Childminder in Worcestershire

Inspection date

Previous inspection date 09/04/2014 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

 Teaching is good because the childminder has a strong knowledge of the individual needs and interests of the children in her care. She plans a good range of activities across the seven areas of learning. As a result, children learn well through their play.  Children quickly develop strong attachments to the childminder because there are secure settling-in procedures and strong partnerships with parents.  Children's social skills are developed well through frequent visits to toddler groups, the library and rhythm and rhyme sessions. This prepares them well for the next stage of their learning.  The childminder has a thorough understanding of safeguarding and effectively assesses the risks to keep children safe from harm.

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It is not yet outstanding because

 There is capacity to extend the range of dressing up clothes to further promote children's imaginative skills during role play.  The opportunities for children to understanding that print conveys meaning have not been fully maximised.

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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 toured the premises with the childminder, both inside and outdoors, during the inspection.

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Inspection activities

 The inspector held discussions with the childminder at appropriate times during the inspection.

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Inspection activities

 The inspector observed the childminder and children engage in a range of indoor and outdoor learning activities.

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Inspection activities

 The inspector sampled a range of documents, including a selection of policies, evidence of the suitability of adults living on the premises and children's learning records.

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Inspection activities

 The inspector took account of the comments made by a parent at the inspection and in written feedback from parents.

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Information about the setting

The childminder was registered in 2013 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged eight and five years in Bromsgrove, Worcestershire. The whole ground floor of the house and the master bedroom on the first floor are used for childminding. There is an enclosed garden available for outdoor play.

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Information about the setting

The childminder operates Monday to Friday from 7.30am to 6pm during term time only. There are currently two children on roll, both of whom are in the early years age range and attend on a part-time basis. The childminder visits the local park on a regular basis and is able to take and collect children from the local schools. She supports children who speak English as an additional language.

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

 expand the already good opportunities for children to use their imagination, for example, by providing dressing up clothes to enable them to take on familiar roles within the community

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

 enhance the use of print and written word in the environment to further develop children's understanding that print conveys meaning, for example by labelling toy boxes.

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who attend

Children are making good progress in their learning because the childminder effectively uses the information from parents to identify their starting points. She demonstrates good teaching skills and a clear understanding of how children learn. The childminder engages children with activities that are linked to their emerging needs and interests. She plans a good range of activities across the seven areas of learning. Consequently, children are making swift progress towards the early learning goals. The childminder records children's progress through observations and photographs, and frequently shares the children's learning record with parents. This means that they are able to contribute to their child's next steps in learning and continue this at home. As result, this aids in children's transition to the next setting and ensures any early intervention can be sought to support children.

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who attend

Young children are confident, sociable and inquisitive and they have a clear interest in early imaginative play, during which they show good levels of concentration. For example, they eagerly push the doll and pushchair around the available space and enjoy including the childminder in their play. As they do so, they develop their independence skills as they try to wrap a cloth around the doll. Rather than taking over, the childminder helps them by suggesting that they hold the cloth by the corners to unfold it. Consequently, the childminder prevents young children from becoming frustrated and helps them persevere and achieve things they set out to do. However, opportunities are not fully maximised during role play to enable children to dress up, for example, as familiar people in the community, to further promote their imaginative skills.

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who attend

The childminder effectively supports children who are developing early language and communication skills by encouraging them to repeat words and simple phrases. Children listen well to the childminder and are particularly interested in books. They relish in the individual attention as they sit close to the childminder and join in with favourite stories. Young children are able to use short sentences when they talk with the childminder, and she extends their thinking and vocabulary because she asks lots of open-ended questions, for instance, 'Who can you see?' and 'Do they have a happy or sad face?' However, there are some missed opportunities to provide further support for children to see words in print within their play environment, to further develop their understanding that print conveys meaning. Children who speak English as an additional language are supported well in using their home language, as well as in learning to speak English. As a consequence,

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who attend

they are able to use their emerging English vocabulary and to communicate effectively with others.

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who attend

Children enjoy building with a variety of construction sets. The competently stack cups and confidently state the various colours. Younger children enjoy posting items and the childminder uses these activities effectively to teach children to develop their awareness of size and shape. Consequently, children have good opportunities to explore and develop simple mathematical concepts. Children express their own ideas and join in a variety of craft activities to enable them to express their creativity, such as play dough, collage and baking activities. They have fun drawing around their own hand and the childminder's hand, and use a range of resources to develop their pre-writing skills. Children enjoy making marks using flour, paint and crayons, and the childminder encourages them to write for different purposes, including writing cards to their family members, such as Easter cards. Children spend time outdoors in the garden and use a range of larger

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who attend

equipment to develop their physical skills. Their understanding of the natural world is fully nurtured as they experience planting and growing seeds, such as sunflowers. The childminder teaches children about other festivals which are celebrated throughout the world, such as Chinese New Year, Eid and Ramadan, and they have access to a range of resources which reflect diversity and acknowledge cultural differences. This means children's understanding of diversity is well promoted and they learn to value and respect similarities and differences. Consequently, children are happy, confident, self-assured learners who are acquiring the key skills needed for the next steps in their learning and development.

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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 addressed well by the childminder. Her interaction with children is continually positive and they are happy and confident. Children's transition into other early years settings is addressed well because they get to know other adults and children at toddler groups and regularly attend rhythm and rhyme music sessions and the library. Children are cared for in a welcoming home where space is well organised, creating a child-friendly environment. They move around freely and make choices about their play, which promotes their confidence and independence.

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

Children feel emotionally secure in the care of the childminder because of the attention and affection she gives them. They clearly enjoy the childminder's company and respond positively to her support and reassurance. The childminder has a calm and caring nature and is sensitive and attentive to the children's individual needs. She places a great level of importance upon children being happy and gives high priority to their emotional security to enable children to flourish and reach their true potential. She obtains useful information from parents during settling-in time to enable her to meet children's individual needs. As a consequence, children quickly gain a sense of belonging. The childminder encourages children to show kindness and consideration to others, and to share and use their manners. She regularly praises the children for their achievements and positive behaviour, which helps to build their self-esteem. As a result, children are well behaved because they

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

are aware of the boundaries set and of behavioural expectations in the childminder's home.

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

The childminder takes every opportunity to talk with children about keeping safe. They know that they must hold hands, stay close to the childminder on the way to or from school, and take care when crossing the road. As result, children are kept safe. Dietary or medical needs are fully discussed with parents during settling-in time and the childminder ensures that she follows any care plans precisely. This helps children to receive safe and suitable care and to make the best possible progress. Children are beginning to promote their own good health as the childminder teaches them how to manage their own personal care needs. These key skills prepare them well for their next steps in learning. The childminder promotes children's understanding of healthy eating through the provision of a range of nutritious snacks and meals, which ensures children's well-being is fully promoted. The childminder plans regular visits to the park to ensure children receive

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

plentiful fresh air and exercise, which promotes their good health.

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provision

The childminder has a good awareness of her responsibilities with regard to safeguarding children and ensures that they are continually supervised while in her care. Necessary checks for all adults within the household have been completed and the childminder ensures that children are never left unsupervised with a person who has not been vetted. This ensures children's safety is fully protected. The childminder is aware of the Local Safeguarding Children Board procedures, and she provides a written safeguarding policy for parents. She cares for children in a safe, warm, welcoming environment and carries out regular risk assessments on all areas of her home used for childminding to identify any potential hazards, in order to protect children from danger. All required policies and procedures are in place and shared with parents during the settling-in process. The childminder has attended safeguarding, in order to promote her own understanding of this

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provision

area of her work. She is a qualified paediatric nurse and has completed first aid training so that she is up to date with current practices. She maintains effective accident and medication records for her setting, all of which effectively promotes children's welfare.

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provision

The childminder has made a good start to her childminding provision. She is well organised and has a comprehensive range of policies and procedures in place which underpin her good practice. The childminder displays a good understanding of both the welfare and learning requirements and is clear about her role in the delivery of the Early Years Foundation Stage framework. She monitors children's learning and development well and analyses the progress children are making. The childminder shares this information with parents so that they can work together to help children achieve well. She has completed all required training courses and has a positive attitude towards further training and development. The childminder uses self-evaluation to good effect, identifying areas of her practice that require improvement and considering ways to address any weaknesses to promote continuous development.

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provision

The childminder has strong partnerships with parents. She shares her good practice through discussion and daily diaries for younger children. She provides parents with regular information about their children's activities, and they can look at their child's learning record and share daily experiences as they drop off or collect their children. In this way, parents are kept well informed of their children's progress. Parents are very positive in their praise of the childminder. Their comments include, 'She is meticulous and diligent at her work and provides excellent care and attention' and 'She is very trustworthy and dependable and my child is always happy'. The childminder has shared the required progress check at age two and has developed partnerships with other childminders, school and the local authority improvement advisory officer to ensure that children receive a consistent approach to their learning and development.

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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 EY466605 Local authority Worcestershire Inspection number 939845 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 4 Number of children on roll 2

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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

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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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