Childminder in Telford and Wrekin

Inspection date

Previous inspection date 30/06/2014 22/04/2009

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early years provision

This inspection: 1 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 1 The effectiveness of the leadership and management of the early years provision 1

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This provision is outstanding

 The quality of teaching is outstanding. Children make excellent progress through an extensive range of developmentally appropriate and stimulating activities. As a result, children make rapid improvement in their learning from their initial starting points.  The childminder plans inspiring visits in the local community and uses the outdoor environment to extend and enhance children's learning. Consequently, children enjoy an exceptional range of exciting and imaginative first hand experiences, which highly motivate and challenge them.  Children demonstrate a very strong sense of belonging and feel safe. The high level of care provided enables children to develop trusting and positive relationships. This ensures children are emotionally very well-prepared for the next stages in their learning.  The childminder has an excellent understanding of the requirements of the Early Years Foundation Stage. Robust and rigourous policies and procedures are in place to ensure

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This provision is outstanding

the safeguarding and welfare of children. These are reviewed regularly to ensure children's safety is given the very highest priority.  Children's individual needs are exceptionally well met through highly effective partnerships with parents and other professionals. Effective sharing of information enables a consistent and continuous approach to children's learning.  The childminder is committed to providing a first class service, which she continually monitors to improve children's learning experiences. She engages others actively in self-evaluation, taking into account the views of assistants, parents and children. As a result, there is a very strong capacity to continuously improve.

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Information about this inspection

Inspections of registered early years provision are:  scheduled at least once in every inspection cycle – the current cycle ends on 31 July

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage or where assessment of the provision identifies a need for early inspection  prioritised where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  scheduled at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector observed activities in the indoor and outdoor environment.

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Inspection activities

 The inspector looked at a selection of policies, procedures, planning, children's learning records and photographs of children joining in with different activities.

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Inspection activities

 The inspector spoke to the childminder, assistants and children at appropriate times throughout the inspection.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of all adults in the setting and the childminder's self-evaluation form.

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Inspection activities

 The inspector took account of the views of parents through written comments on questionnaires and other correspondence.  The inspector carried out a joint observation with the childminder.

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Information about the setting

The childminder was registered in 2005. She lives with her husband in the area of Newport, Shropshire. The whole ground floor of the childminder's house, except for the conservatory, are used for childminding. Two rooms on the first floor are available for children to sleep and there is an enclosed garden for outside play. The family has two cats. The childminder collects children from the local schools. She attends toddler groups and visits the local woods on a regular basis. The childminder operates all year round, from 7am to 6pm, Monday to Friday, except bank holidays and family holidays. Children attend for a variety of sessions and overnight care is also provided. The childminder is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She holds an appropriate early years qualification at level 3 and works with three assistants. There are currently 33 children on roll, of whom 16 are in the early

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Information about the setting

years age group. The childminder is in receipt of funding for the provision of free early years education for three- and four-year-olds. She is a member of the Professional Association for Childcare and Early Years and receives support from the local authority childminding network.

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

 continue to enhance the already excellent outdoor provision, for example, by adding words and labels so that children have even more opportunities to extend their literacy skills.

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who attend

Children flourish and make rapid progress in their learning in this warm, friendly and highly organised setting. The childminder and her assistants demonstrate an excellent knowledge of how to promote children's learning and provide children with plenty of space, time and open-ended materials to lead and develop their own play. The daily routine provided allows the childminder to meet children's needs very effectively through providing excellent opportunities for play, meals, snacks and rest. Consequently, children are highly motivated and fully engaged in their learning. The quality of teaching is consistently of a high standard. All adults use effective teaching techniques to guide, support and encourage children to be active and independent learners. The childminder has a significant knowledge of the learning and development requirements of the Early Years Foundation Stage and provides high quality adult-led and child-initiated activities,

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who attend

which extend children's thinking and learning. As a result, there is an abundance of high quality, challenging and exciting play experiences, which ensures children make excellent progress across all areas of learning. The teaching of mathematics is exceptionally strong, meaning that children make particularly rapid progress in this area. For example, they talk accurately to adults about the wheels on fire engines being circles and the fire ladder having rectangular spaces in it. Older children confidently identify three dimensional shapes, such as, 'cube' 'pyramid' and 'sphere'. All children are encouraged to use counting at every opportunity in their play. In music, children participate enthusiastically and demonstrate they can play their instruments loudly and softly, quickly and slowly. They particularly enjoy singing songs linked to their recent fire station visit, such as 'London's Burning' and engage eagerly in an adult-led activity making model fire engines, deciding

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who attend

which box to use and choosing from a range of resources to design their engine. This demonstrates the strong emphasis the childminder places on enabling children to make links across all areas of their learning. Children's communication and language skills are given a high priority by the childminder and her assistants at all times. In discussions, adults can be heard emphasising letter sounds, such as 'g' for goat. They are skilled at questioning children during play and through daily routines encourage children's language development. Open-ended questions are used to encourage conversation and provide challenge. As a result, children confidently and freely engage adults in talk as they play, communicating their wishes, choices and views fluently, knowing that these will be listened to and valued.

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who attend

The childminder creates a vibrant and exciting learning environment, which is extremely well-resourced with high quality toys and activities to support children's learning and development. Spaces are well-thought-out to optimise learning and resources are rotated on a regular basis to promote interest. The excellent outdoor environment provides an exciting space for children to move freely, develop their physical skills, independence, confidence and to explore and investigate. The indoor playroom is well-resourced with access to a variety of games, construction, puzzles, toys and a wealth of activities that support creative play. Children have access to a wide range of media to develop their early writing skills. For example, they take great delight in using paint brushes dipped in water to make marks on the shed. Their interest in literature is promoted effectively as they have free access to a variety of age-appropriate books. The indoor environment is rich in

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who attend

print, for example, house rules and displays show children's current and previous learning themes. This effectively supports children's understanding of words and numbers and that print carries meaning. However, there is scope to enhance further the already excellent outdoor environment by adding words and print, so that children have even more opportunities to extend their literacy skills. The childminder is passionate about outdoor play and the benefits of children learning through the use of the natural, outdoor environment. This is a strongly unique and outstanding feature of her practice. For example, children develop their creativity as they make music with metal pans and assorted kitchen items suspended from a line and the exciting 'mud kitchen' stimulates children's inquisitiveness and sensory play. Children learn about the natural world by planting vegetables and flowers and visit local ponds to try pond dipping and explore

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who attend

floating and sinking. Children have frequent opportunity to participate in weekly 'Nature School' activities, where a morning is spent in the woods. They build dens and mud huts and go on scavenger hunts to find the natural ingredients for their 'recipe' cards. Further challenge is provided through problem solving activities, such as helping a toy in need of rescue in a tree. Children's imagination is captured as they are provided with a range of equipment and have to work out how to carry out their rescue. Rich, varied and regular trips to local places of interest, such as, abbeys, zoos, farms, gardens and meeting with local authors significantly enhance children's learning experiences and understanding of the world. As a result, children's confidence in new environments is superbly developed, which helps prepare them extremely well for the next stage in their learning.

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who attend

Children are highly active and motivated learners and freely and confidently engage in many independently selected activities, which they sustain for long periods of time. They demonstrate many of the skills, attitudes and dispositions to help them succeed in their future learning. For example, children's imaginary play is promoted through a wide selection of role play and resources, including dressing-up clothes and appropriate props. Children engage in play as doctors and nurses and happily create their own scenarios independently. School readiness is innovatively supported through a range of activities. These include a daily planned learning session for older children with a continuous emphasis on learning about letters, numbers, colours and shapes. This takes place in a special room, which is set up to resemble a classroom in order to help develop children's familiarity with a school setting. Older children also participate in a weekly physical

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who attend

education session and learn to dress and undress themselves and fold their clothes. The childminder liaises very closely with parents. She obtains detailed information about children's starting points and their interests from their parents and carers through discussion and completion of an 'All about me' form on behalf of their children. This gives the childminder a thorough idea of children's interests and stage of development. As a result, all adults demonstrate a superb understanding of the unique individual abilities, talents and needs of each child. The childminder shares a wide range of information with parents and carers about the activities which children have enjoyed and the progress they have made, through daily diaries and verbal discussions. In this way parents and carers are fully involved in their children's learning, enabling the childminder to provide support for each individual child. The childminder has high expectations of all children in her care.

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who attend

Development records show that all children make excellent progress towards the early learning goals in relation to their starting points, across all areas of learning. High quality, frequent observations and assessments are used very effectively to guide and enhance children's continuing development and plan meaningful experiences for children's learning. Planning is detailed and provides rich, flexible opportunities, which are tailored precisely to individual learning needs, interests and next steps. This supports the rapid progress and achievement of all children. Children's development records are extremely well- documented and include detailed observations, photographs and examples of children's work. The childminder and her assistants use this information effectively to write detailed termly reviews of children's progress and development and these are shared with parents and carers. The required progress check for children aged between two and three years

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who attend

has been completed with parents and provides a detailed overview of children's strengths and areas for development.

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

Children clearly thrive and grow significantly in confidence in this nurturing, family orientated environment. This is a result of the high level of support provided for children's care, learning and play. Relationships between all adults and children are extremely trusting, positive and strong. Children develop secure attachments, which supports their emotional well-being exceedingly well. These positive relationships result in extremely happy children, with an enthusiasm to learn, who are developing a strong sense of independence. Children's personal, social and emotional development is very successfully supported within the setting. The childminder actively encourages children to become confident and self-assured through trying new experiences. There is an excellent range of high quality resources freely available and accessible for children, which means that they have excellent opportunities to make their own choices about what, where and when to

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

play. A strong sense of belonging is developed as samples of children's creative work are placed on the walls and celebrated, and posters depicting photographs of each child's unique family are displayed. Children receive continual meaningful praise and reassurance from all adults, which promotes their confidence and fosters their self-esteem. They develop a good understanding of equality and diversity through a range of resources and activities, such as exploring different countries and learning about different festivals. This raises children's awareness of the world around them. As a result, children are learning to understand each other's differences, which helps them to value and respect one another. Behaviour within the setting is exceptionally good and is highly effective in helping children learn how to form relationships with others. Children respond to instructions and directions especially well. They are constantly encouraged to share and be kind to each

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

and consequently, they play harmoniously and happily together, demonstrating good cooperative skills and strong friendships. Children eagerly help tidy away when asked to and demonstrate a good understanding of routines to maintain a safe environment. There are clear and consistent expectations set by all adults, for example, through encouraging children to use manners. Adults are excellent role models for children, continually promoting their early social skills development.

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

Children's growing understanding of how to keep themselves safe and healthy is extremely well-promoted. They learn about self-care and personal hygiene through consistent routines, such as washing hands before snacks and meals. Working closely with parents, children are sensitively and successfully toilet trained. Food is healthy and nutritious and children are encouraged to try new foods and tastes. Children have constant access to fresh water and are encouraged to pour their own drinks. They are encouraged to develop healthy lifestyles with a high focus on healthy meals, snacks, fresh air and exercise. Children have regular access to walks in the local countryside and woods. The exceptional outdoor environment is used throughout the year and is extremely well designed, providing safe play spaces for the different ages and abilities of children. The exciting large wooden play tower motivates children to develop their physical skills as they

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

learn to take risks in a safe environment. Children are supported and encouraged as they learn to climb and navigate the equipment safely. For example, sensitive input from adults allows younger children to learn how to climb down safely using the steps and gain a sense of achievement. Children's safety is paramount and as a result, there are well- established routines in place and a high level of supervision to help keep children from harm as they play. The childminder has robust risk assessments for her home and any visits. As a result, any hazards are quickly identified and contingencies are put into place. Further opportunities to promote children's understanding of how to keep themselves and others safe are provided as children learn about road safety, the emergency services and what to do if they need help. Children regularly practise the fire evacuation procedure to ensure they are fully aware of the procedure to follow in an emergency.

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

Careful planning and strong communication ensures there are very high levels of consistency and continuity of care between the child's home and the childminder's setting. This enables children to settle quickly and feel confident in their new surroundings. The childminder ensures that the individual needs of all children are exceedingly well met, as all adults in the setting are well-informed about each individual preferences, interests and needs. She works extremely closely with parents to gather as much information as possible about each child and their family. This includes any information sought from parents about individual children, such as, children's likes, dislikes, home routines and any particular medical or dietary needs. As children reach the stage of starting school, the childminder fully supports them so that they are well-equipped to manage change. Positive partnerships have been established with the local primary schools to support

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

children's transitions to school and information is shared to promote continuity. As result, children are emotionally very secure and are exceedingly well-prepared for future stages in their learning.

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provision

The childminder demonstrates an excellent understanding of her role and responsibility to safeguard children and promote their welfare. Safeguarding is given the highest priority and policies, procedures and risk assessments are rigorous and comprehensive. The childminder shares copies of her policies and procedures with parents and carers who use her setting. This enables parents and carers to be are aware of how these are used to underpin high standards of care and learning for all children. All adults demonstrate a secure understanding of the safeguarding and welfare requirements and are confident to put procedures into practice where necessary to protect children. The premises are kept secure at all times, visitors are asked for identification and a record of visitors is kept. A register of children's attendance, including when they arrive and leave, is in place. All adults hold first-aid certificates, which means that children can receive timely and

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provision

appropriate treatment if there is an accident. Adults are extremely well-deployed and children are supervised at all times. There are robust procedures in place to ensure the ongoing suitability of all adults and each assistant has a detailed file, which contains information, such as qualifications and training. The childminder has a secure understanding of the need to inform Ofsted of any significant events. As a result, children are exceptionally well safeguarded.

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provision

The childminder and her assistants have high expectations and demonstrate an exceptionally strong commitment to continuing to provide first class provision and the best they can for each and every child in their care. They have clear roles and responsibilities, which are highly supportive and complementary of each other. As a result, the care and provision offered to children is exceptional. The childminder works with assistants to ensure that supervision and training enable best practice to be fully embedded in the setting. She demonstrates an excellent commitment to developing her own practice and knowledge. The childminder is highly qualified and has attended a wide range of training to update her skills and understanding. The local authority childminding network reviews also helps her to continually improve her practice. This has an extremely positive impact on her knowledge and understanding of the Early Years Foundation Stage. As a result, the

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provision

childminder has the skills to provide a rich and imaginative range of learning experiences and this results in excellent outcomes for children. There is ongoing discussions with assistants about individual children's needs to plan learning opportunities that help all children to rapidly achieve the next steps in their development and ensure they are consistently challenged to reach their full potential. Children's achievements are very effectively and precisely tracked against the early learning goals to monitor their progress. The breadth of educational programmes are evaluated to ensure an extensive range of stimulating, challenging and dynamic activities and play experiences are offered to children and any perceived gaps in provision are quickly identified. The childminder meets children's individual needs exceptionally well through identifying when additional support may be needed. For example, strategies have been discussed and put in place with a

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provision

parent in relation to encouraging a child to develop further independent and self-care skills. This has resulted in the child making rapid, improved progress. Observations or concerns about any aspect of children's learning and development are shared quickly with parents and carers and the childminder encourages further liaison with other relevant professionals to ensure needs are quickly identified and met. She works in close partnerships with local schools that children attend, sharing information to fully support their learning and development. This ensures excellent consistency and continuity of care for children and helps them to maintain rapid progress across all areas of learning.

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provision

The childminder monitors and evaluates her setting very effectively, enabling her to reflect on how she can improve her service to children and families. Recommendations from the last inspection have been fully implemented, for example, emergency medical permission from parents and carers is obtained and children's records contain detailed information, which is updated to maintain accuracy. The views of assistants and children are sought as part of the self-evaluation process and parents and carers are encouraged through the use of questionnaires to elicit their views and preferences. The childminder's commitment to improvement together with her reflective practice means she has a superb capacity to sustain continuous improvement. The childminder is proficient in engaging parents and carers in relation to children's care, progress and achievements. She provides detailed and comprehensive information for parents and carers to ensure that they are kept fully

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provision

informed about the setting and their children's progress in the Early Years Foundation Stage. The termly reviews of children's progress and learning enable parents and carers to actively contribute to their children's assessment. They add very positive comments to the reviews about the quality of their child's learning and progress. Regular newsletters about the weekly themes and activities also helps parents and carers in supporting their children's learning at home. Consequently, parents and carers have excellent opportunities to be involved in their children's learning, which has a significantly positive impact on their progress. Parents and carers are valued partners and written comments are exceptionally complimentary about the high quality service provided by the childminder, stating their children are flourishing from the time spent with her. They particularly appreciate the creative, homely and loving environment in which their children are extremely happy and

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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 EY315791 Local authority Telford & Wrekin Inspection number 862217 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 33

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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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