Childminder in Worcestershire

Inspection date

Previous inspection date 02/07/2014 09/09/2009

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early years provision

This inspection: 2 Previous inspection: 3 How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The childminder provides a wide range of exciting and stimulating activities through which children develop their own learning styles. They make very good progress as a result of her good quality teaching and effective assessments.  Children are safe, both on and away from the premises, as the childminder implements her thorough knowledge and experience of good safeguarding practice.  Behaviour is excellent and children learn to be independent, to make healthy food choices and are active outdoors each day.  Children are very happy and secure and their needs are met. This is because the childminder works closely with parents to support children's care and learning needs and provides a very happy, family environment.  The childminder monitors and evaluates her provision and children's learning well and engages in meaningful partnerships with other professionals and early years providers to strengthen this process.

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It is not yet outstanding because

 There is even further scope to strengthen the already very good links with parents to involve them further in the support of children's learning and development.

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Information about this inspection

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

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Information about this inspection

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

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Information about this inspection

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

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Inspection activities

 The inspector observed the children engaged in a range of learning activities, play and daily care routines with the childminder.

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Inspection activities

 The inspector looked at children's assessment records, planning and a range of other documentation.

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Inspection activities

 The inspector looked at and discussed the childminder's self-evaluation process and improvement plans.  The inspector spoke to the childminder and the children throughout the inspection.  The inspector conducted a joint observation with the childminder.

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Inspection activities

 The inspector took account of the views of parents and carers and children, including recent letters from parents containing their comments on the provision.

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Information about the setting

The childminder was registered in 1997 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her partner and her adult son in Bromsgrove, Worcestershire. The childminder is open all year round from 7.45am to 6pm, Monday to Friday, except for bank holidays. She uses the whole of the ground floor for childminding. Access to the house is up one step. There is an enclosed garden for outdoor play. The family has a pet dog, some hens and game birds. The childminder attends local playgroups, visits the shops and park on a regular basis and collects children from the local schools and pre-schools. There are currently eight children on roll, three of whom are in the early years age group and attend for a variety of sessions. Five are school-age children who attend before and after school. The childminder is a member of the Professional Association for Childcare and Early Years.

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

 strengthen the already very good partnership with parents by encouraging them to become even more involved in supporting children's learning and development.

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who attend

The childminder knows what individual children in her care are interested in and what they know and can do when they start. This is because she finds out about children from their parents and establishes a clear starting point for their learning. She records well focused observations of children as they play and measures their progress very effectively. This means she identifies any gaps in learning and plans effective next steps so that they make good progress. The childminder has a comprehensive knowledge of how children learn through play, which means she provides exciting and stimulating activities which challenge and engage children. She has a strong partnership with parents and guides them on how best to support children's learning at home. There is more scope to involve parents even further in children's learning both at home and at the childminder's house in order to extend and support their learning experiences even more effectively.

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who attend

Children are happily engaged in stimulating and exciting activities which they choose independently. They water the plants they grow in raised beds and experiment by using different containers and watering cans to see which ones hold the most water. Four-year- old children arrange the farm animals and fences on the artificial grass 'fields' and they are imaginative in making up stories with them. They conduct a conversation with the animals and talk to the childminder about which ones eat grass. They develop their language and communication skills very well throughout the activities because the childminder extends younger children's sentences and introduces new vocabulary. She tells children that the bean bag is 'squashy'. They throw it to try to hit plastic markers on a foam number mat, practising hand-eye coordination. The childminder asks children to find certain numbers and asks, 'Which one is number four? and, 'Can you show me the number that comes

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who attend

after three?' Children count how many markers they hit or knock over. The childminder's skilful questioning builds on each child's next steps in learning because she knows what they need to do to make good progress in each area of learning. Children choose from the wide range of easily accessible resources and develop their own learning styles as they play in the water or the sand and dig in the vegetable beds. They feel the prickly leaves of the courgette plants, the soft sage leaves and smell the different herbs. This means children find out about the natural world and how to care for living things.

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who attend

Children develop their physical skills very well through their regular trips to local parks to run around, play games and use the range of climbing and balancing equipment. They also use the small slides and climbing frames in the childminder's garden. Very young children use paint and glue to decorate a body shape on card. The childminder teaches them about facial features and body parts as they choose plastic eyes and other materials to represent the mouth and nose. All children are suitably challenged as the childminder's teaching is very good. She guides and supports children through planned and spontaneous activities so that they are very well prepared for school or for the next stage in their learning. Children learn to recognise and write letters, sounds and numbers and to count, weigh and order objects by size. The childminder teaches them to recognise colours and shapes and she reinforces this learning through the daily activities and routines. For

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who attend

example, a younger child now recognises the colour orange, so the childminder asks him what colour his carrot is at snack time and he finds other orange objects in the room.

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

Children are very emotionally secure, as they benefit from settling-in sessions before they start and they form close bonds with the childminder. She shares information with parents each day so she can meet children's needs, as she is very well informed about children's routines and likes or dislikes. The childminder is very caring and ensures children have their comfort items when they need them. She works closely with parents on children's potty training and other care routines, so that they benefit from consistency of care. This makes them feel secure and gives them confidence. There are very good relationships between the childminder and all the children. Children are very settled in the happy, family environment.

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

Parents provide healthy lunches for their children and the childminder gives them snacks throughout the day. They choose from a wide range of fruits and drink milk or water. Children look forward to eating the courgettes, potatoes, carrots and strawberries they grow in the garden. This means that they learn about where their food comes from and about making healthy food choices. The childminder is very aware of children's needs and asks them regularly if they would like some water, especially in the warm weather. Children are confident to ask for drinks or anything they need. The childminder teaches them to be independent so they are well prepared for school or nursery. Children fetch their own hats to wear in the sun, feed themselves and practise good hygiene as they begin to manage their care routines. The childminder ensures they sit at the table to eat and have good manners. She teaches them how to keep themselves safe when they cross

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

the road together or use the climbing equipment so that they learn to manage risks safely. The childminder sets clear boundaries for children's behaviour, which is excellent so that children all play happily and safely together.

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

Transitions to school or nursery are managed smoothly so that children feel emotionally secure. The childminder shows children pictures of their new setting and talks to them about what to expect when they get there. She reads stories about school or nursery and helps children to talk about any worries they may have. She shares information about children's progress and needs with the new staff and involves parents in the process so that their needs and those of the children are met. The childminder supports children in gaining further independence skills so they are ready for their moves.

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provision

The childminder implements her effective safeguarding policies and has a thorough understanding and experience of how to protect children. She records accidents and existing injuries and monitors children's health and well-being very effectively. Regular fire drills are practised with children and the premises are secure. The childminder carries out daily checks to ensure there are no hazards to children. She risk assesses outings effectively so that children are safe away from the premises. Children are very well supervised and the childminder has attended training in safeguarding and child protection. She ensures she always has up-to-date contact details for the appropriate authorities, should she have any concerns about a child. The family dog and the birds are contained in a separate part of the garden so children do not have access to them. The childminder and other adults in the house have the appropriate suitably checks in place. This means

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provision

that children are safe and well protected.

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provision

There is effective monitoring of planning and teaching because the childminder continually reviews her practice and what children learn each week. She benefits from regular support from a local authority early years adviser and studies the recommended guidance to ensure her provision is of good quality. She attends regular training courses to further her knowledge and skills and has completed a qualification at level 3 since the last inspection. This has given her a greater understanding of how children play and learn and how to plan more effectively for their individual needs. The childminder is very well motivated and engages in effective self-evaluation. She focuses on specific areas of her provision in order to identify ways to improve children's learning experiences and progress. She includes the views of children and parents in this process so that they are involved and their needs are fully met. Parents are well informed about her policies and procedures and they report

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provision

that they are very happy with the provision.

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provision

The childminder has strong links with other local early years providers with whom she regularly shares ideas and good practice. She has worked very effectively in the past with other professionals in support of children with additional needs. She meets other childminders on a regular basis in order to engage in mutual support. The childminder keeps up-to-date with current practice and legislation through a childminding association, her own research and through the support of a local authority early years advisor. Children's learning at school is complemented and their well-being is protected because the childminder speaks to their teachers to share information about their progress and she passes on any necessary information to parents.

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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 204441 Local authority Worcestershire Inspection number 876235 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 8

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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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