Childminder in Staffordshire

Inspection date

Previous inspection date 06/06/2014 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

 Teaching is good because the childminder fully understands how to promote children's learning and has high expectations for their achievements. As a result, children's progress is good given their starting points and capabilities.  Transitions and strategies used to support children's readiness for school, ensures children's confidence and resilience are enhanced and built upon over time. Warm, loving attention fosters children's attachments, which supports children's self-worth and sense of belonging.  Partnerships with parents and other providers, such as school are effective, which ensures involvement at all levels and across all aspects of children's learning and development.  Effective self-evaluation procedures ensures the inclusion of parents and children. Risk assessments are robust and include checking children's safety in the indoor and outdoor areas and any outings off the premises.

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It is not yet outstanding because

 There is scope to maximise children's vocabulary and skills in counting during everyday activities.

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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 looked at a range of documents; attendance registers, risk assessment, self-evaluation and the childminder's improvement plan, suitability and qualifications, the complaints log and a range of policies and procedures which supports the service provided.

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Inspection activities

 The inspector observed activities in the indoor play areas and checked other indoor areas used by the children and the outdoor play areas.  The inspector conducted a joint observation with the childminder.

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Inspection activities

 The inspector took account of the views of children and parents spoken to on the day and acknowledged a range of recorded statements.

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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 seven and 11 years in a house in Wombourne, Staffordshire. The whole of the ground floor, and rear garden are used for childminding. The family has two guinea pigs as pets. The childminder collects children from the local schools and pre-schools. There is currently one child on roll within the early years age group. The childminder operates all year round, from 7.30am to 6pm, Monday to Friday, except 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:

 maximise children's vocabulary, for example, through extending the use of open questions during activities so that their communication and language skills are further enhanced

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

 maximise children's mathematical skills during planned activities to encourage their recognition of how many objects are in a set so that their skills in counting are further enhanced.

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who attend

The quality of teaching is effective because the childminder has a good understanding of how to support children's learning and development. She has a good awareness of how children learn through adult interaction and she has high expectations for the children in her care. As a result, children's progress towards the early learning goals is good and they are gaining many skills necessary for when they eventually start school. The childminder has a clear understanding of the learning and development requirements of the Early Years Foundation Stage. As a result, children progress well given their starting points. The childminder provides an enabling environment, which ensures children's access to a good range of interesting activities and equipment that challenge and support their learning. The identification of children's starting points ensures children's physical and communication skills alongside their personal, social and emotional skills, are supported

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who attend

well. For example, the childminder takes children on outings to support their interests in the local community and the world around them. This includes visits to the local parks where they use a range of large equipment to support their physical development as they begin to take risks under close supervision of the childminder. Children also enjoy feeding the ducks and noticing nature around them. During walks through the woods children use their imagination as they remember the bear hunt story they shared with the childminder. They also enjoy visiting the local library to choose their own books. This fosters children's interest in literacy and also fosters their readiness for the next phase in their learning including school.

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who attend

Children access an interesting and enabling indoor and outdoor environment where they make their own choices. For example, outdoors they like to dig for worms in the mud area and talk about the flowers and various plants growing around them. The childminder has a good awareness of the characteristics of effective learners. For example, she takes the time to ask open questions to extend children's communication and language during their play. However, at other times, such as during children's construction play, the childminder makes suggestions about how children can further their play, thereby missing opportunities to maximise their skills through open questions to further enhance their critical thinking. Children enjoy their creative play. For example, on walks they pick a variety of wild flowers to bring back to the setting to use in glue and stick activities. The childminder encourages children to identify the variety of wild flowers which children are

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who attend

able to identify, including buttercups and forget-me-nots. Children look at these closely noticing the various colours and shapes supported by the childminder as she supports their learning. However, during such activities, the childminder misses opportunities to maximise children's learning, such as encouraging them to count the flowers as they sort them. Children's interest in information and communication technology is fostered as they explore a range of battery operated resources, such as wind-up toys that encourage the children to explore cause and effect.

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who attend

The childminder assesses children's learning and has a clear understanding of the importance of observing children as they play in order to identify the next steps in their learning and development. Sharing this with parents enhances their understanding of how activities at the setting supports their children's learning and development at the setting and at home. This supports engagement with parents, which fosters their interest in their child's learning and developmental progress. As a result, the childminder and parents work closely to support each child's progress over time. The childminder ensures the parents have good access to information about the Early Years Foundation Stage and how she supports children's learning and development. This includes discussing with the parents of toddlers, the most suitable time to complete the progress check for children between the ages of two and three years. To secure children's starting points, the childminder collates

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who attend

important information from parents during settling-in times. This includes information about routines and the child's previous learning. This helps the children to settle into the environment quickly.

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

The childminder provides a warm and inviting environment for children and their parents. As a result, attachments between her and the children develop well. This gives children confidence in their abilities. As a result of children's personal confidence, they are supported to take risks, explore their environment and increase their independence as they play. Children enjoy access to the outdoor play areas every day. They make choices, such as playing in the water or sand pit or kicking the small and large balls around. This builds their confidence in exploring their surroundings and enhances their physical skills. As a result, children begin to understand the importance of a healthy lifestyle. The childminder provides children with a choice of healthy food options. They are encouraged to make choices about the fruit they wish to eat and the childminder talks with them about their healthy choices. As a result, children receive consistent positive messages and

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

thereby further enhance their learning about the importance of a healthy lifestyle and diet.

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

Children's behaviour is good because the childminder uses opportunities to engage with the children in meaningful praise. As a result, children become proud of their achievements and develop a 'can do' attitude. Children's artwork is displayed for them in their play areas so that they and their parents feel a sense of belonging to the setting. The childminder supports children's understanding of keeping themselves safe because she talks to them about road safety during outings. She also reminds them about being careful during physical play activities. This helps to keep children safe.

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provision

The childminder demonstrates a very good understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage. For example, she is aware of the Local Safeguarding Children Board contact numbers and knows what to do should there be a concern about a child in her care. The childminder has a safeguarding policy and procedure which is made available to the parents. The childminder undertakes risk assessments in the indoor and outdoor areas and all outings undertaken by the children. The suitability of all persons within the setting is checked. The childminder also has a current first-aid qualification. This also ensures children are kept safe.

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provision

The monitoring of the teaching and learning programmes is strong and supports children's learning across all areas of their development. There is a continuing targeted programme for further improvement. This is because the childminder undertakes self-evaluation. She identifies her strengths and areas for further improvement to benefit the children and also ensures that the parents and their children are fully included in the process. The childminder furthers her knowledge about how children learn as she reads an array of guidance available on the internet. This has enhanced the childminder's already good awareness of how to support children's language and communication skills through good interaction. As a result, the childminder builds on childrens confidence to make their needs known, thereby, further fostering their readiness for school.

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provision

Partnerships with parents and other providers including those at the local nursery and school is effective and ensures that everyone working with the individual child is included. There is a range of information provided to parents to keep them informed and up to date about the provision and their child's progress over time. The policies and procedures in place relating to the running of the setting are available to the parents and includes the procedures to follow should they wish to make a complaint. The childminder ensures parents know they can talk to her any time about their child's care and learning. Records are kept up to date by the childminder. This includes children's attendance register and the recording of any accidents, incidents or existing injuries to the children, which are signed by both the childminder and the parents. This also helps to keep children safe.

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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 EY472205 Local authority Staffordshire Inspection number 943199 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 1

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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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