Childminder in Warwickshire

Inspection date

Previous inspection date 03/06/2014 19/03/2009

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early years provision

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

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This provision requires improvement

 The welcoming spaces promote children's sense of belonging and plentiful resources keep them happy and engaged.  The childminder provides a calm and caring environment where appropriate bonds and secure emotional attachments are formed.  The childminder is an experienced carer who works well with parents and other professionals to ensure children's individual care needs and routines are effectively met.

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It is not yet good because

 Children's learning and development potential is not fully realised because the childminder does not use observations to assess children's progress and plan challenging experiences so that they make better than satisfactory progress.  The identified strengths and weaknesses in current practice are not used to support planning for ongoing improvements to the provision for children.

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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 within the childminder's home.

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Inspection activities

 The inspector spoke with the childminder and children at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at documentation including the vetting checks completed for all adults, children's records and a selection of policies and procedures.

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Inspection activities

 The inspector considered the views of parents taken from written references provided for the inspection.

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Information about the setting

The childminder was registered in 2005 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and three of their children aged 17, 14 and seven in a residential area of Kenilworth, Warwickshire. The whole of the ground floor, one bedroom on the first floor and the rear garden is used for childminding. The family has guinea pigs, a dog and tropical fish as 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 and collects children from the local schools and pre-schools. There are currently three children on roll who are in the early years age group and attend for a variety of sessions. The childminder operates all year round, from 7am to 6pm, Monday to Friday, except bank holidays and family holidays.

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must:

 promote the learning and development of all children by providing more challenging experiences following accurate assessments in order to support their overall, good progress.

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

 develop the use of reflection on strengths and weaknesses to help devise a plan to drive improvement and enhance the provision and outcomes for children.

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who attend

The childminder understands how to promote children's learning and development and recognises that they progress at different rates. For example, through discussion, the childminder is able to identify some progress the children make. However, she does not use the information gained from observation to assess and monitor children's achievements. As a result, some activities do not always provide sufficient challenge or support children's next steps in their development to help them reach their full potential. The childminder involves parents in their children's learning and development at the setting and helps them to continue this at home. For example, together they talk about children's interests and share ideas for activities to support children's ongoing learning. The childminder also gathers sufficient information from parents about some of the children's starting points. This information helps the childminder to take into account what

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who attend

each child already knows and can do when planning for their development. The childminder is developing her understanding of how to conduct the progress checks for children aged between two and three years. She is aware that the purpose of these checks is to identify the children's strengths and any areas where the progress is less than expected. In addition she recognises how children benefit from developing a targeted plan in order to support children's learning and development, involving other professionals if appropriate.

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who attend

Children are happy, content and enjoy attending this relaxed and homely setting. Observations during the inspection show that children are making satisfactory progress in line with the typical range of development for their age. This is because they enjoy a variety of play opportunities planned around their interests and play preferences. The childminder provides a suitable range of resources that are developmentally appropriate and enhance children's play. She interacts well with them and knows when to allow children to explore and investigate at their own pace. In order to support this further the childminder is increasing the use of natural and novel resources in children's free play. For example, boxes, tubes and fabrics are provided for children of all ages to use as they wish. As a result, children are increasing their knowledge and skills to help promote their readiness for their next stages of learning and on to other settings or school.

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who attend

Children are confident in the childminder's home and show good levels of independence for their ages and stages. Children are engaged in activities and encouraged to choose from a good selection of resources which are easily accessible. They select different activity toys and are excited to see what happens when they press buttons, lift flaps and turn dials. Children enjoy singing with the childminder and join in by clapping and dancing to favourite tunes. There is lots of laughter and the childminder interacts well to ensure all children are having fun.

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

The childminder has a sound knowledge of the children in her care and of their families. This helps the childminder to support the health and well-being of each child. She gathers useful information from parents before the children start with her, which helps them to settle in smoothly and quickly. For example, the childminder has knowledge of the family make-up, individual routines and preferences and any health-related issues. Furthermore, she is flexible with regard to the starting arrangements, which are planned on an individual basis to support children's emotional needs. She also ensures that she has parents' permissions for varied purposes, such as taking children on outings and for administering medication. The childminder ensures her first-aid certificate is renewed when necessary. She records and reports to parents any accidents which occur while she is caring for the children. This partnership working supports children's well-being.

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

Children are developing warm relationships and secure bonds with the childminder, turning to her for reassurance and comfort when needed. The childminder is a good role model. She uses consistent strategies and age- and stage-appropriate explanations to help children gain a clear understanding of acceptable behaviour. Children learn through gentle reminders during play and distraction techniques promote sharing and taking turns with favourite resources. In addition, the childminder regularly rewards the children with a sticker for their efforts and achievements, which helps them to develop their confidence and self-esteem. Children appear at home in their surroundings and are becoming more aware of their safety as they access the resources and help to tidy away when they have finished. This practice supports the childminder's clear risk assessments, which ensures hazards are minimised and helps children to manage their surroundings, which are safe

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

and secure. The childminder organises the good variety of resources well. In the conservatory, children can easily choose what they would like to play with from the array of equipment and resources. For the younger and less mobile children, the childminder selects different toys that she knows they like and changes these around to maintain interest.

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

Children's care needs are met because the childminder considers individual routines and plans activities around this. For example, the childminder provides quiet activities to promote a calm environment to help the children to sleep at appropriate times. Children in nappies are taken care of effectively and older children are developing some good self- care skills. They use the toilet independently and ensure their hands are clean afterwards. Children have an increasing awareness of their own needs and are making some healthy choices. They access suitable drinks and enjoy packed lunches provided by their parents. There are some good opportunities for outside play as they explore in the garden and play on suitable equipment at local parks. The childminder also takes children to different groups and sessions throughout the week so that they can socialise with other children of similar ages and to explore a greater range of experiences. These opportunities help to

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

support children's next stages in their learning, preparing them for their movements both within the setting and to other settings and on to school.

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provision

The childminder has a reasonable understanding of her responsibilities in meeting the learning and development requirements. However, she is yet to consistently assess and monitor the delivery of the educational programmes to ensure children are making good progress given their starting points. The childminder has a greater understanding of how to meet the safeguarding and welfare requirements. As a result, children are effectively safeguarded. This is because the childminder has an adequate knowledge of child protection issues and understands the procedures to follow in the event of a concern about a child in her care. She shares this policy with parents along with all other required documentation. The childminder is conscious of the need to ensure that the environment in which children play is safe. She checks the toys and equipment and supervises the children effectively as they play. Access to the premises is monitored and the identity of

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provision

any visitors is checked before entry. As a result, this appropriate practice ensures children's safety is secured.

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provision

The childminder is an experienced carer and over the years of being in practice has grown in confidence. She has made some progress since her last inspection and attends guidance groups with other local childminders and completes training as required. This means that she keeps abreast of relevant updates. She gathers the opinions of parents on a regular basis and uses this along with best practice discussions with other childminders to evaluate her services. In this respect she has an overview of her strengths and weaknesses although she is yet to use this information to best effect. As a result, there is no obvious action plan in place to drive improvement and support children's achievements over time.

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provision

The childminder has established some links with the local school that older children attend and with the group who share the care of some of the younger children. The ongoing communications help to support children's continuity of care and learning. This also shows that the childminder understands how important sharing information with other professionals is to ensure children can receive consistent and complementary experiences. She provides suitable activities and resources, such as play people and varied books to promote children's knowledge of different cultures, backgrounds and abilities. This ensures that all children are included and that they and their diversity are valued. The childminder works well with parents gaining useful information about children's routines, likes and dislikes. She follows the routines set by parents with regard to sleep, feeding and behaviour. Parents contribute their views through discussions and have provided written

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provision

references to show their appreciation. For example, some quotes given include, 'the childminder gives my child an environment which is home from home', 'she always gives brilliant advice and help, and makes me feel comfortable about asking her anything' and 'we have a brief at the end of every day with how our child has been and what they have been doing, and every day they are extremely happy'.

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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 EY302741 Local authority Warwickshire Inspection number 903705 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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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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