Childminder in Warwickshire

Inspection date

Previous inspection date 13/05/2014 23/12/2013

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early years provision

This inspection: 2 Previous inspection: 4 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 in their learning and development. They are supported by the experienced childminder who plans activities based on children's interests and guides them well in their play.  Children flourish in this caring and homely environment because they form appropriate bonds and secure emotional attachments with the childminder.  The childminder promotes the health and safety of the children in his care successfully. He assesses risks well and minimises hazards so that children benefit through a variety of activities and experiences.  Children are effectively safeguarded because the childminder has a good understanding of the child protection procedures to follow if he has concerns about a child.  The childminder's good relationships with parents, including an effective two-way flow of information, makes a strong contribution to meeting all children's needs successfully.

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It is not yet outstanding because

 There is scope to enhance the spaces available so that children become increasingly independent in their play experiences.  The opportunities which support the continued professional development of assistants are not explored to the very optimum.

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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 and spoke with the childminder, assistants and children at appropriate times throughout the inspection.

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Inspection activities

 The inspector reviewed documentation, including suitability and vetting checks, children's information and learning records and a selection of the childminder's certificates and policies and procedures.

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Inspection activities

 The inspector took into account the views of parents from the written references provided for inspection.

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Information about the setting

The childminder was registered in 2010 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. He provides care from his child's home in Nuneaton, Warwickshire. The whole of the ground floor of the home is used for childminding purposes. The childminder works alongside another registered childminder and has five assistants. No more than three adults care for children at any one time. There are currently 12 children on roll who are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. The childminder collects children from the local schools and pre-schools. Wrap around and holiday care is also provided for older children who attend local schools. The childminder holds a recognised early years qualification at level 3.

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

 build on the use of spaces available so that children can choose between activities inside and outdoors, in order to enrich their independence and explore their environment with further confidence

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

 enhance the systems in place for the continued professional development of assistants by strengthening their confidence in assessing the practice of other adults and through further evaluation of the impact of the training attended.

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who attend

The childminder's interactions and teaching techniques are positive and show his good understanding of how to engage and capture children's interests well. He appreciates how this helps children to progress well and to develop good skills for their future learning, such as moving on to nursery or school. As children settle in with the childminder, parents are encouraged to provide detailed information about their child's learning, development and interests so far. The childminder then uses these contributions, along with his own observations, to best effect, forming the starting points for children's learning. This forms the beginning of an ongoing process, which effectively involves the parents in their child's learning. The childminder and assistants share accurate accounts of the days' events with parents and often take time to review the children's progress. These discussions contribute towards the information gathered in the valuable journals, which include

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who attend

photographs of the children enjoying various activities. These records are enhanced by observations and details of the impact on children's development and their next steps across the prime and specific areas of learning. Parents are also invited to review and contribute to these in order to gather a full assessment of the child. This means that the childminder gets to know the children's likes, dislikes and interests while at home and is able to extend this into the activities he provides. In addition, the childminder effectively uses these records to inform the summaries for the progress check for children aged between two and three years. He shares these effectively with parents and other professionals, if appropriate. Furthermore, the childminder clearly understands this is in order to identify the development levels and needs of each child and to help gain any required support for their continued progress.

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who attend

The childminder organises the daily routines well in order to cater for the children's differing needs and interests. For example, children are taken to and collected from nurseries and schools and enjoy outings to play centres and local parks. This provides children with good opportunities within the local community, where they socialise with other children of similar ages and interests. This means that children are developing a range of important skills, which support their current and future learning. In the childminding premises, all children are enthusiastic, engaged and actively involved in their own learning. They are developing positive self-esteem as they receive plenty of praise and encouragement for their efforts and achievements. The childminder encourages good communication and language skills as children often enjoy singing their favourite songs and action rhymes. This also helps them to interact well with one another as they sit

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who attend

together listening and joining in. Children enjoy acting out real and imagined experiences as they dress up as different characters or pretend to cook meals and prepare drinks.

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who attend

The youngest children develop good coordination as they learn to turn dials, press buttons and flick switches on a variety of activity toys. The childminder encourages them to crawl by enticing them to come across the room. He follows this with helping children to learn to walk by holding onto furniture, walking aids and the childminder. There are lots of smiles, claps and laughter as children play, which adds to the fun environment. Furthermore, the childminder devotes his time to the interaction with the children. They readily go to him for guidance and support and happily recall events and share their news. The childminder recognises their interests and extends the activities and daily routines into continuous learning experiences which enrich their development. For example, he asks lots of questions about the different colours and shapes in the environment and encourages children to count how many pieces of fruit are in their bowls. As a result, children are

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who attend

making significant progress across the prime and specific areas of learning and development.

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

Plenty of space and resources are available within the three rooms which are accessed by the children. However, there is scope to enhance the opportunities that children have to explore the environment independently or choose between indoor and outdoor experiences. This is because children currently sleep in the back room, which has access to the garden, while other children enjoy activities at the table in the front room or general play in the middle room. While this means that sleeping children are in the quietest room, it also means that children are not able to access the outdoor facilities at times through the day. The childminder ensures the environment and resources are safe and suitable. He conducts effective checks as he sets out the resources ready for the children before they arrive. Children demonstrate that they are at home in their surroundings and are becoming more aware of their safety as they help to tidy away when

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

they have finished. This practice supports the childminder's clear risk assessments and ensures children are developing skills to help manage the safety of their environment.

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

Children develop warm relationships and secure bonds with the childminder, turning to him for reassurance and comfort when needed. The childminder is a good role model. Age and stage appropriate explanations provide children with a clear understanding of acceptable behaviour. Documentation is now in place to record any incidents and to share with parents accordingly. The recent training attended has given the childminder good knowledge and understanding of appropriate ways to deal with children's behaviour. He has shared these methods with his co-workers in order to ensure consistency in their practice. For example, all adults encourage children to learn through gentle reminders during play and effective distraction techniques promote good sharing of favourite toys. They are caring and considerate to one another and learn to socialise with different children who attend other settings. Therefore, children are developing the skills needed to

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

support the next stage in their learning, preparing them for their movements within this setting, other settings or on to school. The childminder provides some thoughtful activities and resources to promote children's knowledge of equality. For example, varied resources, such as play people, dolls and books, are readily available and the rooms are decorated with the children's artwork and photographs, which depict a range of special events. As a result, children are increasingly aware of others and learn to value and respect diversity.

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

The childminder meets the children's individual needs effectively. He gathers relevant information from parents about routines and preferences and ensures these are implemented well to meet the needs of the children. Light snacks and healthy meals are prepared quickly so that the childminder does not spend time in the kitchen away from the children. Fresh water and individual drinks are always available and the childminder encourages children to try healthy options, such as yoghurts and a selection of fruit. Children enjoy fresh air and exercise through activities outside. For example, they enjoy walks in the local environment and visit parks to run around and play on a variety of age and stage appropriate equipment. The childminder is currently developing the garden at the premises and has purchased a variety of resources to make the space more appealing. Children have planted a range of flowers, fruits and vegetables and are excited to see

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

which grows the 'tallest, fastest and most colourful'.

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provision

Since the last inspection by Ofsted, where the childminder received a number of actions to improve and two subsequent monitoring visits, the childminder has significantly improved his understanding of his responsibilities. As a result, he is meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. All adults have attended recent safeguarding training and appropriate documentation is now clearly displayed at the premises. Therefore, the childminder and his co-workers are confident in how to deal with any safeguarding concerns in an appropriate and timely manner. The updated policy is informative and includes all contact details and referral information, if required. He is fully aware of his responsibilities and shares this with parents at initial visits. The childminder constantly reappraises the environment to ensure that it remains suitable at all times. All adults' suitability is assured through appropriate vetting checks and effective deployment.

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provision

As a result, children are well protected by suitable adults and receive good quality care in this safe environment. There are well-written and up-to-date policies and procedures in place, which the childminder shares efficiently with his co-workers. This ensures that all adults support the management of the setting and demonstrate a good level of understanding of the safeguarding and welfare requirements.

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provision

There is a well-defined management structure in place so that the childminder, co- childminder and all assistants understand their individual and collective roles. Together they have established a supportive system of supervisions and appraisals, which help to identify training needs and are used well to monitor and review practice. For example, regular meetings are held on a one-to-one basis and as a team. A matrix has been set up so that all adults can track the training attended and the benefit to the setting. This system has also led to a more organised approach to ensure that all adults are up to date with compulsory training, such as first aid and safeguarding, and results in a secure and solid team. All adults recognise that these changes in practice have led to significant improvements to performance and increased their knowledge and understanding immensely. There is scope to develop practice, for example, by considering conducting

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provision

peer-on-peer observations. This is in order to fully embrace the process of evaluation and assess the impact that the training and improved knowledge is having on their ongoing practice. The childminder is committed to continuing to develop and improve his service. He reflects on practice and identifies well-targeted priorities for development. For example, he has some great ideas for the outdoor space and has obtained resources following discussions with the children and his co-workers about what they would like to have available. This reinforces his desire to continue to improve the opportunities and environment for children's learning and development. The childminder is aware of the importance of assessing and monitoring the planning and delivery of the educational programmes. For example, he reviews the progress children make and evaluates the activities he provides. This is to ensure he is doing his best to provide activities that

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provision

children enjoy and which help them to move forward successfully.

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provision

The childminder explains how effective communication with parents helps to support the children, so that individual care routines and needs are met. He also shows a clear understanding of the importance of sharing information with other professionals. He demonstrates this in the relationships he has with the local school where older minded children attend. The childminder shares relevant information with the teaching staff to ensure that children receive consistent and complementary experiences across both settings. He takes care to build relationships with parents and carers and obtain useful information about the children. For example, there are initial discussions and records about care routines and likes and dislikes and written permissions are given for various purposes, such as going on outings. The childminder completes records about the daily events, shares learning journals and holds regular discussions about children's progress.

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provision

Clear information is shared with parents about the organisation of the provision. For example, boards are displayed with relevant information and discussions are held so that parents know which of the two premises the children will be in and which adults will be caring for them each day. This ongoing two way flow of information with parents is valued and used to ensure children receive continuity in their care and their individual needs are met. Furthermore, the open and honest dialogue with parents means that sensitive discussions in relation to fee payments or family issues are held away from the children. The parents are very happy with the care provided and are pleased to share many positive comments for the inspection. For example, written references include comments, such as 'We know our child is in very safe hands', 'All adults provide a loving nurturing environment'. Further references state; 'They worked closely with me and my children

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provision

from the beginning, working hard to settle them in and make us feel at ease'; 'I am extremely happy with the care my children are receiving and the great progress made' and 'This is a friendly, warm, very welcoming atmosphere'.

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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 EY400994 Local authority Warwickshire Inspection number 967819 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 9 Number of children on roll 13

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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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