Childminder in Worcestershire

Inspection date

Previous inspection date 21/05/2014 Not Applicable

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early years provision

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

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This provision requires improvement

 Children are happy and enjoy a range of toys in the play room. The childminder knows their interests and abilities, she uses her knowledge to help children settle and make satisfactory progress in their learning and development.  Children are safeguarded and their welfare needs are met well. The childminder has a sound knowledge of child protection procedures and tailors the daily routine to ensure children's individual needs are met.  The childminder has a positive caring relationship with the children. She has sound teaching methods, such as, providing them with individual attention to help them develop their language skills and their confidence.

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It is not yet good because

 There is room to develop partnership working arrangements with parents to ensure more information is shared about children's learning and development at home.  There are less opportunities for children to explore different activities, such as, messy play to develop their early mark making skills.  There is scope to improve the organisation of the premises to better promote interaction at meal times. In addition, there is room to enhance opportunities for children to play outdoors.  Self-evaluation is yet to ensure the childminder prioritises areas in need of improvement or to identify her professional development needs.

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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 compulsory part 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 and kitchen.  The inspector held discussions with the childminder when appropriate.  The inspector looked at the children's records and assessments.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of the childminder, including the self-evaluation form.

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Inspection activities

 The inspector took account of the views of parents included in the childminder's parent surveys.

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Information about the setting

The childminder was registered in 2013 on the Early Years Register and the compulsory part of the Childcare Register. She lives on the outskirts of Worcester with her three-year- old daughter. The whole of the house is used for childminding and there is a small enclosed rear garden. The childminder visits local toddler groups, the library, shops and parks on a regular basis. She walks to take children to a local school and nursery, also collects them. The childminder cares for children with English as an additional language and with special educational needs and/or disabilities. There are currently three children on roll, all of whom are in the early years age range and attend a variety of sessions. The childminder operates all year round from 7.30am to 8pm, Monday to Friday, except for family holidays.

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must:

 improve the range of activities offered to babies and children to enable them to express themselves creatively and explore with messy play, in addition to providing them with opportunities to develop their early making marking skills

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must:

 engage with parents to gather more information about children's learning and development at home, using the information gained to ensure all children receive a challenging and enjoyable experience in all areas of learning and development.

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

 review and assess the organisation of the care and learning environment to ensure children benefit from opportunities to interact with others during meal times

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

 develop self-evaluation systems in order to prioritise areas for professional development and drive further improvement to help children make good progress.

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who attend

Children are happy and enjoy their time with the childminder in her welcoming play room. They have an appropriate range of resources, which are easily accessible and available for them to choose from according to their individual needs and wishes. Children are content, they sit and play with the cars and garage, with the childminder supporting their learning as she helps them to recognise the colours of the cars. The childminder knows the interests of the children well, using her knowledge to provide a suitable range of activities and experiences for them. For example, children settle well as she provides toys and books that feature their favourite television characters. Children develop an interest in books and benefit from regular trips to the library. At the house they like to independently access and look at picture word books and proudly say and show adults the pictures of the familiar animals. The childminder joins in the fun, making the noises of the animals, which

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who attend

the children enjoy. She plans activities that build upon their interests and emerging skills, such as, providing farm yard and animal toys, while also helping children to learn the names of newly introduced animals. She displays a poster with pictures and names of the farm animals to promote their learning further. She puts the farm set at a height where children are encouraged to stand. This helps to promote the development of children with disabilities in relation to their physical skills and strength. Babies and children show excitement and laugh when the childminder produces and uses the soft toy animal rattles. The childminder spends time singing and all children including those with English as an additional language make positive progress in their language and communication. She offers enthusiastic praise when they say their first words. The childminder repeats new words and phrases, such as, 'upside down' to reinforce children's learning. With support

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who attend

from the childminder the children make good progress in recognising numbers and learn to count while looking at books and during every day activities, such as, counting the number of stairs. The childminder promotes children's listening skills through games and helps them to follow instructions, such as, 'find me a pink ball'. These skills help prepare children for their next stage in learning.

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who attend

The childminder has a sound knowledge of each child's stage of development. She recognises their abilities and tests out their knowledge, for example, the names of colours during their play. Although the childminder has only very recently started childminding, she has undertaken a formal observation of each child and assessed their current stage of development. These observations and assessments have been shared with parents and she has clear plans in place to continue the observations and assessments as a routine part of her practice. The childminder gathers some information from parents about children's development at the start of their placement. This enables her to help them settle and promotes consistency in their care. She has a sound knowledge of child development overall and is aware of children's next steps in learning. She provides resources to meet their needs, such as, a baby walker to encourage walking and playing

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who attend

with a balloon to encourage crawling. However, the childminder is less successful in securing further information from parents about children's learning and development at home. As a result, she is yet to enhance partnership working arrangements with parents to ensure all children receive a consistently challenging and enjoyable experience to promote their next steps in all areas of their learning and development. Nevertheless, children are making satisfactory progress and enjoy the activities and experiences available to them. For example, trips out into the local community and opportunities to attend toddler and music groups where they socialise with wider groups of children. This helps prepare children for the school environment.

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who attend

The childminder works hard and is committed to her new childminding role. She acts upon the advice from early years professionals to make ongoing improvements. For example, babies benefit from a nice cosy area and more sensory toys have recently been provided for babies to encourage their exploration of different textures. Children enjoy these new experiences, such as, playing in the ball pool. However, there are less opportunities for babies and young children to develop their early mark making skills, such as, with messy play, sand, water and crayons or chalk.

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

The childminder demonstrates a positive and caring relationship with the children. Babies show excitement at seeing the childminder on waking. Older children request for the childminder to join in with their play, for example, in the ball pool. This demonstrates how secure and settled they feel in her care. The childminder's own child enjoys helping with the younger children. The childminder sits on the floor with the children and they look at books together. She gives individual attention to each child, which helps them make progress. For example, children learn numbers in preparation for pre-school, which helps to ease their transition when the time comes. The childminder provides children with encouragement and support to go to new places. Children develop confidence as they engage and interact with others at toddler groups. This will help prepare children emotionally for pre-school and school. However, the childminder is yet to consider how

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

she will further support children at such times of change when the time comes. Children show good concentration and get involved in their play, such as, with the cars, farm and bricks.

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

On the whole, children are well behaved, responding well to the childminder's gentle encouragement. She acts as a good role model by using good manners. She supervises the children well and promotes sharing by introducing group games. Organisation and storage of good quality resources and equipment ensures children remain interested in what is available and can easily access the toys in a safe environment. The childminder talks about safe practices to help children learn about the road safety as they walk regularly within the local environment and routinely use the pedestrian crossing. Children confidently express their views about when they are hungry or what they want to play with. They learn about safety, healthy living and hygiene routines through discussion and use of posters displayed around the house.

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

The childminder meets the care needs of the children very well and appropriate records are kept to meet the requirements of the Early Years Foundation Stage. Regular nappy changing and hand washing promotes good hygiene within the home. The childminder encourages the children to drink water, ensuring good hydration. Parents provide packed lunches which are appropriately stored. Children develop good independence as they learn to feed themselves. They begin to make progress in toilet training as the childminder supports them and uses tools, such as, a toilet training book to aid their understanding of this stage of their development. The childminder provides appropriate healthy snacks for babies that she knows they will like. However, the current organisation of the kitchen does not enable the babies and children to sit and eat or do activities at the table together. This limits their ability to interact with one another. The childminder liaises closely with parents

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

regarding weaning and sleeping preferences to meet children's needs effectively. She recognises signs of tiredness in babies and meets their individual sleep requirements very well. Although the garden is not currently in use, children develop their physical skills and benefit from daily fresh air as they go for walks to feed the ducks, visit local parks, soft play areas and walk to and from nursery.

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provision

The childminder has a sound understanding of how to safeguard the children in her care. She provides a safe and secure home environment. She has undertaken a detailed risk assessment and takes appropriate action to minimise potential risks to children. For example, she has identified a risk in the garden and has taken action to prevent children's access to this area of the home. In order to ensure children continue to have access to the fresh air, she has provided alternative opportunities for them to go outside, such as, going out for a walk. This demonstrates that she has the ability to reflect on her practice, making changes to keep children safe. The childminder has effective policies and procedures in place to support the safe and efficient management of the provision. Safeguarding information is easily to hand and she has a sound knowledge of child protection and what to do if she was concerned about a child's care. Children's welfare is

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provision

her priority and she speaks openly to parents about any emerging issues within the setting or while at home. For example, they together discuss any changes to the way babies settle in an evening and discuss ways in which they can promote healthy eating. The childminder has been checked for her suitability to be in contact with children and she monitors any visitors to the home.

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provision

Although the childminder has just recently started childminding she has already made some improvements to her practice. For example, she purchases new resources to meet children's needs and interests. She has begun to evaluate her practice and has some ideas for further development. For example, she plans to improve resources further by introducing sand and water play. The childminder intends to purchase a double buggy to ensure she is able to take all the children into town together. She is keen to provide a good quality professional service but is yet to consider how to develop all aspects of her provision. For example, methods to support children's transitions to other settings and how to further engage with parents to promote children's learning. This demonstrates there is room to develop self-evaluation arrangements to ensure the childminder recognises and plans for all areas in need of improvement. Nevertheless, she does seek

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provision

advice from early years professionals and other childminders that she meets at the toddler groups, which helps her to expand her knowledge of the early years.

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provision

The childminder seeks the views of parents through discussion and use of questionnaires to gather their feedback on the service she provides. Parents comment very positively on the use of the daily diaries, the places she takes the children and how happy their children are. Parents benefit from the childminder's long working hours and very flexible service, which she provides to meet the needs of the family. She liaises with the physiotherapist to support children's individual needs through working with them on appropriate exercises to enhance children's physical skills. This ensures that children make progress in their physical development.

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The Childcare Register

The requirements for the compulsory 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 EY470181 Local authority Worcestershire Inspection number 946332 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 5 Number of children on roll 3

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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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