Childminder in Coventry

Inspection date

Previous inspection date 23/05/2014 08/06/2009

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early years provision

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

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This provision is good

 Effective teaching helps children make good progress in their learning. The childminder fully engages in their play, talking and asking questions to promote children's language and communication, as well as helping them to develop their critical thinking skills.  Children are happy, confident and relaxed in the childminder's care. She provides a caring and nurturing environment in which children develop warm and caring relationship with her.  The childminder has a clear understanding of the safeguarding procedures and effective risk assessments ensure children are protected from harm.  The childminder is committed to further developing her provision. She has a good understanding of why reflecting on her own practice will help her to improve the quality of learning opportunities for children.

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It is not yet outstanding because

 There is scope to further encourage parents to share more information about children's achievements at home so that the childminder's can use this additional information to optimise children's learning.  Children have fewer opportunities to go on outings. Consequently, chances for them to mix with a wide range of adults and children and to learn about the wider world are not fully exploited.

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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 taking place in the playroom.

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Inspection activities

 The inspector spoke with the childminder and children at appropriate times during the inspection.  The inspector viewed the areas of the premises and garden used for childminding.  The inspector took account of the views of written feedback from parents.

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Inspection activities

 The inspector looked at children's observation and assessment records, the register of attendance and children's records.

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Inspection activities

 The inspector checked evidence of suitability of all members of the household, the childminder's qualifications and her self-evaluation and improvement plan.

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Information about the setting

The childminder was registered in 2004 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives in Coventry with her partner and three children aged 13,ten and one year. The whole of the ground floor, first floor bathroom and the rear garden are used for childminding. The childminder visits the park and library on a regular basis. She takes children to and collects them from the local schools and pre-schools. There are currently four children on roll, all are in the early years age group and attend for a variety of sessions. She operates all year round from 7.30am to 5.30pm, Monday to Friday, except bank holidays and family holidays. The childminder has an early years qualification at level 3.

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

 strengthen discussions with parents so that there are greater opportunities to share more information about their children's achievements at home and make better use of this information when planning so that children make the best possible progress

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

 enhance children's social skills and their awareness of the wider world by extending opportunities for them to mix with other adults and children, and to explore the wider community.

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who attend

The childminder has a good knowledge of the areas of learning and provides a wide range of activities and experiences that capture children's interest and motivate them to learn. She carefully records children's progress through her observations and she takes photographs of them to illustrate the activities they enjoy. The childminder completes a progress check for children aged between two and three years and provides parents with this summary. This aids parents in supporting learning at home and in identifying any additional support their child. Parents share valuable information about their children's starting points at the beginning of care. Furthermore, they are kept well informed about the activities their children take part in. This is through the use of a daily diary, regular chats and by viewing their learning journals. However, there is capacity to encourage parents further to share more information about children's achievements at home. This

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who attend

will enable the childminder to use this additional information in her planning to optimise children's learning in readiness for school.

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who attend

Teaching is good and learning flows throughout the day. Children are focused and well supported by the childminder, who skilfully asks questions during their play and extends their thinking. For example, the childminder encourages young children to count and name colours as they help her to fill the ball pool. In addition, children learn about shapes as they complete simple jigsaws. The childminder extends their vocabulary by adding additional words, such as 'red circle' and 'blue square'. Consequently, children's early mathematical skills and speech and language are developing very well. The childminder's home is well organised and most resources are attractively displayed in low-storage baskets. This means that children can instigate their own play and this successfully promotes their independence. Children have access to a wide range of books, which they thoroughly enjoy looking at with the childminder. Toddlers become excited as the

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who attend

childminder reads their favourite story about shark. They become fully involved, pointing to the pictures and making animal sounds. This means that child develop love of books and increases their understanding that words carry meaning. Older children use writing materials in their pretend play. For instance, they make lists and appointments in notebooks. Consequently, their mark making skills and early pencil control progress well.

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who attend

Babies show an interest in toys with buttons, flaps and simple mechanisms and they are beginning to learn to operate them. They post shapes into a sorter and turn knobs on toys to make the lights flash on and off. As a result, they are gaining an insight into simple technology. The childminder is adept at following children's interests. For example, children make traffic lights from cardboard boxes and tissue paper after they notice builders erecting temporary traffic lights outside of her home. In addition, young children know which day that groceries are delivered and show great delight when the doorbell rings. They proudly help the childminder to put the shopping away and are very responsive to the praise they receive. As a result, children have high self-esteem and are beginning to recognise some of the roles that people have in the community. Nonetheless, children do not have many opportunities to explore beyond the immediate locality of the

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who attend

childminder's home. As a result, children's knowledge and understanding of the wider world and opportunities for them to socialise and play with children are not fully exploited.

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

Children are confident and quickly settle into the childminder's home. This is because of the childminder's caring and reassuring approach. They clearly enjoy the childminder's company and they confidently approach her for cuddles, support and reassurance. This genuinely warm, responsive interaction significantly contributes to children's overall well- being and high self-esteem. The childminder obtains useful information about children's daily care routines to enable her to meet their individual needs effectively from the start. Children from a young age are encouraged to develop good self-help skills and to take pride in their surroundings. For example, they help the childminder tidy their toys away and attempt to put their own shoes on the correct feet. The childminder is a good role model being calm, polite and kind towards the children and she sets clear house rules and boundaries. This develops children's understanding of right and wrong. The childminder

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

manages behaviour positively through using praise and encouragement and is consistent in her approach.

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

The childminder is able to work with parents and other professionals to ensure that children with special educational needs and/or disabilities receive appropriate care so that they achieve well. Furthermore, resources include those, which show positive images of culture and gender, therefore, helping children to recognise some of the similarities and differences in people. The childminder helps to prepare young children for the transition to pre-school. This is because they accompany her when she takes children to and from other early years settings. They look around the environment and are becoming familiar with the surroundings. The childminder makes very good use of the garden, ensuring that children have fresh air and exercise daily. This effectively promotes children's physical development because, for example, they climb equipment and scoot on sit and ride toys.

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

Children enjoy a good variety of nutritious lunches and snacks. Parents are provided with a six-week menu so that they know in advance the food their children will be offered. This gives them the opportunity to make suggestions and discusses any changes. Furthermore, the childminder shares recipes with parents that include dishes from around the world. Children extend their understanding of healthy eating because they are consistently involved in the preparation and serving of food. The childminder offers guidance and support to help them learn sensible hygiene routines to prevent the spread of germs. Children's safety is given high priority and children are effectively supervised at all times. For example, when out and about young children are either in or holding onto the pushchair. Older children hold hands and walk together, always staying within the childminder's sight. The childminder ensures her premises are secure so that children play

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

in a safe environment. They regularly take part in her evacuation procedure. This helps children to respond to instruction quickly in the event of an emergency.

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provision

The childminder has a clear understanding of her responsibility with regard to child protection issues. She has completed a relevant course and demonstrates a good knowledge of the possible signs of abuse and neglect. Comprehensive policies and procedures, which include local safeguarding contact numbers, help ensure that parents understand the childminder's role to protect children from harm. All adults in the household have been vetted and undertaken suitably checks. Consequently, children's welfare is effectively safeguarded. The childminder's home is secure and detailed risk assessments confirm that regular checks to minimise hazards, both around the home and for proposed outings are carried out.

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provision

The childminder demonstrates a strong drive for continuous improvement. Recommendations from the last inspection have been met in full. She values the views of children and parents when evaluating her provision. This enables her to reflect upon the care and learning she provides to children and accurately identify areas for improvement. She recognised that the garden was not always used to full effect to maximise children's overall learning. This led her to transform the garden into a good learning environment that offers children many new experiences. For example, children fill bird feeders and learn to identify the different types of birds and animals that they see in the garden. They plant and grow vegetables and enjoy picnics under the apple tree. The childminder attends a number of training courses and workshop sessions to keep her knowledge up to date. This helps to ensure that she has a secure awareness of how to support young

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provision

children's learning in readiness for school.

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provision

The childminder is developing some good links with the local school and nursery so that children experience a smooth move to other settings. Information about children's learning and progress is effectively shared. Consequently, their continuing progress is supported well. The childminder is aware of partnership working to secure support for children with identified needs and is clear about working with other professionals to ensure prompt intervention if necessary so children's needs are met. She has close links with parents in most respects. Daily conversations and a daily dairy deliver useful information about children's activities and achievements. Parents appreciate the high quality of her provision and how much she promotes children's enjoyment and good progress. Their comments include 'My child's speech is at level far beyond her years, which is partly down to the childminder's influence and encouragement'. In addition, they say 'fantastic childminder, a

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provision

great support, I am delighted that I made the right choice'.

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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 EY239290 Local authority Coventry Inspection number 872557 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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