Childminder in Staffordshire

Inspection date

Previous inspection date 22/05/2014 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 very safe environment, as she takes effective action to ensure the safety of the premises, indoors and outside. The childminder has a very good understanding of safeguarding procedures.  The childminder provides a wide range of stimulating activities and resources. This, along with good quality teaching practice, supports children to become motivated learners. As a result, children are making good progress in their learning and development. The childminder attends training to enhance her knowledge further.  Children are very happy and settled in this homely and welcoming setting. They have good attachments to the childminder, who is very caring and attentive to their needs. This enables children to explore the environment with confidence, as their emotional well-being is very well supported.  The childminder has a good understanding of the strengths and weaknesses of her

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This provision is good

setting, and involves parents and children in the setting's self-evaluation process.

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It is not yet outstanding because

 There is scope to further strengthen the communication links with parents to enable them to support continuity of children's learning when they are at home.

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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 playroom and the outside play area.

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Inspection activities

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

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Inspection activities

 The inspector viewed areas used for childminding and had discussions with the childminder throughout the inspection.

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Inspection activities

 The inspector looked at children's assessment records, including planning information and children's development folders.  The inspector conducted a joint observation.

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Information about the setting

The childminder was registered in 2013 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and two children, aged one and six years, in a house in Biddulph. The whole of the ground floor and the rear garden are used for childminding. The family has no 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. She collects children from the local schools and pre-schools. There are currently three children on roll, one of whom is in the early years age group and attends for a variety of sessions. The childminder operates all year round from 7.30am to 6pm, Monday to Friday, except for family holidays. She 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:

 further strengthen the communication links with parents, for example, by encouraging and enabling parents, to support continuity of children's learning when they are at home.

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who attend

The childminder demonstrates a thorough knowledge of the learning and development requirements of the Early Years Foundation Stage. She uses this knowledge to observe and effectively plan for children's learning needs. She has discussions with parents, prior to children joining her, to find out about each individual child's interests, what they know, like and can do. The childminder shares daily information with parents, about their child's achievements, by the use of a daily diary. However, there is scope to strengthen the communication links with parents, to enable them to further support their children's learning at home. The childminder observes the children, takes photographs, and makes interesting and informative notes, which she includes in children's development folders. Good priority is given to the prime areas of learning with children under two years of age. The childminder regularly assesses children's progress, to help her to identify any gaps in

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who attend

the children's learning. As a result, children make good progress in their learning and development. The childminder is aware of the requirement to complete the progress check for children aged between two and three years. She demonstrates the knowledge and understanding to do this successfully.

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who attend

The environment enables children to initiate their own play, as they select their own resources from a variety of easily accessible toys. Children freely help themselves to resources, such as pencils, pens, crayons and felt pens, to draw pictures of what they see and to make marks. This supports their small physical skills and promotes their early writing skills. Teaching is good, as the childminder is constantly attuned to what the children are doing. She knows when it is appropriate to intervene, to support and extend their learning opportunities. Babies are able to explore and investigate because their toys are stored in suitable containers on the floor. The childminder joins children in their play, fostering their language development through many conversations. She asks the children searching questions, such as 'who is on the train?' and 'what does the caterpillar eat?' This helps to promote children's thinking skills and language development. The childminder

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who attend

effectively develops babies' communication skills because she comments on what they are doing and repeats their babbles. This reinforces that their vocalisations are important and convey meaning, so they increasingly experiment with sounds. Children's confidence and communication skills are promoted as they take an active part in singing action and number rhymes. They have access to many books to ensure that they see words in print and to promote their early literacy skills. Children are encouraged to learn about numbers and shapes as they take part in a playdough activity. The childminder joins in their play as they explore and investigate electronic shape sorters, pushing buttons and turning knobs. The childminder is aware of children's individual interests and ensures that resources to match these are accessible. This means that the children are motivated learners, keen to be engaged in the activities.

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who attend

Children have good opportunities to promote their physical skills. For example, outdoors, the children use their whole bodies as they jump in and out of the puddles. Children have opportunities to play on the larger equipment at the local park, where they learn to take risks and keep themselves safe. Children are encouraged to learn to share toys and play together, in preparation for the later move on to nursery and school. As a result, children make good progress in their personal and social development skills. Children demonstrate that they are confident, are developing the skills and attributes they need to be ready for school. For example, they demonstrate listening skills and are learning to follow instructions, as they put on their own coats and shoes.

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

Well organised and flexible settling-in sessions are individual to the needs of each child. This helps children to make the transition from home to the welcoming childminder's care. She obtains comprehensive information about the children from parents. For example, initial details about care routines, and likes and dislikes are shared through completion of several documents. This means children's needs are well met from the outset, helping children to settle quickly and happily into her setting. As a result, they develop a strong bond with her and are confident to explore her setting, and to seek emotional support from her when they need this. The childminder has a calm, caring and patient manner. She gives children her individual attention, which helps to ensure that each child feels valued. The childminder ensures comforters and special toys are kept close by. This helps to foster secure attachments between the children and the childminder. As a result,

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

children and babies are happy in the setting, as they have the emotional support they need. This helps to emotionally prepare children for future transitions, including school.

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

Children enjoy playing with the resources available and are encouraged to lead their own play. This builds their confidence, promotes their independence and enhances their learning opportunities. The childminder is a good role model, treating them with kindness, politeness and respect. They enjoy each other's company, seeking out friendships and forming relationships. The childminder provides opportunities for the children to meet up with larger groups of children, to further develop their social skills. The childminder displays children's work on the wall, to promote their self-esteem and to inform the children that their work is valued. The childminder ensures that children are aware of her expectations, regarding their behaviour in her setting. For example, she has clear house rules, such as being kind to each other and sharing. This supports children to respect one another and understand appropriate boundaries. Consequently, children are well behaved

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

and develop good social skills. This, along with the childminder developing their literacy and numeracy skills, helps prepare children for the move to school when the time comes.

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

Healthy lifestyles are promoted, as the childminder encourages children to eat a healthy diet and try different foods. Meals and snacks are freshly prepared, and include a variety of fruits and vegetables. Children are developing their independence skills, for example, by being encouraged to put on their own coats and shoes. Children develop a good range of physical skills, as they enjoy regular opportunities for fresh air and exercise. They use their whole bodies as they negotiate pedal cars around other children and obstacles. Children are supported well, to develop an awareness of their own toileting needs, and the childminder reminds them to wash their hands as necessary during the day. Consequently, children are developing a secure understanding of the importance of healthy lifestyles. The childminder is vigilant about children's safety. She supervises them well at all times, supporting children to learn to manage risk and keep themselves safe. For example, when

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

the childminder explains why they wash their hands and why they need to wait for her to open the safety gates. The childminder enables children to take safe risks under her close supervision, such as when using larger equipment at the local park and when she teaches them how to cross the road during outings. Systems are in place for parents to share information with the childminder, about any health or dietary issues the children may have, and there are thorough records maintained for accidents and any medication administered.

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provision

The childminder has a good understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage. This results in children being safeguarded very well as the childminder ensures that her setting is safe and secure. The childminder has a sound awareness of the signs that may cause her concern about a child's welfare. She has undertaken child protection training and understands the importance of her role in protecting children. She knows how to seek help and advice, should that become necessary. Parents are fully informed of her duty of care through effective policies and procedures, which are shared with them from the start of any care arrangements. A written safeguarding policy, which is shared with parents, includes the action to be taken and telephone numbers of who to contact to seek advice and support. The childminder has carefully considered the use of mobile telephones and cameras, and this is included in

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provision

her policy. The childminder undertakes comprehensive risk assessments for her home and all outings. She reviews these regularly, ensuring they meet the current needs of the children attending. This helps to ensure that children are well protected from harm.

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provision

The childminder uses her thorough knowledge of the learning and development requirements, as well as observations of children's learning, to assess the children's abilities and monitor their progress. This information, alongside their current interests, is used to plan for each individual child's needs. As a result, all children are making good progress towards the next stage of their learning. Children benefit from a broad range of planned experiences, based on their individual needs, which support them to make progress in all areas of their learning. This reflects the childminder's commitment to achieving the best possible outcomes for the children. The childminder is highly professional and organised, striving to do whatever she can to become an outstanding practitioner. She has a clear commitment to improving the service she provides. The childminder has completed a focused improvement plan, which clearly identifies areas of

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provision

improvements made and those requiring further development. For example, she has identified that her resources did not adequately reflect different cultures. As a result, she has extended her resources to support her in developing the children's understanding about the wider world, in which they live. The childminder accesses training support from other agencies, to further develop her skills and knowledge. She encourages parents to express their views on the care of their children and welcomes their feedback, to use for her continual development. Comments from parents include, 'I am very pleased with how my child has settled' and 'my child's development has progressed really well since starting'.

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provision

Effective partnerships with parents are established from the onset of placements. However, there is scope to further strengthen partnerships with parents in order to further support children's learning and development at home. The childminder is aware of the importance of developing partnerships with other provisions, children may move on to, such as school. The childminder also demonstrates awareness of the importance of preparing children appropriately, in readiness for the move from her care.

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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 EY471375 Local authority Staffordshire Inspection number 943868 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 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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