Childminder in Worcestershire

Inspection date

Previous inspection date 12/05/2014 06/09/2011

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early years provision

This inspection: 2 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 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 Children are kept safe through the effective understanding of the safeguarding welfare requirements that are well understood by the childminder and her assistant. There are clear policies and procedures, which are embedded into the daily routines that ensure children feel safe.  The childminder develops positive relationships with parents and keeps them informed and included in their children's care and learning.  All children behave well and consider each others' needs while they play, which means they feel valued and welcomed at the setting.  The childminder and assistant uses effective teaching methods and planning to promote and extend children's learning that ensures children are prepared and ready for the next steps in their learning. Children are fully involved in making decisions about their play and are keen and active learners.

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It is not yet outstanding because

 There is further scope for children to develop preferences for their own forms of expression through their artwork.  There is further scope for children to use mathematical language to describe position, shape and size, as they explore and play.

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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 several activities in the playroom.

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Inspection activities

 The inspector spoke with the childminder, her assistant and children at appropriate times throughout the observations.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of the childminder, assistant and all household members aged over 16 years.

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Inspection activities

 The inspector looked at children's learning journal records, planning documentation, the childminder's self-evaluation form and a selection of policies and children's records.

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Inspection activities

 The inspector spoke with a parent and viewed the statements provided by parents of the minded children looked after by the childminder.

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Information about the setting

The childminder was registered in 1999 and works with an assistant. She lives with her husband and one adult child in a village, near Evesham, Worcestershire. The home is close to public transport links, shops, parks and schools. Childminding mostly takes place on the ground floor of the home. Sleep and bathroom facilities are provided on the first floor and there is a garden available for outside play. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She is currently caring for 18 children, of whom, 10 children are in the early years age range.

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

 extend the opportunities for children to develop their preferred forms of expression through art and creative activities

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

 extend opportunities for children to use language to describe position, shape and size during as they explore and play.

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who attend

The childminder and her assistant have a good understanding of the activities that promote children's learning and provide an interesting range of activities. As a result, there is good quality of teaching and learning throughout. The childminder and her assistant ask open questions that encourage children to consider their approach to activities. Consequently, children are well supported and motivated to explore and ask their own questions as they play and learn. Children have good opportunities to learn through play and follow their own interests. This enables them to make ongoing progress in all areas of their development. Children work well together and have formed friendships which encourage them to consider the needs of others as they play. For example, as a child clears away toys after play, she drops a box. Another child immediately offers to help her, so they tackle the task together. Children develop their independence and decision

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who attend

making skills as they choose what they do. They greet new ideas with enthusiasm, demonstrating their positive disposition towards learning. The childminder and her assistant observe their play and know when to step in to offer support children during their exploration and discoveries. Children learn about cause and effect, as they learn how to operate a wide range of programmable toys. They exclaim with delight when they master the principles of these. The themes of transport and trains are used effectively to promote children's language skills and their knowledge of the wider world. Visits to the local train station provide children with further knowledge that inspires their interest. Adults are skilled at making the most of children's levels of concentration and offer adult- led activities at well-planned intervals. Children enjoy art activities and learn how to cut paper and how to stick this onto larger pieces of work. However, there is further potential

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who attend

for children to explore their own creative responses and experiment further and to develop their preferred forms of expression.

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who attend

Children extend their physical skills as they become increasingly mobile and explore the indoor play area. They have ready access to the garden where there is a wide range of resources and play equipment. This provides opportunities for children to ride-on bikes and climb. Younger children who are learning to walk benefit from the availability of low- level furniture where they increase their confidence as they pull themselves up. Junk materials are used to extend children's problem solving skills as the childminder encourages children to use foam tubing and cardboard tubes as a road way and tunnels. Children search around the room to extend their ideas and discover a bridge from a train track. This promotes their communication skills as they discuss how to use this effectively. However, there is further scope during discussion for children to understand the language that describes size, position and shape. Children enjoy activities where they learn

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who attend

together. Their listening skills are improved as they chose their preferred story and listen to the story being read. They gain in confidence as they voice their opinions and tell each other about their experiences. This promotes children's understanding of text and how to learn together as group. This helps them develop the skills they need for their future move and for starting school. Parents are supported in their role as details of their activities are shared with them as they arrive to collect their child and through pieces of artwork that children return home with. Displays of children's photographs and their work encourage children to have a strong sense of belonging. The childminder praises children's efforts which boosts their self-esteem and further develops their confidence. The childminder plans for children's individual development and assesses children's learning, so they develop their skills in all areas. She finds out what children know when they start with her

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who attend

through discussion with parents and observations of their play. This then provides a firm framework that enables the childminder to plan for their immediate needs. Relationships with parents and carers are good, as the childminder and her assistant involve them in many aspects of their child's care and learning. The childminder speaks with parents daily on arrival and collection about children's individual needs. The childminder takes photographs as children play and encourages parents to look at these. This enables parents to be further informed about how their child learns and the activities they enjoy.

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

Children become comfortable and familiar in their new surroundings as a result of the well planned settling-in sessions. Children are very happy and content and explore their play areas with confidence. Their individual photographs are displayed in the childminder's home which promotes their sense of belonging and strength of identity. Children readily approach the childminder and her assistant for reassurance and support which shows they feel safe and have developed trusting relationships with the adults. The childminder provides children with a range of good quality toys indoors both outdoors and indoors which encourages children to try a range of different activities and contribute well towards their future skills. Children enjoy themselves and behave well as they are continually involved in meaningful play. Children gladly share their toys and offer to help each other which means they develop positive relationships with one another. Children have ample

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

opportunities to play or rest according to their needs. Younger children sleep in travel cots on the first floor and older children use the living room as they return from school to relax and chat about their day. Children approach the childminder and assistant for hugs if they feel tired or want reassurance. Activities are well planned to adapt to children's changing mood and levels of concentration, ensuring there is consistent stimulation and challenge.

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

The childminder provides children with a varied diet and regular opportunities for exercise to develop their awareness of a healthy lifestyle. They have a fruit snack during the morning and the childminder follows parents' instructions when preparing their food that is brought from home. Children are aware of when they need to use the toilet and are familiar with the routines where they wash their hands afterwards and before they eat. They learn about how to keep themselves safe as they move about the home and learn about road safety during outings. The risk assessment is detailed and ensures that children are safe as they are collected for school and nursery. The fire evacuation plans are clear and practised regularly by the childminder, the assistant and the children.

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provision

The childminder and assistant safeguard and promote children's welfare and learning effectively. They ensure all reasonable steps are put in place to ensure a safe and stimulating learning environment. The childminder and her assistant have a secure knowledge of safeguarding and update their understanding through training. This ensures that local procedures are followed correctly, if there are any concerns about a child. Parents are made aware of the childminder's responsibility to protect children in her care. Clear policies and procedures are in place, which are renewed regularly to respond to the changing needs of the children. The childminder shares her policies with parents through a well-presented parents' handbook and through discussions about each child's needs before they start at the setting. The childminder and her assistant have a good understanding of the Early Years Foundation Stage. She attends additional training to

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provision

keep her professional development up to date. She also ensures that her assistant attends first aid training. As a result, she is consistent in developing her knowledge and uses it to provide good quality care for children. Children's individual development and learning is tracked, so that they continue to make progress in their learning, taking into consideration their individual starting points. This enables the range of planned learning opportunities to meet the needs of individual children.

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provision

Risk assessments are thorough and identify any hazards on the premises, in the local community and on school collection trips in the car. Safety equipment is checked regularly and the necessary insurances are meticulously obtained. The premises are secure to prevent children leaving unsupervised and only authorised persons are admitted. All adults living and working on the premises have a full Disclosure and Barring Service check in place. The childminder is fully aware of requirement to inform Ofsted of any significant incidents and any change of assistants that are employed by her. The childminder uses self-evaluation effectively to identify her strengths and identify areas for improvement. The assistant childminder and parents are regularly consulted about any ideas for future development. The childminder networks with other childminders to introduce new ideas into the activities for the children. She shares information with local schools about

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provision

individual children when they leave her care to promote their continuity in learning. Discussions with and comments from parents show that they are happy with the care provided. They know their children are safe and secure and that the childminder supports the parents well.

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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 204643 Local authority Worcestershire Inspection number 967572 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 18

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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

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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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