Childminder in Walsall

Inspection date

Previous inspection date 12/05/2014 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 provides a wide range of stimulating activities that promote children's learning well.  Children are happy in the care of the childminder who promotes their emotional well- being fully. Therefore, children are well behaved.  The childminder has a good understanding of her responsibilities and to protect children and to keep them safe.  The childminder builds on her professional development and this enhances her skills to provide good care and learning opportunities for children at all times.  The strong partnerships with parents and other professionals contribute positively to children's learning and care.

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It is not yet outstanding because

 The childminder does not always talk to children about the reasons for eating healthily to ensure they develop a clear understanding of the importance of healthy meals and snacks.

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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 checked evidence of suitability and qualifications of people living and working on the premises.  The inspector held discussions with the childminder during the inspection.  The inspector looked at documents, including children's records.  The inspector took account of the views of parents on the day of the inspection.

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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 one child aged 15 years in Wednesbury, West Midlands. An annexe in the grounds of the childminder's home is used for childminding and there is a garden for outside play. The childminder attends the local library and visits the local park on a regular basis. She takes children to local schools and pre-school. There are currently two children on roll, both of whom are in the early years age group and attend for a variety of sessions. The childminding provision operates all year round from 8am until 5pm, Monday to Friday and occasionally on weekends, except for family holidays. The childminder 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:

 use routine activities, such as meal times, to help children learn about the benefits of healthy eating.

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who attend

The childminder provides a wide range of stimulating activities to promote children's learning. She knows the children well and plans around their interests. The childminder promotes the prime areas effectively through activities, such as singing, which children enjoy. They readily join in when she sings and at times, children sing spontaneously on their own. The childminder reinforces children's learning by building on what they know. She models actions to songs and children copy these and then continue by themselves, clearly demonstrating their confidence in this area of learning. The childminder gives clear instructions during activities, for example, to match cards. Children demonstrate good listening and understanding by consistently matching cards correctly and they respond positively to prompts and challenges. The childminder competently supports children to maintain interest and lots of praise encourages them to keep on trying. The childminder

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who attend

understands how to extend learning, for example, by encouraging children to listen to recordings to follow instructions. Therefore, children clearly develop their active listening skills to solve problems. Children confidently identify photographs of family members and this contributes to their sense of well-being in the care of the childminder. She allows time for children to explore and to build on their natural curiosity. The childminder uses resources effectively to promote children's learning. After singing nursery rhymes about clocks, she ensures that the children look at the clock on the wall and focus on the ticking sounds. Children's language skills are growing well because the childminder uses many words during all activities. The stimulating activities and the good guidance from the childminder ensures children make consistent progress from their starting points.

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who attend

During the settling-in phase, the childminder encourages parents to share what they know about their child. She provides resources which children enjoy and observes how they use these during play. This means that children feel at ease in her care from the outset because they have opportunities to play with familiar toys. She has discussions with parents about what they do with the children and continues with similar activities, such as reading stories. Therefore, she works well with parents to effectively promote children's learning and development. A daily communication book keeps parents informed about activities children have enjoyed and they regularly discuss further learning. She clearly explains where children are in their development; for instance, she describes their awareness of body parts and their well-developed skills in recognising animals. The childminder introduces colours during activities because she has high expectations of

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who attend

young children. The well-resourced environment provides good levels of challenge for all children. The childminder regularly takes children to library groups where they have opportunities to mix with others. This is particularly beneficial to children as they grow used to other settings away from her home. The childminder is convinced that these group sessions in the library help children to develop their social skills and an appreciation for books. Therefore, she prepares children effectively for the next stage in their learning. The childminder competently supports children to learn about the world around them. For example, she helps them to select books and resources that reflect their interests. Good quality teaching supports children's learning effectively in the childminder's provision.

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

Children are happy in the care of the childminder and form strong bonds due to her caring attitude. The settling-in arrangements are tailored to children's needs because the childminder allows as much time as they need to feel at ease in new surroundings. The childminder has discussions with parents about how she can best meet children's needs, for example, their individual routines. Therefore, the move from home to the childminder's provision is a positive experience for all children. Children regularly visit a selection of groups and this ensures they develop the skills to form new relationships. Therefore, they are well prepared emotionally for their changeover to other settings and their eventual move to school. Children are well behaved because the childminder uses age-appropriate methods to promote their good behaviour. They sit on the childminder's lap for cuddles and then move away to select resources. They are confident because the childminder is

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

nearby and as a result, they feel emotionally secure. Children have opportunities to play with others when they visit the library and other venues. This means that they learn to share and to have regard for the needs of others.

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

Children enjoy snacks of fresh fruit and balanced meals which are freshly cooked daily. Although the childminder talks to children during meal times, she does not always help them to learn about the reasons for eating healthily. Consequently, they have not yet started to make links with what they eat and the benefit of those foods. The childminder ensures children sit securely in high chairs at meal times and she supervises them effectively to keep them safe. Children drink water regularly during the day and at meal times. They have opportunities to play outside on a daily basis and move around confidently indoors. Therefore, children's physical development is promoted effectively. Rest times ensure children sleep according to their needs for periods agreed with parents. The welcoming environment and the wide range of good quality resources contribute positively to children's emotional well-being.

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provision

The childminder has a good understanding of her role and responsibilities to meet the requirements of the Statutory framework for the Early Years Foundation Stage. She is well informed about the procedures to be followed if she has concerns about children in her care. The childminder shares policies with parents to ensure they have a clear understanding about her role to protect children. All records required for the smooth running of the provision are available. These include records of suitability checks for all adults living and working on the premises. Good organisation and a flexible routine ensure the childminder manages the care and learning of children effectively at all times. She consistently reviews the planning and assessment of children's learning and development. This approach contributes positively to the good progress children make in her care. The monitoring of the quality of teaching is at an early stage to enhance the already good

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provision

The childminder works successfully with parents to promote children's learning and care at all times. Parents receive a wide range of information about the service she offers. In particular, the childminder has frequent discussions about children's progress and ensures she mirrors the practice in the home. Parents are very pleased with the care the children receive and the support to move them on in their learning. The childminder invites parents to contribute fully to the self-evaluation of the provision and obtains children's views about the activities they enjoy. She does not currently care for any children who are due to have a progress check at age two. She is forward thinking and has arrangements in place to receive professional guidance from external agencies. This means that she can develop her understanding well to ensure she is effectively prepared to complete the assessment as required. Since her registration, the childminder has attended workshops to enrich her

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provision

professional development. For instance, she has enhanced her understanding of promoting learning activities for young children. Consequently, she has obtained more resources, including packs to help children increase their self-help skills relating to dental hygiene. The childminder shares information daily with other providers where children attend. She ensures that she meets their needs through a wide range of planned activities that support their learning well. The childminder provides a stimulating environment in which children make good 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 EY469834 Local authority Walsall Inspection number 944298 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

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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