Childminder in Warwickshire

Inspection date

Previous inspection date 23/05/2014 09/10/2009

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early years provision

This inspection: 2 Previous inspection: 1 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 quality of teaching is strong because the childminder understands how to promote children's learning through a wide variety of stimulating and challenging activities and has high expectations given the starting points in their learning. As a result, children are making good progress in their learning and development.  Children form strong attachments with the childminder and his co childminder and show that they feel at home and settled. They treat them with kindness and care, which helps children gain a sense of well-being and belonging.  Parents are provided with information about their child's day and children take home their artwork to share with them. Well written policies and procedures reflect the care provided and are shared with parents. As a result, they remain up-to-date with their child's learning and are fully informed of the care given to their child.  Children flourish in a caring and an enabling environment. This is because the

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This provision is good

childminder and her co-childminder capitalise on their individual strengths and positive working relationship to enhance the effective management of the setting.

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It is not yet outstanding because

 There is scope to strengthen the partnerships with other providers of the Early Years Foundation Stage, in order to ensure that important information about children's learning and development is more effectively shared and used to plan and think through ideas of how to move children even further forward in their learning.

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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 checked evidence of suitability and qualifications and the childminder's self-evaluation form and improvement plans.

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Inspection activities

 The inspector observed teaching and learning activities in the play room and in the childminders garden.

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Inspection activities

 The inspector took account of the views of parents spoken to on the day of the inspection and provided in written form.

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Inspection activities

 The inspector carried out a joint observation with the childminder and looked at a number of policies and procedures.

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Information about the setting

The childminder was registered in 1998 and is on the Early Years Register and the compulsory part of the Childcare Register. He lives with his wife and two children aged 18 and 19 years on the outskirts of Nuneaton, Warwickshire. The whole of the childminder's home is used for childminding, with the exception of a first floor bedroom. An enclosed garden is used for outdoor play activities. The childminder works alongside his wife who is also a registered childminder. Both childminders have joint responsibility for the childminding practice. There are 10 children on roll, of whom seven are in the early years age and attend for a variety of sessions. The childminder operates all year round, from 7.30am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder collects children from the local school and nurseries.

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

 extend the arrangements for sharing information and partnership working with other providers that children attend, in order to maximise children's progress and already good learning and development.

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who attend

Children are making good progress in their learning and development as the quality of teaching is strong. The childminder has a good knowledge of the educational programmes and is skilful in promoting the characteristics of effective learning. He plans a good range of well-balanced activities that takes account of the different ways in which individual children learn and the stage of learning and development that each child has reached. The childminder has a good knowledge of how young children learn. Consequently, the indoor and outdoor environments are well resourced, enabling children to freely access toys and resources meeting their developmental needs. Children are supported strongly through routines and activities, which encourage their independence and developing skills in readiness for school. The childminder completes purposeful, formative observations of children's achievements to carefully monitor their progress. This information is used to

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who attend

identify what children need to learn next. Information from children's development records is used to complete assessments of the progress check for children aged between two and three years, which are shared with the parents. The childminder regularly discuss with parents the ways in which to support and extend children's learning at home. This ensures consistency in learning and a close working partnership.

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who attend

The childminder and co-childminder work very well together. They know how to engage and motivate children in their play and learning. Children benefit from their enthusiasm in making learning meaningful and fun. They are able to explore and discover new things as the childminder provides a wide range of interesting, stimulating and challenging experiences for them. Alongside using spontaneous and routine activities, the childminder consolidates children's learning by planned themes that meet all the areas of learning. For example, the bug topic is used to extend children's learning and is linked to individual interests. Children successfully learn about the natural world around them. They look for mini bugs in the childminder's garden and talk about their habitat with delight. For example, children talk about how spiders spin their webs and catch insects. Children develop their speech and language skills well. The childminder talks to children constantly,

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who attend

listening to what they are saying and extending their vocabulary as he makes effective use of open-ended questions, which are appropriate to the child's stage of development. He introduces language, such as 'half full' and 'more than' and 'less than' as they fill watering jugs to water the plants. He asks them if they have enough or need more. This means that children learn new words and become confident communicators and develop critical thinking skills. Children are supported well to develop their physical skills both indoors and outdoors. For example, young children are encouraged to develop their new found skill of walking independently indoors and older children go up and down the slides and running around the garden with their peers. Children's mathematical skills are promoted well by the childminder as he integrates mathematical concepts into routines, spontaneous and planned activities. For example, he skilfully encourages children to count on their fingers

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who attend

as they tell others their age. The childminder knows when to engage with the children and when it is more appropriate to observe what is taking place. Consequently, children actively engage in their own learning demonstrating characteristics of effective learning.

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who attend

The childminder works well with parents and regularly discuss ways in which to support and extend children's learning at home. Similar partnerships have not yet fully established with providers of the Early Years Foundation Stage. There is scope to strengthen the partnerships with other providers in order to ensure that important information about children's learning and development is more effectively shared and used to plan and move children even further forward in their learning.

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

Children enjoy a very warm and caring relationship with the childminder and show through their play and interaction that they feel safe and secure. They play comfortably in the childminder's home and access toys safely and confidently, making choices about what they would like to do. They settle well and are confident and feel safe and secure with him. Clear information is obtained from parents when children first start at the setting and continually exchanged to enable the childminder to effectively meet each child's needs. This supports children's well-being and promotes smooth transitions from home into the childminder's care.

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

The childminder is skilled in encouraging children's independence and social awareness during play and daily routines. For example, he supports all children to independently put their coats and shoes on when they go out to play. Children learn about the being part of a community as they take photographs with their friends and use them in a display. They recall past experiences and the childminder reminds them of significant events, such as the exciting visit to the nature reserve. This clearly boosts their confidence and gives them a strong sense of belonging. The childminder and his co-childminder are good role models and use positive and consistent strategies to provide children with a clear understanding of acceptable behaviour. Children interact well with the childminders and with their peers. The childminder encourages them to develop good manners and develop friendships. Consequently, children learn to share and play cooperatively with their peers and develop

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

their social skills, preparing them well for their future.

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

Children have high levels of self-esteem as the childminder is genuinely interested in what children say and do and he readily gets down to their level to interact with them. He offers plenty of praise for their achievements no matter how small. The childminder provides strong routines and activities so that children learn about being healthy. Physical skills and exploration are well promoted, as children have daily opportunities to play in the garden, walk in the area and they readily visit local parks and amenities. Children are learning about self-care and safety through related activities, all of which are supported by discussions, including about 'stranger danger' and road safety. On outings, children's safety is assured as they respond to established routines to keep them safe.

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provision

The childminder has a good understanding of his responsibility to meet the safeguarding and welfare requirements of the Early Years Foundation Stage. He has completed safeguarding training. He has a strong knowledge of his duty to protect children and the procedures to follow in the event of a concern about a child. For example, the childminder has installed a closed circuit television system to ensure that no unauthorised visitors can access the setting. Thorough risk assessments and daily visual checks and robust routines ensure children are kept safe both in the home and on outings. He remains constantly vigilant and reassesses the environment to reflect the ages and level of understanding of the children that attend. In addition, the level of close supervision offered to the children is good.

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provision

Parents are well informed about the childminding provision and receive a good level of information from the outset. This includes a wide range of policies and procedures, which explain how the provision operates. All other required documentation is in place and is well maintained. The childminder effectively monitors the delivery of the educational programmes within his setting and has clear procedures in place to observe, assess and monitor children's progress. This means that children's development is tracked effectively to ensure that they are making good progress in line with their peer group. The childminder ensures that his practice is fully inclusive to support the needs of the children who attend the setting. The childminder has high expectations of himself and is passionate about providing the best possible care and learning opportunities for children. The childminder has completed all mandatory training courses.

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provision

The childminder has a good awareness of his strengths and areas for development and has a positive attitude towards making continuous ongoing improvements for children. Parents' views about all aspects of the setting are sought. For example, parents provide ongoing feedback verbally and complete annual questionnaires with suggestions of improvements. Children have an active voice in sharing their ideas and their opinions are readily sought during planning of activities. All of this demonstrates the childminder willingness to ensure that he continues to provide a good quality provision for children. The strong partnership with parents contributes significantly to meeting children's learning and development needs and promoting their well-being. This ensures they are confident to leave their children in the childminder's care. There is a good level of communication with parents, which ensures continuity of children's care, learning and development. This

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provision

two-way sharing of information enhances parents' experience and extends children's learning. As a result, that they are kept well informed about the childminder's setting and what their child is doing. They are involved in promoting their children's progress and well- being. Parents are pleased with the quality of the provision.

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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 201494 Local authority Warwickshire Inspection number 854287 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 10

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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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