Childminder in Staffordshire

Inspection date

Previous inspection date 15/04/2014 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

 The childminder places a very strong focus on safeguarding children. Robust risk assessments, stringent safety procedures and the development of strong relationships ensure children feel physically and emotionally safe.  Children and their families are supported well by the childminder to enjoy a smooth transition from home which enables children to feel emotionally secure and to settle well.  The childminder provides children with a stimulating environment that encourages them to play, explore and investigate and make good progress in their learning.  The childminder demonstrates a strong drive for continually improving the quality of her practice and the service provided. She is committed to developing both her own skills and knowledge and the experiences provided for children.

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It is not yet outstanding because

 The childminder does not fully focus on what children are learning at home when assessing the progress they are making in their 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 activities in the lounge.

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Inspection activities

 The inspector took account of the views of parents and carers included in the self- evaluation.

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Inspection activities

 The inspector spoke with the childminder about the daily routines, children's individual learning and self-evaluation.

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Inspection activities

 The inspector looked at a selection of policies and procedures, which included safeguarding and complaints, children's assessment and planning records, self- evaluation and a range of other documentation.  The inspector checked evidence of suitability and qualifications of 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 parts of the Childcare Register. She lives with husband and one child aged 18 months. The childminder lives in a house in Tamworth and uses the whole of the premises and the rear garden for childminding purposes.

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Information about the setting

The childminder attends local toddler groups. She visits the local shops and park on a regular basis. She collects children from the local schools and pre-schools. There is one child on roll. The childminder is open all year round from 7.30am to 6pm Monday to Friday except for family holidays. She is a member of the Professional Association for Childcare and Early Years.

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

 strengthen the assessments made of children's learning by including information obtained from parents about what they have observed their children learning at home.

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who attend

The childminder clearly knows the children well and has high expectations for their learning. She observes children and records some of her observations in children's individual development folders. She successfully uses the information obtained to monitor children's achievements and identify their next steps in learning. This supports children to be well-prepared for their next stage in learning and for school. The childminder engages well with parents and encourages them to share what they know about their children's learning at the start of the placement and through verbal discussions each day. However, the childminder does not fully utilise this information when assessing the good progress children make.

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who attend

The childminder provides children with a richly resourced and spacious environment both indoors and outdoors. The well-organised play resources are easily accessed by children who thoroughly enjoy exploring and investigating the world around them. For example, young children develop their physical skills well as they safely crawl around the environment with confidence and use furniture to help them to stand and balance on their feet. They show great pleasure in finding out what happens when they bang the stair gate with a plastic stick and show curiosity for the knobs and drawers on the cupboard. Other children join in the fun of discovery and together they explore their surroundings, playing well together and copying each other's actions. This supports strong relationships and develops their self-confidence and self-awareness.

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who attend

The childminder skilfully tunes into young children's interests and responds well to the messages they convey through their eye gaze or pointing. For example, when children indicate that they want to sing nursery rhymes by pointing to a star shape, the childminder quickly changes her plans to accommodate their request. Children learn to behave well as they sit together with the childminder singing a rhyme she has created to encourage them to share and take turns. Children concentrate well as they listen to the song and wait patiently as the childminder rolls a ball to them, encouraging them to roll it back. Children develop their communication and language skills well as they listen and join in with the actions of the rhymes. Older children demonstrate their understanding as they follow and copy the actions made by the childminder, while younger children imitate new words, such as 'row row' the boat. Children's curiosity for balls continue as they roll a

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who attend

small ball around the floor. They watch intently as it rolls under the settee, showing an understanding that things exist when out of sight by eagerly reaching out with their hands to retrieve it. This develops their skills in mathematics.

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

The childminder successfully supports children's physical and emotional well-being. Children develop strong and trusting relationships with the childminder, who takes time to get to know them and their families. Parents comment on how welcoming the childminder is and on how well-prepared she is each morning when they arrive. They highlight how their children benefit from the safe, clean and stimulating environment provided. As a result, children settle well and demonstrate that they feel safe, secure and at ease. Parents also comment on how the childminder supports children to develop their social skills and form positive relationships with other adults and children. For instance, children benefit from visiting other childminders and their children and enjoy participating in activities at local toddler groups. This ensures children are emotionally well-prepared for their next stage in learning.

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

The childminder supports children to manage their feelings and behaviours well. For example, children are learning to share resources and the childminder's time and attention. They are learning to play cooperatively and enjoy lots of positive praise and encouragement for their efforts. This also develops their self-esteem and confidence. Children are also supported to learn how to manage risks successfully and keep themselves and others safe. They explore the environment safely and benefit from taking part in regular emergency evacuation drills. The childminder provides children with clear messages about the importance of a healthy and safe lifestyle. She ensures children enjoy sociable mealtimes and benefit from healthy and nutritious foods and snacks which include lots of fresh fruit. Young children develop their self-care skills well as they are encouraged to feed themselves with their fingers or spoon and drink from a beaker without much

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

spilling. In addition, the childminder ensures children have plenty of fresh air and exercise by, for instance, accessing the garden throughout the day and developing their physical skills by riding on bikes and playing on a swing.

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provision

The childminder has a good understanding of her responsibility to ensure all the requirements of the Early Years Foundation Stage are met well. She gives a high priority to safeguarding children and protecting them from harm. The childminder demonstrates a good knowledge and understanding of child protection procedures and provides parents with clear and effective policies and procedures. All aspects of the environment both indoors and outdoors are subject to thorough risk assessments. The childminder regularly reviews the hazards she has identified to ensure the environment continues to enable children to play and explore safely. For example, as young children become more mobile she requests that parents provide indoor footwear with rubber soles to prevent children from slipping on the hard wood floor.

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provision

The childminder monitors children's learning successfully and has a secure knowledge of how children learn through play. She demonstrates a strong commitment to continually improve both her own skills and the quality of the setting. For example, she seeks support from local childminders which helps her to keep her knowledge and understanding up to date with future changes within the early years arena. A self-evaluation document is used as an effective tool by the childminder to evaluate and monitor her strengths and areas for improvement. For example, she is developing the outdoor play space to ensure it is a stimulating and interesting area for children to access and she is seeking training in food safety.

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provision

The childminder demonstrates a good understanding of the importance in partnership working. She establishes strong bonds with parents and ensures they are fully aware of what children are achieving. Parents are encouraged to share their views verbally, and by completing written questionnaires. They demonstrate their complete satisfaction with the service provided. For example, parents comment on the well-planned activities which cover all areas of learning and feel well informed of what their children have enjoyed doing each day supported by a daily diary.

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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 EY468613 Local authority Staffordshire Inspection number 943174 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 1

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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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