Childminder in Cornwall

Inspection date

Previous inspection date 29/05/2014 27/10/2011

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early years provision

This inspection: 2 Previous inspection: 3 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

 Teaching is good, the childminder has a secure knowledge and understanding of how children learn. She promotes their learning through a wide variety of interesting and challenging activities. As a result, they progress well in readiness for school.  Children form secure bonds with the childminder through a gradual settling-in process. This ensures the move from home to the childminder's is as smooth as possible.  Children are safeguarded, the childminder has a strong understanding of her roles and responsibilities in protecting children from harm. Well-written policies and procedures underpin her good practice, which helps to keep children safe.  The childminder has close working relationships with parents to ensure inclusive and continuous care for children. They are encouraged to become involved in the childminder's self-evaluation and this helps to make sure that priorities for development are identified to promote good quality care and learning.

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It is not yet outstanding because

 The local community is not regularly used to the optimum to fully enhance children's experiences of the world around them.  Children do not consistently have opportunities to experiment with media, such as sand and dough so that they further strengthen their already very good creative and exploration skills.

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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.

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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 1993 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and adult daughter in Nuneaton, Warwickshire. The whole of the ground floor and rear garden are used for childminding. The family has a rabbit that is housed indoors. The childminder takes children to and collects them from the local schools and pre-schools. There are currently five children on roll, of whom three are in the early years age group and they attend for a variety of sessions. The childminder operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and 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:

 make the most of the local community by providing further opportunities for children to discover and find out about their surroundings in order to extend their understanding of the wider world

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

 engage children more in a wider range of creative activities to further develop their creative and exploration skills.

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who attend

The childminder has a secure knowledge and understanding of how children learn and develop. The quality of teaching is good. Prior to children starting she gathers important information from parents about their children's likes and dislikes and what they can do. This enables the childminder to effectively establish children's starting points, helping her to plan interesting, challenging activities to support their ongoing learning. The childminder has high expectations of all the children in her care. She continually observes and assesses children's development. This means she knows the children very well and can clearly plan for their individual next steps in learning. Consequently, children make good progress and are well prepared for moving on to nursery or school. Children's learning journals are freely available to parents, keeping them informed of their child's ongoing progress. Photographs reflect the enjoyment children have and parents are

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who attend

actively encouraged to share their child's learning at home. Children particularly enjoy taking 'Blueberry' the soft toy rabbit home for the weekend. They excitedly share information with the childminder about what they have done together. The childminder effectively uses this to inform her planning and gain a broader view of children's learning. For example, after 'Blueberry' went on a steam train, the childminder provided cardboard boxes for children to make a model of a train.

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who attend

The childminder skilfully fosters children's communication and language development. She talks to children at every opportunity, showing an interest in what they are doing and adeptly using open-ended questions. For example, as children begin to build a tower, she encourages them to use words, such as, 'big' and 'little'. They name colours and learn the sequence that the bricks go in, with the largest at the bottom so that it does not topple over. As a result, children's understanding of mathematics is heightened. Children concentrate well, studying the structure before drawing a picture of it. They carefully use pencil crayons to draw squares of various sizes and match the colours of the tower. Children are praised for their efforts and this gives them a sense of pride in their achievements, while encouraging their learning. Children 'have a go' at writing their name on their work. The childminder sounds the letters of their first name and children search

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who attend

for objects around the room that start with the same letter. They are given time to think about their responses and happily join in. As a consequence, children are confident, motivated to learn and developing good early literacy skills. In addition, they access a wide variety of books and enjoy sharing a book with the childminder and listening to stories. A wide range of resources are in place to help children gain awareness of the diverse society in which they live. Play figures depict people using wheelchairs and walking sticks. Books promote positive images of race and culture. However, children have fewer opportunities to explore the local community. This means that their understanding of the wider world is not consistently promoted.

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who attend

Children use their imagination well as they play with small world toys. They search through the toy box looking for 'princess' figures. When asked how they know it is a princess, they reply, 'because she is wearing a crown and a cloak'. Children make up their own games, telling adults that the 'princesses live in a castle'. Art and craft activities enable children to create pictures using paint and glue. However, they have fewer opportunities to experiment with media, such as, sand and dough so that they can further strengthen creative and exploration skills. Children enjoy outdoor play and frequently access the garden daily. Consequently, they have plenty of fresh air and exercise. They learn about nature as they help the childminder to fill the bird feeders and are fascinated by the different types of birds that they see come and go. They know the childminder's house rabbit by name and understand that they must be very gentle when they touch

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who attend

him. As a result, children learn to show care and concern for living things and the environment.

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

Children form secure attachments with the childminder and are clearly settled and happy in her home. The childminder has cared for most of the current children since they were babies. She works closely with parents to ensure children's individual needs are known and met. Parents are successfully encouraged to share what they know about their children before they start with the childminder. This includes children's likes, dislikes, interests, how they usually settle, important people in their lives and home routines. Consequently, the childminder provides care tailored to that given at home. This ensures a smooth move between home and the child minder's and effectively promotes children's well-being.

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

The playroom is welcoming and stimulating. It is enhanced with posters, pictures and the children's artwork. Resources are attractively displayed in well-organised boxes that are stored at a low level and clearly labelled with pictures and words. As a result, children readily select what they want to play with and develop good levels of independence. The childminder has realistic expectations of children. She encourages sharing and taking turns with the toys and is calm and consistent when dealing with minor squabbles. The childminder works closely with parents to share their concerns about behaviour and to ensure a consistent approach. This effectively fosters children's awareness of boundaries and helps them manage their feelings and behaviour in a way, which promotes their emotional well-being. Children's self-esteem and confidence is continually nurtured through the praise and encouragement they receive. This helps them to feel good about

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

what they do and raises their self-esteem. Children are building some good social skills as they enjoy new experiences when they visit other locally registered childminder's. This helps to begin to prepare young children for the transition to pre-school because they become familiar with mixing with other children and adults.

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

The childminder reminds the children of the importance of good hygiene practices as she ensures that children wash their hands before handling foods and talks about the need to prevent the spread of germs. She plans and prepares healthy meals and snacks and takes into account children's individual dietary needs. Children demonstrate good independent self-care skills, as the childminder encourages them to feed themselves and cut up their own fruit at snack time. Mealtimes are very relaxed with children chatting to one another, enjoying their food. Children develop a good awareness of how to keep themselves safe and healthy. They benefit from fresh air and develop and practise their physical skills. For example, child learn to get on and off wheeled toys, throw and catch balls. Children are taught to cross the road safely when going out and supported to use equipment safely. This means that children develop a sense of personal safety.

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provision

The childminder has a good understanding of meeting the safeguarding and welfare, the learning and development requirements. All adults in the household have undergone suitability checks and are therefore deemed safe and suitable to be in contact with children. Ofsted are notified of any changes, in order to safeguard children. The childminder has a good understanding of possible signs or symptoms of abuse or neglect and is familiar with the procedures for reporting such concerns. Her well-written policy is shared with parents so that they are aware of the childminder's role and responsibilities in keeping children safe and protected from harm. The childminder carries out both visual and written risk assessments so that children can play and explore confidently in a safe environment. Visitors' identities are checked and the outside door is locked to prevent unauthorised people gaining access and the children leaving unaccompanied.

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provision

Consequently, children's welfare is effectively safeguarded.

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provision

The childminder has identified her strengths and weaknesses through effective self- evaluation procedures, which provide opportunities for her to assess her provision on a regular basis. She makes good use of available training courses and online training to enhance her provision and improve outcomes for children. To further develop her practice the childminder meets with some other local childminders. Together they share ideas and keep up to date with new initiatives and any changes to childcare legislation and frameworks. Since her last inspection she has significantly developed the use of observations and assessments of children. This has enabled her to track children's progress and plan effectively for their future learning needs. The childminder gathers very good information from parents when the children enter her home. This helps her to plan activities that the children enjoy, also offer appropriate challenge to ensure children make

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provision

good progress towards their next steps in learning.

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provision

Parents are well informed about their children's care and learning. They receive a good variety of communication through daily verbal exchanges, daily diaries and through the sharing of children's development records. Parents are actively encouraged to share their views and suggestions, in order to help inform the service. For example, through questionnaires and comments in children's daily diaries, which are complimentary about the service provided and care of children. Their comments include 'The childminder is wonderful at what she does', 'my child has developed really well and we trust her implicitly'. The childminder has forged good links with other providers delivering the Early Years Foundation Stage. She is fully aware of the importance of sharing information. This includes information relating to the assessment of children and their learning needs to ensure consistency of care and to identify any intervention needed.

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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 201107 Local authority Warwickshire Inspection number 817945 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 5

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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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