Moore Sara Ellen

Inspection date

Previous inspection date 21/03/2014 17/10/2011

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early years provision

This inspection: 3 Previous inspection: 2 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 Safeguarding procedures are secure and children are supervised appropriately, ensuring their safe care. In addition, basic policies, procedures and risk assessments are clearly written to guide and inform the childminder's safe practice.  The childminder shares useful observation and assessment information with parents and other professionals about children's development and progress. This strengthens partnerships and supports children's next stage in learning.

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It is not yet good because

 The childminder does not always plan effectively for the different ways that children learn, because some activities lack interest and challenge. Consequently, children are not always encouraged to develop their own ideas and make links between ideas, during their imaginative and creative play.  The childminder does not always demonstrate a good understanding of the key person role, to effectively support children who speak English as an additional language, and to promote positive behaviour. In addition, she does not always use resources and space effectively to accommodate children's changing needs and interests.

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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 childminder's home and conducted an observation of a planned activity with the childminder.

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Inspection activities

 The inspector held discussions with the childminder and her assistant, and spoke to children present on the day of inspection.

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Inspection activities

 The inspector looked at children's observation and assessment records, and planning documentation, including early years summary reviews and the progress check at age two.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of the childminder and her assistant, and took account of the childminder's self-evaluation arrangements and improvement plan.

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Inspection activities

 The inspector took account of the views of parents from written thank you cards given to the childminder.

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Information about the setting

The childminder was registered in 2002 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives in a house in Tamworth, Staffordshire. She works with her daughter who is registered as an assistant. The whole of the ground floor and the rear garden are used for childminding. The family has two dogs as pets. The childminder takes children to local children's activity groups. She visits the shops and park on a regular basis. She collects children from local schools and pre-schools. There are currently 23 children on roll, eight 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 6.30pm, Monday to Friday, except bank holidays and family holidays. The childminder provides care for children who speak English as an additional language.

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must:

 ensure that planned activities take account of the different ways that children learn, and reflect these in practice, for example, by planning enjoyable and challenging experiences for each child in all of the areas of learning and development

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must:

 provide opportunities for children to develop and use their home language in their play and learning, in order to support children's communication and language development further

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must:

 improve opportunities for children to have and develop their own ideas, make links between ideas and develop strategies for doing this, for example, by extending the range of questions asked during their play and games, to actively motivate and inspire children's critical thinking and enthusiasm for learning

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must:

 improve understanding of the key person role to ensure that every child's care is tailored to meet their individual needs, and to promote positive behaviour.

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

 make better use of resources and space, both in and outdoors, to provide good quality learning experiences for all children.

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who attend

The childminder does not consistently provide a broad range of interesting and challenging activities, and resources to effectively support children's learning and development. As a result, children are mostly occupied in routine play, sometimes lacking meaning and purpose. For example, babies and young children seek out and find some small world toys, such as push-along and mechanical vehicles to play with, which hold their interest for a short period of time. Girls show some interest in fixing the train track and other small parts of a figure together, receiving some support from the childminder to enable them to succeed. Pre-school children use some imaginative play equipment such as the 'burger shop' to develop their pretend play. The childminder sometimes interacts with the children to ask questions about what they think and what they are doing, but she does not extend the range of questions to actively motivate and inspire children's critical thinking and

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who attend

enthusiasm for learning. In addition, she does not always consider how to introduce children's home language into their play and learning. This minimises opportunities to support their communication and language development further.

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who attend

The quality of teaching is variable, the childminder does not always plan effectively for the different ways that children learn. As a result, babies and young children are sometimes left to occupy themselves, outside of their routine care. Planned activities are not always successfully achieved, the childminder does not always fully engage children in meaningful discussions about what they can do and learn. Indoor and outdoor space is not always used to best effect to accommodate children's changing needs and interests. Consequently, children are not always fully engaged in activities to enhance their communications and to develop their creativity and imagination.

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who attend

The childminder is beginning to develop useful partnerships with parents, helping children develop basic skills, particularly in their self-care, and to prepare for their next stage in learning and school. For example, useful 'all about me' information is obtained when children first start to attend, to inform next steps planning. Basic development information is shared with parents, which shows what their child can do and how they can support their child's learning at home.

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

The childminder and her assistant do not always use their time and skills, as key persons, to effectively support the needs and behaviour of all children. As a result, some children become upset by the dominant behaviour of others. However, most children are beginning to form close friendships and show care and consideration towards others. The childminder introduces children to basic festivals and events, which help them to learn about difference and diversity. She is beginning to introduce children to familiar routines to help them settle and separate happily from their parents. Parents are kept up-to-date with all aspects of their child's care and routines through daily conversation and written diary notes. This strengthens continuity between the home and childcare provision. Children remain within sight and sound of the childminder and her assistant throughout the day. For example, babies who sleep in the front room are visually checked upon at

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

regular intervals. School-age children sometimes wait on the front drive until everyone is ready to go to school, behaving in a safe and orderly manner. The high number of children attending are appropriately supervised by the childminder and her assistant, ratio's are appropriately managed in line with requirements and regulations. As a result, children are safe and reasonably well cared for overall.

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

Children benefit from regular fresh air and exercise during outdoor play, and when they walk to and from school. The childminder is mindful of their health and hygiene, encouraging them to follow basic hygiene routines and to eat a healthy diet. Young children can help themselves to their own drink when they are thirsty, which fosters their independence and self-care. Partnerships with parents and other providers are developing well, promoting continuity and smooth transitions when children first attend and when they are ready to go to school.

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provision

The childminder has not established effective measures to support and maintain good quality provision, there are some key areas for improvement in basic care routines and the educational programmes. Consequently, children do not always benefit from high quality care and learning opportunities. For example, the childminder has not established clear roles and responsibilities for herself and her assistant. This means that children are mostly supervised through the routines of the day, and they are not fully engaged or involved in purposeful learning for much of the time. Not enough is done to meet the individual needs of the different age groups of children, or to fully support their language development. Some behaviour management strategies are not always successful in practice, to address the full range of behaviour that children demonstrate. This is also a breach of the requirements of both parts of the Childcare Register.

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provision

However, safeguarding procedures are secure because the childminder and her assistant understand and follow appropriate procedures to protect children from abuse. They know who to contact for advice, support and guidance, and are confident to report any concerns about a child's well-being. All adults in the household have undertaken a Disclosure and Barring Service check to ensure their suitability. Basic policies and procedures, and risk assessments are clearly written to guide and inform safe practice.

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provision

Self-evaluation is in its early stages and the childminder recognises that her practice is not yet good. The childminder and her assistant have both attended basic training such as first-aid and food hygiene, and are keen to attend other training courses to develop their professional skills and knowledge. Recommendations from the previous inspection have been addressed overall, leading to improved opportunities for children to learn about healthy food choices. The childminder has also had some success in developing useful observation and assessment methods, to share information with parents and other professionals, about children's development and progress.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are

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actions)

The requirements for the voluntary part of the Childcare Register are

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To meet the requirements of the Childcare Register the provider must:

 ensure that children's behaviour is managed in a suitable manner (compulsory part of the Childcare Register)  ensure that the needs of each child, relating to their childcare, are met (compulsory part of the Childcare Register)  ensure that children's behaviour is managed in a suitable manner (voluntary part of the Childcare Register)  ensure that the needs of each child, relating to their childcare, are met (voluntary part of the Childcare Register).

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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 EY152980 Local authority Staffordshire Inspection number 954553 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 23

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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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