Childminder in Telford and Wrekin

Inspection date

Previous inspection date 05/06/2014 27/03/2009

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early years provision

This inspection: 3 Previous inspection: 2 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

 Teaching is good because the childminder has a high level of understanding how children learn and develop.  Observations and assessment are rigorous and inform future planning, which is tailored to each child's needs and interests, ensuring their progress is fully promoted.  The childminder demonstrates availability, sensitivity and warmth towards children which promotes a sense of security and belonging.  The childminder involves parents as partners in the setting. This relationship is based on regular two-way communication to ensure children's individual needs are met.

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It is not yet good because

 Assessment of the risks in the garden is not rigorous enough. However, children are constantly supervised on the rare occasions they use the garden.  The mobile phone and camera procedures do not fully protect children as they do not take account of parents and visitors to the setting.  The childminder does not always use open-ended questions effectively and as a result, children are not given every opportunity to fully expand their vocabulary.  Support for children to embrace people's differences is not maximised, as there are not any resources in the setting that positively reflect the different people in our society.

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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 downstairs play areas and viewed the outdoor learning environment.  The inspector conducted a joint observation with the childminder.  The inspector held a meeting with the childminder.  The inspector looked at children's assessment records and planning documentation.

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Inspection activities

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

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Inspection activities

 The inspector also took account of the views of parents and children spoken to on the day.

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Information about the setting

The childminder was registered in 1995 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband, who is her co-childminder in Telford, Shropshire. The whole of the ground floor is used for childminding along with the toilet facilities on the first floor. There is an enclosed garden available for outdoor play. The childminder attends toddler groups and activities at the children's centre. She visits the local shops and parks on a regular basis. The childminder takes and collects children from the local schools and pre-schools. There are currently eight children on roll, five of whom are in the early years age range. Children attend for a variety of sessions. The childminding provision operates all year round from 7.30am to 6.30pm, Monday to Friday, except bank holidays and family holidays. The childminder supports children with special educational needs and/or disabilities. The childminder is

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Information about the setting

working towards an appropriate early years qualification at level 3. She is a Network Accredited Childminder and is registered to provide funded early education for two-, three- and four-year-old children. The childminder receives support from the local authority and is a member of Professional Association for Childcare and Early Years.

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must:

 ensure that risk assessments are thoroughly conducted, identify aspects of the environment which pose a risk to children and how the risk will be removed or minimised to safeguard children

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must:

 develop the mobile phone and camera procedures for the setting, to take account of the actions of parents and visitors, thus ensuring children are fully protected.

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

 use open-ended questions more effectively to encourage children to expand their vocabulary and to further aid practitioners in understanding what children are thinking and feeling

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

 extend children's appreciation of their wider society, for example, by providing positive images that challenge children's thinking and help to embrace differences in gender, ethnicity, language, religion, culture, special educational needs and disabilities.

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who attend

The childminder is working towards a qualification at level 3 and this has given her a good understanding of how children learn and develop. As a consequence, she provides stimulating resources and purposeful and developmentally appropriate learning opportunities that encompass the seven areas of learning and offer challenge. Children's assessments are accurate, detailed and clear and appropriate next steps in their learning are identified. Children are given time, space and sufficient accessible resources to help them learn different concepts through play. The childminder offers a balance of adult- guided and child-initiated experiences, with a good range of interesting and suitably challenging activities. Children's interests and motivation for learning are supported. Children investigate and explore the play dough encouraging investigation and exploration. This builds strength in all the tiny hand muscles and tendons, making them

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who attend

stronger and ready to manage pencil and scissor control later on. The childminder models, supports and extends children's learning through play. Children are helped to achieve new things, for example, the childminder models rolling the play dough herself and then helps a child to roll it using words to describe her actions 'Push it down and turn it over'. Each child is praised for their attempts, developing their self-confidence. The childminder's teaching is good as she promotes children's learning by using effective communication. The childminder uses commentary to describe what is happening, helping children to understand and develop their vocabulary. However, the childminder occasionally uses closed questions, which sometimes limits opportunities for children to give fuller answers that draw on a wider range of vocabulary. The childminder weaves in mathematics as she models counting backwards as the child gently reveals her play dough creation. The

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who attend

childminder names the animal play dough cutters 'giraffe' and 'horse' linking the word to the animal promoting children's understanding of language. The childminder uses a range of developmentally appropriate strategies to encourage communication development. For example, with the younger children she models animal sounds which are easy for children to make and is a fun way to help a young child start talking. Parents' remarks show that they value the learning programme provided, as they say, 'There has been a vast improvement in my child's speech since they has been attending the childminder's setting'. Children enjoy sensory play with media, such as foam, as they push their hands and fingers through this to explore and begin to learn about the world around them. Children have access to crayons and pencils where they learn to make connections between their movements and the marks they make, promoting their physical and literacy development.

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who attend

Consequently, children are supported effectively to make good progress in their learning and development, which effectively promotes their school readiness.

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who attend

Children use bricks that stick together that inspire creativity, develop physical skills and encourage problem solving. Children begin to understand the world around them as they play with the kitchen role-play utensils and pretend to cook dinner, expanding their imagination. The childminder takes children on a range of outings, which supports their current and ever changing interests and fosters all areas of their learning. This includes visits to a local animal park where children learn about aspects of their familiar world and about animals and plants promoting their understanding of the world. The childminder takes the children to the weekly childminding drop-in at their local children's centre. Children learn to socialise, share and take turns and develop friendships. This supports children's personal social and emotional development. Children with special educational needs and/or disabilities are fully supported, as the childminder liaises with the parents

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who attend

and other professionals involved to help children move forward in their learning and development. Consequently, children demonstrate the characteristics of effective learning throughout the day.

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who attend

Children's prior skills are established on admission to the setting through observation and verbal discussions with parents, which helps the childminder identify where children are in their development pathway. The children's assessment folders are very visual with photographs and observations, which help the childminder form regular accurate assessments of each child's stage of development. Parents are provided with a termly written report. These are shared with parents and this keeps them informed of their child's progress and informs them of the sort of things their child is doing and how they can support their child's learning at home. The childminder is aware that she will need to complete the progress check for children between the ages of two and three years. She has the appropriate guidance to follow to complete this and then provide parents with a written summary of children's progress within the prime areas.

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

There is a relaxed and happy atmosphere within the setting because the childminder is approachable and friendly. Children forge trusting and caring relationships with the childminder, promoting a sense of emotional security. Children are confident in their communications with the childminder, for example, they laugh and call her name to get her attention. The childminder encourages children and their parents to visit the setting and have a look around ahead of the planned start date. Parents may attend as many sessions as they like with the child, leaving the child initially for short periods of time, gradually increasing the length of time the child stays on their own. Parents are asked to bring along any comfort objects their child may have, so that the childminder can use these to help soothe and calm children. The childminder is a good role model who puts children's needs and interests first. Children's behaviour is good and their actions show

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

they are aware of the setting's rules and behaviour boundaries. For example, children do not run around indoors and they know that they are expected to take turns and share. When needed, boundaries are reinforced positively by the childminder.

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

Children practise good personal hygiene when they are encouraged to clean their hands before snacks. Nutritious meals and snacks are provided by parents, ensuring each child's individual dietary needs are met. Snack today consists of yogurt and fruit. Consequently, children have healthy foods that contain all the energy, minerals, vitamins and fibre they need to grow. The childminder sits with the children at meal times and discusses their likes and dislikes, which helps them learn about healthy food and drink. The childminder offers support if necessary and praises children's efforts.

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

The childminder uses the whole of the first floor for childminding. The children use the child sized table and chairs and access a reasonable range of toys and resources to meet their needs. However, there are no resources in the setting that reflect people of ethnic minorities or people with diverse physical characteristics, including disabilities, to help children to respect and value all individuals within our society. The childminder strengthens the positive impressions children have of their own cultures and faiths and those of others in their community, by sharing and celebrating a range of practices and special events, such as Chinese New Year. Children learn about keeping themselves safe as they regularly practise the fire drill. However, the childminder has not risk assessed the outdoor learning environment effectively. Firstly, the childminder is unaware that the summer house in the garden has low-level, non-safety glass. This can be dangerous if

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

broken as it breaks down into large shards which are extremely sharp. Secondly, there is a half-barrel fish pond, full of water with fish in it. This is a danger as children can drown in a few inches of water. The childminder explains that the garden is only used occasionally and that children are always supervised. Nevertheless, children's safety cannot be fully promoted.

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

The childminder and children walk to and from school every day providing those in pushchairs with visual stimulation to promote their understanding of the world. Additionally, the school run enables the older children to experience outdoor, daily energetic play, helping them to learn the benefits of physical exercise. Children have opportunities to take safe risks and experience physical challenge when they use the climbing apparatus in the playground. These outings, along with trips to the childminding drop-in at their local children's centre and the shops, help children to develop confidence, independence and social skills outside of the childminder's home. This helps to emotionally prepare them for the next stage in their life, such as attending school.

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provision

The childminder has a generally satisfactory understanding of her responsibilities in meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. However, she is not fully meeting two of these requirements. This is because the childminder has not effectively risk assessed the outdoor learning environment, this is also a breach of the requirements of the Childcare Register. Additionally, the mobile phone and camera procedures do not take into account the actions of parents or visitors to the setting. Consequently, children are not fully protected. There is an up-to-date child protection policy and the childminder is aware of the procedure she must follow if there are any concerns that a child is suffering from abuse. The childminder has attended paediatric first-aid training, which provides her with the knowledge and skills required to effectively administer first aid as well as meet the requirements of registration.

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provision

The childminder's has a good understanding of her responsibilities in meeting the learning and development requirements of the Early Years Foundation Stage and as a result, children make good progress in their learning. The childminder monitors the educational programme as she uses suitable government guidance to benchmark children's achievements. Any areas of learning which children fall behind with, are quickly identified and set as a focus. The childminder is working towards a level 3 qualification, this has helped her identify strengths and weaknesses in the setting. For example, she is investigating and implementing different observational methods to further assess children. The childminder takes into account the ideas from the local authority worker and improvement plans are developed together, such as procedures for supporting children with special educational needs and/or disabilities. Additionally, the childminder receives a

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provision

wealth of support and advice from other experienced childminders when she attends a drop-in at their local children's centre. All of this means, that children are supported to make good progress in their learning and development.

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provision

Children and families benefit from the friendly relationships that exist between the childminder and parents. The childminder's policies are available for parents to view, so that they are informed about how the setting operates. Regular two-way flow of information is achieved by daily discussions and the sharing of children's assessment folders to involve parents in their children's learning. The childminder has developed links with local authority workers and local schools to help her meet children's care and educational needs.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are

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actions)

The requirements for the voluntary part of the Childcare Register are

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To meet the requirements of the Childcare Register the provider must:

 ensure that all necessary measures are taken to minimise identified risks (compulsory part of the Childcare Register).  ensure that all necessary measures are taken to minimise identified risks (voluntary part of the Childcare Register).

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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 208380 Local authority Telford & Wrekin Inspection number 865538 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 8

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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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