Childminder in Telford and Wrekin

Inspection date

Previous inspection date 02/05/2014 24/10/2008

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early years provision

This inspection: 2 Previous inspection: 3 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 understands how to promote children's learning to enable them to achieve. As a result, children's progress is good based on their starting points and capabilities.  Children's individual needs are very well known and parents actively share their child's learning at home and include their ideas in the planning of activities. This is as a result of the strong partnership between parents and the childminder.  Children form secure bonds of attachment with the childminder. As a result, they are happy, content and keen to explore and learn.  The childminder safeguards children well. Her home is safe, secure and well organised so that children can move around safely and confidently. This helps to promote the safety and well-being of the children.

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It is not yet outstanding because

 There is room to maximise children's enjoyment and learning potential when outdoors by providing even more resources to promote and develop their understanding of nature and sense of curiosity.

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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 children's activities in the playroom and outside.

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Inspection activities

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

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Inspection activities

 The inspector checked evidence of suitability and qualifications, along with the self- evaluation form.  The inspector conducted a joint observation of an activity with the childminder.

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Information about the setting

The childminder was registered in 2008 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and four children aged 14, 12, 11 and eight years in Telford. The playroom, kitchen, and toilet on the ground floor of the house are used for childminding, together with the enclosed garden. The family has a dog and a cat as pets. The childminder attends a toddler group and activities at the local children's centre. She visits the shops and park on a regular basis and collects children from the local schools and pre-schools. There are currently four children on roll, three of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7am to 6pm, Monday to Friday, except Bank Holidays and family holidays. She supports children with English as an additional language.

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

 enhance children's enjoyment, sense of exploration and awareness of nature by developing an even more stimulating outdoor learning environment.

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who attend

The childminder has a good understanding of the Early Years Foundation Stage and how children learn. As a result, this helps her to plan a broad range of activities that interest children and cover all areas of learning. The childminder regularly observes children's achievements and uses this information to effectively track their development. This means that she can identify children's next steps and plan activities to suit their needs. As a result, children make good progress given their capabilities. The childminder establishes children's starting points through discussions with the parents and shares with them a learning record for their child containing details of their activities and daily routines. She encourages parents to comment on their children's interests and development at home and has daily discussions with parents when they bring and collect their children so they are up to date with their children's routines and progress. This effectively supports the

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who attend

childminder's close relationship with the parents and enables them to be fully engaged in their child's learning at home. The childminder is aware of the requirement to provide a written assessment for the progress check at age two and discusses this with parents. As result, she effectively recognises the individual progress children are making, which enables her to address any gaps in their learning with realistic and effective challenges.

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who attend

The childminder has a good understanding of the prime and specific areas of learning and plans accordingly to meet children's individual needs. For example, she skilfully supports children who speak English as an additional language with activities that are purposeful and developmentally appropriate to their individual needs. She uses her knowledge of their home language to help develop language acquisition. In addition, she consistently talks to children about what she is doing and asks them open-ended questions to expand on their understanding and formation of words. Displays, posters and books in both English and the children's home language help to further reinforce communication and language skills. Children's writing skills are supported effectively as they make marks using different coloured pens, developing their pre-writing skills in readiness for school and their next steps in learning. They enjoy being active, both indoors and outdoors, moving safely

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who attend

with confidence to play outside. As a result, mark-making activities are continued outdoors with different coloured chalks to create pictures on the slabs. Outdoor play in the childminder's garden and regular outings to nearby parks provide opportunities for children to run around and develop their physical skills. However, opportunities for them to explore and investigate nature are not fully maximised. This is because the childminder's garden is not equipped to its full potential. For instance, an extensive range of resources are not available to fully support children's understanding of nature, such as planting and growing.

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who attend

Children's enjoyment of books is encouraged as they freely access a variety of books and sit with the childminder reading their favourites, which are also in various languages. Their love of books is further enhanced as they regularly visit the library to select new ones. This helps to support children's early literacy skills. Resources successfully complement the ages and abilities of the children. These are stored at low level in various boxes and baskets to help children self-select their play. This helps to enhance and develop their confidence and independence skills.

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

All areas of the home are well presented, clean and inviting. The designated playroom is a bright and welcoming space which is stimulating and well resourced. Toys are accessible to children around the room and they develop independence, choosing what they want to play with. Consequently, children have plenty of space to play, explore and rest. The childminder manages her time well to ensure that all children get plenty of individual attention and learn about the needs of others. Clear and consistent boundaries and high expectations for children's behaviour have been established. This helps to support children's personal, social and emotional development. As a result, children are learning to share and take turns.

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

The childminder completes regular risk assessments of her home and the outings she takes children on. She uses these to promote children's safety and to identify and minimise potential hazards. For example, children take part in tidying away toys as they take responsibility for keeping the area safe. In addition, the childminder gently supports younger children to manage and negotiate the step down from the playroom into the garden as they learn to manage their own safety while learning about staying safe. The childminder's commitment to safeguarding children promotes their well-being. She ensures that all areas and resources used by children are safe and suitable for their age and stage of development. This helps to support and promote children's confidence and self-esteem in their emotional development as they prepare for school. The childminder supports children to learn about a healthy lifestyle. She provides snacks and drinks for the children,

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

ensuring that these are healthy and nutritious, and water and cups are available for the children to access themselves during the day.

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

Information gained from parents when their children start ensures that their individual needs are met. For example, an 'all about me' form helps the childminder address the children's likes and dislikes to meet their individual care needs. This helps to support children's transition from home to the childminder's care with ease. Children clearly enjoy the childminder's company and are responsive to her support and reassurance. As a result, children's emotional development is promoted effectively as they build strong attachments to the childminder.

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provision

The childminder understands her responsibilities in meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. She is fully aware of her responsibility to protect children and identifying potential indicators of abuse or neglect. A comprehensive written policy includes the procedure to be followed in the event of an allegation of abuse being made against her. This identifies that the childminder is aware of what to do should such an event occur. The childminder prioritises children's safety at all times and her home is child orientated and organised well. She keeps her home safe through ongoing visual and written risk assessments and the use of appropriate safety equipment. As a result, children move freely and safely throughout the ground floor.

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provision

The childminder has a good understanding of her responsibility in meeting the learning and development requirements. Children are offered a range of realistic and effective experiences to enable them to make good progress. The childminder has a strong ability to reflect on her planning and provision for children to evaluate and monitor their individual learning. As a result, children's progress is monitored and assessed consistently to ensure they are challenged and extended in activities. The childminder reflects on her practice and identifies her strengths and ways in which she can improve her service to children and families. Whenever possible she attends training to enhance her knowledge and skills, and this means that children benefit from current childcare practices. Assessments of children are detailed and thorough to ensure any gaps are identified early and to ensure that any gaps are addressed.

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provision

Partnerships with parents are strong and contribute to children's well-being. The childminder shares her policies with parents so they are fully aware of the service she offers, and takes on board parents' wishes. Daily discussions take place around the children's care and well-being and are aimed at promoting a consistent approach to meeting children's needs. Partnerships with other providers are developing well to ensure that children receive the support they need, as the childminder is fully aware of the importance of and working with others. Although the childminder is not currently caring for children with special educational needs and/or disabilities, she is well aware of the value of partnership working and is able to discuss strategies to support all children's learning and welfare.

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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 EY377044 Local authority Telford & Wrekin Inspection number 878742 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 4

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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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