Childminder in Warwickshire

Inspection date

Previous inspection date 10/06/2014 07/09/2009

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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

 Children make good progress. This is because the childminder and her assistant know children well and provide a wide range of carefully-considered experiences that interest and engage them.  The childminder is vigilant with regards to children's health and safety. She has carefully assessed and minimised hazards so that children can play, rest and eat in a safe and clean environment.  Children are happy and experience consistency and continuity of care. This is because important information is regularly and effectively exchanged between the childminder and their parents.

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It is not yet outstanding because

 There is scope to develop additional ways that help children to express their preferences and make more independent choices about the activities and resources they wish to access.  Opportunities to involve children in a wide variety of planting and growing activities that reinforce their understanding of living things are not fully embraced.

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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 the childminder and her assistant engage in a range of indoor learning activities, play and daily care routines with the children.  The inspector held conversations with the childminder, her assistant and children.

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Inspection activities

 The inspector had a tour of the childminder's home and garden during the inspection.

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Inspection activities

 The inspector checked evidence of suitability for all adults living and working in the childminder's home.  The inspector looked at a selection of policies, procedures and children's records.

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Inspection activities

 The inspector viewed the childminder's self-evaluation form and a selection of letters sent from parents.

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Information about the setting

The childminder has been registered since 2003 and is on the Early Years Register and on the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two adult children in Bedworth, Warwickshire. The childminder's husband works as her assistant. The whole of the ground floor of the childminder's home is used for childminding purposes and there is an enclosed garden available for outside play. The home is close to local shops and schools. The childminder operates all year round from 7am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder attends a range of community groups and is currently minding three children in the early years age group. She also provides care for older children that attend before and after school. The childminder is a member of the Professional Association for Childcare and Early Years and holds a recognised early years qualification.

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

 develop additional ways to help children, including those that are either unable or reluctant to speak, to communicate their preferences and make independent choices in relation to resources and activities

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

 extend opportunities for children to learn about the food chain and what plants need to grow and thrive through further planting and growing activities.

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who attend

Children are having fun and make good progress in their learning and development. This is because the quality of teaching is good. The childminder understands how children learn and she plans and provides experiences that accurately reflect their individual needs, preferences and interests. For example, children enjoy looking at books and the childminder has placed a wide selection of books on a rack that is easily accessible to them. They eagerly select their favourites for the childminder to read and she encourages them to repeat words and look at the pictures in the books. She reads with enthusiasm, speaks slowly and clearly, and uses expression in her voice. Consequently, children are motivated to listen, concentrate and communicate and these are all skills they will need when they start school.

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who attend

The childminder and her assistant plan experiences together. They routinely discuss activity ideas and carefully plan experiences using what they discover about individual children and information gathered from parents. Each child has their own learning and development record and this includes photographs of them engaged in play and the childminder's observation and assessment records. Parents are invited to view these records and their comments and contributions are actively encouraged and welcomed. For example, the childminder invites parents to share information about what their children know, like and can do and to highlight any areas of concern. As a result, the vital role parents play in their children's learning and development is acknowledged. Furthermore, the childminder is able to form a clear picture of children's progress and identify areas where additional support or challenge may be needed.

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who attend

Children demonstrate good physical skills. Outdoor play is a regular part of the daily routine and children develop balance, coordination and muscle strength as they use large physical play equipment at a local park. They practise ball skills in the childminder's garden and learn to negotiate obstacles as they ride wheeled toys. Children are starting to learn about growth and the need to care for living things as they tend a selection of strawberry plants in a pot in the childminder's garden. The childminder explains how the children water the plants and watch with eager anticipation as the fruits grow and ripen. She describes how one of her plans for the future is to create an area at the bottom of her garden where children can dig and explore. However, there is no such space at present and children have not planted a variety of flowers and vegetables. Consequently, some opportunities for children to learn about what different plants need to grow and thrive are

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

The childminder provides a clean, safe and secure environment for children. Her home is warm and welcoming and there is plenty of space for children to play and rest. The childminder works closely with parents to support children's emotional well-being, health and physical development. Effective two-way communication is maintained with parents and they regularly exchange information about children's behaviour, diet and care routines. Flexible settling-in arrangements allow new children to adjust to changes at their own pace and in accordance with their parents' wishes. Children's health is promoted well. The childminder and her assistant constantly follow and reinforce good hygiene procedures and regularly talk to the children about the benefits of a healthy lifestyle. Meals and snacks are healthy and nutritious and they are freshly prepared by the childminder. Children receive lots of opportunities for physical exercise and outdoor play is

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

a regular feature of the daily routine. Consequently, children experience plenty of fresh air and learn about the many different ways that exercise impacts on their bodies.

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

Children enjoy warm and caring relationships with the childminder and her assistant. They smile and laugh as they play and are content to go to either the childminder or her assistant for support or reassurance. Children show confidence in their surroundings and happily move from one part of the childminder's home to another. They have access to a wide selection of resources that are clean, safe and developmentally appropriate. A selection of resources is stored on a shelving unit in the lounge and children can freely select from the good range that is within their easy reach. The childminder explains that children can ask for items that they cannot see or reach and many of the toy boxes are labelled. However, some children may be unable or reluctant to speak and children may not be fully aware of what is available. Consequently, there is scope for the childminder to devise alternative ways for them to make choices and communicate their wishes and

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

preferences; for example, through the use of photographs.

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

Children learn to act in a safe and sensible manner. They regularly practise emergency evacuation procedures and road safety is routinely taught and reinforced on outings. Children are reminded to be careful during play and know not to run inside or to climb on furniture. Furthermore, books, role play and discussions are successfully used to alert children to safety issues in ways that they can easily understand. Children display good self-esteem and behave well. This is because the childminder and her assistant provide them with positive role models to follow. They are calm, polite and respectful of people and property. Furthermore, they are well aware of the need to ensure that children are emotionally and socially prepared for school. They encourage friendships between the children and encourage them to share and take turns in their play. Children receive plenty of praise for their good behaviour, effort and achievement this means that they are

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

motivated to cooperate, learn and behave. The childminder shares her behaviour management policy with parents before children are placed in her care and this ensures that a consistent approach is agreed and adopted. Some house rules are in place, for example, not wearing shoes inside and the childminder explains to children why they are needed. She talks to children at their level of understanding and gives gentle reminders, when necessary. Also, pictorial reminders of the house rules are displayed in the hall and these help children understand what is expected of them. As a result, there is a very happy and calm atmosphere in the childminder's home.

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provision

Children are protected because the childminder affords a high priority to their safety and welfare. She regularly checks the safety of her premises and carefully considers children's safety while on outings. As a result, potential safety hazards are promptly identified and effectively minimised. The childminder has a good knowledge and understanding of legal requirements and is fully aware of her responsibility to safeguard the children in her care. She confidently describes some of the possible signs and symptoms of abuse and knows the correct procedures to follow in the event of a child protection concern. Her written safeguarding policy reflects her Local Safeguarding Children Board guidance and successfully supports her practice. All adults living or working in the childminder's home have been appropriately vetted and children are supervised well. The childminder works with an assistant and understands the importance of sharing her policies and procedures

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provision

with him. He is never left in sole charge of children and his knowledge and practice are regularly monitored and reviewed by the childminder. Consequently, children's welfare and safety are promoted and parents are reassured.

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provision

The childminder is keen to provide a quality childminding service and routinely reflects on her practice and children's progress. She and her assistant regularly consider what went well during the day and what could be done better next time. They compare their observations of children and assess whether planned experiences provide them with an appropriate level of support or challenge. Furthermore, the childminder asks parents to identify her strengths and suggest any areas where they think she could make improvements. As a result, she has a clear view of the strengths and weaknesses of her service and is constantly looking for ways to raise quality. Since her last inspection the childminder has made a number of improvements, for example, she has added to her resources and improved safety precautions. In addition, she achieved a recognised early years qualification and explains how this has raised her awareness of how children learn.

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provision

The childminder describes how knowledge and information gained through training is routinely cascaded to her assistant and is often shared with parents. For example, she describes how her attendance at a speech and language course led to her sharing 'talking tips' with parents. Furthermore, she and her assistant reviewed and improved the way they interacted with children. They describe how they now listen to children more and routinely model language and effective communication. This was evident in their interaction with children during the inspection and shows how knowledge gained through training is successfully used to improve practice.

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provision

Children's individual needs are effectively met. This is because the childminder works in close partnerships with their parents and any other people involved in their care and education. The childminder has forged strong links with some staff at local schools and regularly networks with other childminders. In addition, she actively seeks and utilises the advice and support provided by some staff working at a nearby children's centre. She works hard to make parents and their children feel welcome and valued and important information is regularly exchanged between the childminder and parents. Consequently, children are well cared for and effectively supported to reach their full learning potential. The childminder supports parents by sharing her considerable experience and knowledge of a range of parenting issues. For example, she offers parents advice about when and how to start toilet training their children and talks to them about healthy eating and safety

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provision

issues. She signposts parents to local and national support mechanisms and shares relevant information that she has downloaded from the internet or gained through training. Consequently, the childminder, parents and a range of other professionals all work in partnership to effectively meet children's individual needs. Parents hold the childminder in high regard and comments received from them include how 'children are her first priority' and describe how she 'goes above the duties of being a childcare provider'. Furthermore, parents praise the effective way that she and her assistant promote their children's all-round learning and social skills through regular attendance at a range of community groups.

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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 EY260053 Local authority Warwickshire Inspection number 819791 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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