Taylor Patricia

Inspection date

Previous inspection date 22/05/2014 01/11/2012

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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 secure attachments with the childminder. They feel safe as there are familiar routines and a range of activities to capture their interests.  Children progress well in all areas of learning, because the childminder has a good understanding of their individual needs and next steps.  The childminder has a good understanding of safeguarding procedures and this enables her to promote children's well-being and keep them safe from harm  Children enjoy regular fresh air and exercise because the childminder takes them on regular walks into their community to visit places of interest.

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It is not yet outstanding because

 Although, children behave very well, on occasions, children are not provided with sufficient time to resolve their own conflicts or disputes, because the childminder sometimes intervenes too soon.  Although children can access most resources, the childminder does not make best use of storage facilities. As a result, children's independent choice is not fully promoted.

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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 carried out a tour of the premises and observed the childminder engage in a range of play activities and daily care routines with the children.

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Inspection activities

 The inspector held discussions with the childminder and children at appropriate times throughout the inspection. In addition, the inspector spoke on the telephone to the local authority improvement advisor.

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Inspection activities

 The inspector looked at a range of documentation relating to children, including a sample of children's records, risk assessments and written policies and procedures including the complaints log and written permissions for taking children on outings.

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Inspection activities

 The inspector took account of the views of parents and carers spoken to on the day and from information included in the childminder's own parent and children survey.

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Information about the setting

The childminder was registered in 1993 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and grown up daughter, who are both her assistants in Northwick, Worcester. The ground floor and the rear garden are used for childminding. The family has a dog. The childminder attends local toddler groups. She visits the shops, library and park on a regular basis. She takes and collects children from the local schools and pre-schools. There are currently 30 children on roll, who attend for a variety of sessions. The childminder operates all year round from 7.30am to 9pm, Monday to Friday, except bank holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years and she receives support from the local authority.

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

 build on the behaviour strategies used to better support children's very good behaviour, for example, by giving them time to settle their own disputes

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

 make the most of storage facilities so that children can independently access toys and resources of their choice.

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who attend

Children are progressing well in all areas of learning. This is because the childminder has a secure knowledge and understanding of the Early Years Foundation Stage. She plans a broad and balanced range of experiences, which capture children's interests. The childminder gathers information from parents on induction about their child's interests, care needs and routines, as well as information about what they can do at home. She achieves this through informal conversations and asking parents to complete a profile on their child. As a result, the childminder is aware of what children can already do and can monitor how they progress. The childminder regularly observes children's engagement in activities. She uses this information effectively to identify next steps in children's learning and to influence future planning. The childminder and parents exchange highly useful information on a daily basis. She spends time at the beginning and end of the day

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who attend

discussing their child's care needs and progression, as well as ways for them to continue with their children's learning at home. For example, the childminder suggests books that they can read and songs that they may sing. Children also have daily diaries, which parents can add to. A new addition to the childminder's practice is learning journals. The childminder is completing one for each child and is keen to share them with parents. Consequently, parents are kept well informed and are successfully included in their child's learning. The childminder completes the progress check for children between the ages of two and three years at an appropriate time and the written summary is shared with parents.

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who attend

The childminder provides a broad and interesting range of activities for children in her care. As a result of her good teaching skills, young children learn how things work, as they excitedly push buttons to make sounds and to make toys move. They enjoy using musical instruments to make noise, banging and keeping to the rhythm as they march around the room. Children express their creativity as they use a selection of paints, collage materials and glitter to create pictures. They enjoy practising their cutting skills as they snip at big pieces of paper and concentrate very hard as they add very small stickers to their paper. Children use their imagination as they engage in role play, making cups of tea and offering one to the childminder. She teaches them about keeping safe because she reminds them that tea is hot and that they must be careful. These meaningful conversations help to promote children's communication and language skills; it also allows children to make links

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who attend

to their home life. Children use numbers throughout the day, for example, children count how many carrots they have left on their plate at lunch time and the childminder asks them to count the cars and the trains back into the box. Children practise making marks as they are encouraged to form letters in their 'letter book'. They independently access a range of books, which they handle correctly. The childminder and her assistant read to children throughout the day and children confidently climb on their laps for them to read a story.

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who attend

Children are developing a good range of physical skills and they enjoy spending time outdoors in the fresh air. They enjoy playing ball games, digging in the garden and using a very good selection of outdoor play equipment. They learn to balance and take risk by climbing on the climbing frame. They use their imagination as they engage in role play in the outdoor play house and confidently go very fast using a good selection of ride-on toys. The childminder regularly takes them on trips into their community. For example, children enjoy visiting the local farm park, where they feed the animals. They also enjoy nature walks, where they collect resources for creative play. In addition, the childminder regularly attends activities at childminder groups and toddler sessions, including making bread and soft play. These experiences help children to learn to be sociable with others and to begin to understand about their community. Overall, children gain the necessary skills to support

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

Key aspects of children's well-being are good. Children are happy and secure; they demonstrate this by climbing on the childminder's lap for a quick cuddle as they play. The childminder develops positive relationships with children in her care and through her discussions with parents, has a good knowledge of their individual needs. As a result, children's emotional well-being is promoted. The childminder discusses with parents how and when children require rest and the childminder works hard to accommodate their requests and the child's needs. For example, she rocks children to sleep in the pushchair. She involves parents from the onset of care as they share information about where their children are at in their learning at the 'introduction day'. Parents and carers are invited to spend time in the childminder's home and to become familiar with her family. This ensures the move from home to the childminder's care is smooth and children soon settle.

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

The childminder keeps her home safe; it is well-resourced, warm and welcoming. Toys and resources are of a good quality and age appropriate. However, although children can access most resources, the childminder does not make best use of storage facilities. This is because toy boxes are not clearly labelled and as a result, children's independent choice is not fully supported. The childminder supervises children well. Their behaviour is generally good as they are beginning to understand expectations and are familiar with routines. For example, the childminder helps children understand the importance of sitting at the table to eat their snack and lunch. This helps to maintain their well-being and to prepare them for their move to pre-school and school. The childminder is a good role model and gives guidance as to what is acceptable behaviour. However, on occasions children are not given enough time to resolve conflict or settle simple disputes between

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

themselves because the childminder intervenes too quickly. The childminder has house rules, which are shared with children and their parents. As a result, children understand why they must look after the toys and why they must not climb on furniture.

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

Children learn self-care skills as they are encouraged to be independent and to complete tasks for themselves. For example, young children are encouraged to cut their own food and to feed themselves. Children's health is well promoted because the childminder follows good hygiene practices, which meet children's physical, nutritional and healthcare needs. She explains the importance of hand washing and how germs get on their hands. Home-cooked meals are served daily along with fresh fruit and milk. Children are offered drinks throughout the day and the childminder supports young children's progression from bottles to cups. The childminder has good nappy changing procedures and ensures she maintains the privacy of all children when changing them. They enjoy being outside in the garden and are starting to learn that it is fun to engage in active play. For example, children use ride-on toys, working in a team as they race around the garden. The

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

childminder also makes good use of local venues, such as toddler groups and parks to extend options for physical play. Children are beginning to develop an understanding of the world because they celebrate different festivals, most recently St David's Day. The childminder invited other childminders and children to a party in the garden. These experiences help children to understand about their community, as well as learning to be sociable with others. Children are beginning to learn about how to keep themselves safe because the childminder talks to them about dangers. For example, she reminds children not to speak to strangers, as well as teaching them about road safety.

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provision

The childminder has a good understanding about her responsibility in meeting the safeguarding and welfare requirements. She has a clear understanding about the procedures to follow, should she have any concerns about children in her care. She has detailed written risk assessments that cover all areas of the home and any outings that children take part in. The childminder takes extra supervisory measures when taking children on outings. For example, young children wear orange fluorescent jackets to ensure they remain visible at all times. In addition, permission slips are signed by parents for trips out. The childminder meets all regulatory and welfare requirements, such as keeping records of children's details and carrying public liability insurance. The childminder has a current first-aid certificate and therefore, has up-to-date knowledge and skills to deal with such instances. Consequently, children are cared for in a secure environment

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provision

The childminder has a good understanding of the learning and development requirements. She plans play and activities around children's interests, which are purposeful and challenging. As a result, children make good progress in their learning. The childminder has evaluated her practice and identified areas for improvement. For example, she is keen to improve children's learning journals and is changing the layout of the garden to include a sheltered area, where children will be able to access sand and water regardless of the weather. The childminder understands the importance of monitoring the educational programme and does so effectively. As a result, the childminder shows a firm capacity for improvement.

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provision

Partnerships with parents are good. The childminder spends time at the beginning and end of the day discussing their child's achievements and care needs. In addition, children have daily diaries and parents are asked to add to them. This two-way flow of communication ensures that parents are kept well informed about their children's progress along with having opportunities to continue their children's learning at home. The childminder understands the importance of sharing information with other providers and has effective systems in place to do so. As a result, children's learning is supported and complemented in all settings. The childminder is developing effective partnerships with other professionals because she attends networking meetings, where they discuss best practice. In addition, she receives support from the local authority advisor and implements changes that are suggested to enhance her practice. Parents' comments during the

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provision

inspection show they are happy with the care and education offered to their children. They particularly comment about the relationships their children have with the childminder. Overall, children are happy, settled and enjoy the time they spend with the childminder.

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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 205010 Local authority Worcestershire Inspection number 975471 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 30

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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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