Childminder in Warwickshire

Inspection date

Previous inspection date 01/07/2014 26/06/2013

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 Children develop their early language and communication skills through role play activities, songs and discussions with the childminder.  Strong partnerships are developing with parents which supports a two-way flow of information. This helps children to continue and extend their learning both with the childminder and at home.  The childminder has a suitable understanding of safeguarding procedures and this enables her to promote children's well-being and keep them safe from harm.

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It is not yet good because

 The childminder does not always use her observations and information about children's interests well enough to help identify the next steps in learning. As a result, some activities are not planned well to provide sufficient levels of challenge to fully engage children in order to help them make the best progress.  Some toys are not easy to access which does not fully support children's free choice and help to extend their independence.  The system for self-evaluation has yet to be fully considered in order to provide an accurate reflection of the setting's strengths and weaknesses and to ensure that improvement plans are effectively implemented. Parent's and children's views are not regularly gathered to help identify all future priorities.

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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 compulsory part 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 engage in a range of indoor and outdoor learning activities, and daily care routines with the children.  The inspector held discussions with the childminder and the children.

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Inspection activities

 The inspector looked at children's learning journals, documentation, and a selection of policies and procedures.

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Inspection activities

 The inspector looked at a selection of children's assessments records and suitability records.

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Information about the setting

The childminder was registered in 2004 and is on the Early Years Register and the compulsory part of the Childcare Register. She lives with her husband and one child aged 11 years in the Shottery area of Stratford-upon-Avon. The living room of the first floor maisonette and the rear garden are used for childminding. The family has a dog and a rabbit as pets. The childminder runs a toddler group on Tuesdays and also attends other toddler groups several times during the week. She visits the local forest school, soft play venues, shops and the park on a regular basis. She collects children from the local schools and pre-schools. There are currently three children on roll, all of whom are in the early years age group and attend for a variety of sessions. The childminder also minds one child of school age. She operates all year round from 8am to 5.30pm, Monday to Friday, except bank holidays and family holidays. She is a member of the Professional Association for

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must:

 make better use of ongoing observations to identify and plan for the next stage in children's learning, ensure activities are planned around children's interests and provide sufficient levels of challenge for individual children to help them make the best possible progress.

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

 extend children's independence, for example, by reviewing the organisation of resources, to enable children to make more independent choices to support and extend their play and learning

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

 develop further the process for self-evaluation, for example, by more accurately identifying and planning for all future priorities and including the views of parents and children to improve the provision for children further.

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who attend

The childminder plans some activities around children's interests. For example, she asks children what they would like to do on a daily basis, which supports their ability to make some decisions. The childminder carries out regular observations and includes information on the area of learning and age band. However, she does not always clearly identify the next steps in children's learning. This means that the planning of some activities is not always well matched to children's individual learning needs, in order to specifically shape future learning experiences to help them make the best possible progress. For example, the childminder plans a water play activity, but younger children do not show enough interest since there are too many resources. This confuses them and they are not sure what to do. Consequently, this activity fails to support them in making significant progress. The childminder is aware of the progress check for children between the ages of two and

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who attend

three years. She has started to collect information about children's progress in the prime areas of learning to enable her to complete this with parents when required.

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who attend

The childminder uses some appropriate methods to help children learn. For example, she joins in their play and asks questions to stimulate their thinking. Through discussions and repetition children learn new words to support their language development. For example, they enjoy familiar action songs and rhymes, such as 'Row row your boat'. The childminder provides a wide range of natural resources, such as metal spoons and brushes, to help children develop their senses. They learn to express how they feel as they play explore different textures, such as, jelly, sand and water. Through role play activities children develop their imagination. They play with the toy till and pretend to go shopping, which supports their skills for the future. Children learn about numbers and shapes as they play with puzzles.

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who attend

The childminder talks to parents about activities children enjoy at the setting which enables them to continue their learning at home. The childminder runs a toddler group which provides children with regular opportunities to socialise with other children. This helps children obtain the skills they need for the next stage in their learning, such as starting nursery or school. Children develop skills in their balance and coordination as they use a wide range of equipment in the park, such as swings and the see-saw. At home they crawl through tunnels and ride on wheeled toys which further supports their large muscle development. Children learn about animals as they feed the pet rabbit with carrots. Appropriate hand and eye coordination skills develop as children enjoy posting activities.

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

Children are happy and have close relationships with the childminder who is caring towards them. She collects essential information from parents about children's interests, their preferences and care routines. This information is then used to help children settle in her home and adequately promotes their emotional well-being. Children bring in their own personal items, such as comfort items from home, which gives them a sense of belonging and helps to reassure them when they get upset. Suitable settling-in procedures help children become familiar with the childminder and her home. For example, children attend the toddler group run by the childminder and visit her home before they start to attend. Children receive stickers and rewards and are aware of simple house rules which help to support positive behaviour. They know they have to share toys and be respectful to each other which helps to support children's emotional development.

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

The childminder offers a range of freshly cooked meals and snacks, such as fresh fruit and vegetables, which contribute to a healthy diet and meet children's individual preferences. The childminder generally supports children's growing independence. For example, more able children cut up fruit into small pieces, while younger children feed themselves. Children benefit from daily fresh air through daily use of the garden and outings in the community, which helps to maintain a healthy lifestyle. The childminder applies sun cream and ensures children wear hats to protect them from the sun. The large umbrella further protects children and provides shade as they enjoy their play in the garden. Regular fire evacuations supports children's awareness of what to do in an emergency situation.

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

There is a suitable range of toys and equipment which supports children learning and interests. However, some toys are stored in large deep boxes which makes them heavy to move and not easy to access for younger children. This restricts opportunities for children to freely choose toys and fully support their independence. Through discussions, books and visits to local schools children prepare emotionally for their move to other settings and the next stage in their learning. They attend local toddler groups which helps them to make new friendships with both children and adults.

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provision

The childminder has a satisfactory knowledge and understanding of her responsibilities relating to the safeguarding and welfare requirements and knows who to report any safeguarding concerns to. As a result, children's welfare and safety is adequately promoted. A written mobile phone and camera policy is in place, which promotes children's safety. Appropriate written risk assessments and daily checks help to identify potential hazards and prevent accidents in the home, which help to keep children safe. Suitable procedures are in place to protect children from persons who may not be vetted. For example, details are kept of regular visitors and children are not left alone which helps to promote their well-being.

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provision

The childminder provides a suitable range of activities to help children make satisfactory progress in their learning and development. However, observations and assessments are not used accurately enough to plan for the next stage in children's learning. This means that the educational programme is not always sharply focused or precise enough to match children's individual learning needs. As a result, children make satisfactory, rather than good, progress in their learning. Furthermore, the organisation of some resources does not fully support children to make independent choices in order to help extend their learning. Partnerships with parents and other settings are strong. For example, parents receive daily verbal and written feedback on children's care and learning, which keeps them adequately informed of their children's progress. A daily diary provides information about children's care and development, both with the childminder and at other settings.

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provision

This enables children to continue their learning from other settings.

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provision

The system for self-evaluation is in the early stages. The childminder has identified some areas for further development to help her improve the educational programme, such as support from local authority and other childminders. However, she has not fully identified all areas for improvement or put in place targeted action plans. Furthermore, parents and children have not had sufficient opportunities to contribute their ideas and views, which means they are not involved in developing the service and informing improvement plans. The childminder has met all her previous actions with regards to improving risk assessments, updating first aid training and maintaining daily records of children's attendance. As a result, children's welfare is adequately promoted.

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The Childcare Register

The requirements for the compulsory 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 EY278313 Local authority Warwickshire Inspection number 928684 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 Total number of places 6 Number of children on roll 3

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Telephone number

set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises, which are usually the childminder’s own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children,

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Type of provision

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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