps to ensure that each child feels valued and special. Children move freely around the childminder's home and enjoy choosing resources to play with, which promotes their confidence and independence. Artwork is displayed in the setting, which helps to raise children's self-esteem, as well as enabling parents to see their child's own work. Consequently, children enjoy their time with the childminder and are

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

emotionally secure, enabling them to independently explore the learning environment and be confident at local groups and in the company of visitors. Their sense of belonging is extremely well-fostered, supporting them to become motivated learners, who are emotionally well-prepared for the next stages in their learning.

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

Children behave exceedingly well because the childminder leads by example and is a very good role model, who treats them with kindness and respect. Children enjoy each other's company, seeking out friendships and forming relationships. Simple house rules are in place, such as, being kind to each other, taking care of the toys and sharing with others, which are reinforced throughout the day. Regular attendance at local toddler and playgroups supports children to develop their social skills with others and experience being part of a larger group of children. These personal skills in developing independence and positive relationships support children extremely well in preparation for the next stage of their learning, such as school.

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

The childminder supports children extremely well in understanding the importance of a healthy diet through discussions about foods that are healthy and those which are not. Children enjoy a variety of fresh fruits and vegetables at snack and mealtimes and parents value her emphasis on healthy eating, commenting positively that their children choose fruit at home, rather than sweets. Healthy drinks of fresh water or milk are also readily provided, with the childminder reinforcing with children that milk helps their bones to grow strong. Children quickly develop their independence in self-help skills. This is because the childminder knows children exceedingly well and has high expectations of them. For example, they have a very good awareness of their own toileting needs supported by help from the childminder if needed. She uses pictorial timelines to encourage children to attempt to do things for themselves before offering support, such as gently reminding

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

them to wash their hands at appropriate times during the day or where to put their outdoor shoes and coats. This gives all children opportunities to be independent and to test out their capabilities.

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

Children enjoy fresh air and exercise, developing physical skills and confidence as they play on large equipment at local parks and toddler groups. The childminder uses these opportunities to reinforce how to use equipment safely, enabling children to take safe risks under close supervision and so learning how to protect themselves from harm. Children are supported in developing an understanding of how to keep themselves safe in a number of ways. During outings, the childminder discusses road safety, supporting children's understanding of safe places to cross and the hazards they need to be aware of. Regular fire evacuation drills help reinforce the dangers of fire, with this completed at the appropriate level to match children's understanding. Children of all ages learn the importance of tidying away toys before getting others out to play with, as too many toys on the floor may be dangerous and cause them to fall.

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provision

The childminder is highly professional and organised. She demonstrates a robust knowledge and understanding of the safeguarding and welfare requirements. Children are thoroughly protected from harm as she has a clear understanding of her role and responsibility to report any concerns. Risk assessments are rigorous and used very effectively to help minimise hazards, both within the setting and on the many outings which the childminder provides for children. These are also regularly reviewed to ensure that any potential safety risks are swiftly identified and addressed. All children benefit from high levels of care because the childminder ensures they feel safe, achieve well and are fully included in activities. The childminder is pro-active in ensuring that her policies and procedures are implemented effectively and she continually revises these to reflect current legislation. This means that children's safety and well-being is given the utmost

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provision

The childminder is highly motivated and dedicated to providing a high quality childminding provision for children and families. High standards are consistently maintained through the childminder's continual monitoring and evaluation of her practice. The childminder has identified realistic targets for improvements, in both her provision and her professional development. Her goals to develop professionally include enrolment for online training courses that will lead to further qualifications, demonstrating her commitment to continuous enhancement of her knowledge and skills.

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provision

The childminder has highly successful partnerships with parents and other professionals, which support children's individual needs extremely well. Parents are kept well-informed at all times about children's routines and development. She actively encourages parents to be involved in their child's learning both in the setting and at home. For example, she provides a very detailed learning journey that gives excellent examples of children's experiences, challenges they have overcome and celebrates all their achievements and successes. She also fully involves parents, carers and children in the methods used to assess her practice, giving them a 'voice' in the continual improvement of the provision. Parents are given details of the childminder's policies and procedures, although, there is room to enhance this already excellent partnership with parents by providing new parents with a welcome pack they can take home and read at their leisure. The childminder has

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provision

also developed extremely effective relationships with the other settings some children attend, such as pre-school teachers. They visit her home to take an active role in gathering shared information about the child by playing with them, telling them a story and writing comments in the child's daily diary. The childminder also meets with the teachers regularly to discuss information which helps to significantly enhance children's learning and development. This highlights the high level of importance which she places upon working together with everyone involved with children in her care. This mutual respect and partnerships enables parents, carers and professionals to work exceptionally well together, to meet the changing needs of children and continually support their exceptional progress.

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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 EY467293 Local authority Dudley Inspection number 940949 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 8

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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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