Childminder in Walsall

Inspection date

Previous inspection date 19/05/2014 12/03/2010

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early years provision

This inspection: 4 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 4 The effectiveness of the leadership and management of the early years provision 4

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This provision is inadequate

 The childminder regularly exceeds the maximum number of children permitted according to the requirements of the Early Years Foundation Stage. This practice compromises children's well-being.  The childminder does not plan stimulating activities that promote children's learning effectively and the lack of assessments mean that children's achievements are not recognised. Therefore, they do not receive effective support to make progress in their development.  The partnership working does not encourage information sharing between parents and the childminder to collaborate fully to promote children's progress; or with other early years providers to ensure there is continuity in the support children receive to help them build on what they learn in nursery.

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It has the following strengths

 The childminder and her assistant know how to safeguard children and liaise regularly with other professionals to help make sure care needs are met.  A welcoming environment is provided and there is a wide range of resources to promote children's exploratory play.

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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 checked evidence of the suitability and qualifications of people living and working on the premises.

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Inspection activities

 The inspector observed outside play and carried out an observation of a planned activity.

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Inspection activities

 The inspector looked at documentation, including children's files and records of attendance.  The inspector spoke with the childminder, her assistant and the children.

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Information about the setting

The childminder was registered in 2009 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband in Sutton Coldfield, West Midlands and works with an assistant. The whole of the ground floor is used for childminding and there is a rear garden available for outside play. The childminder attends several children's activity groups and the library. She visits the shops and parks on a regular basis, and collects children from local schools and pre-schools. There are currently 12 children on roll; five of whom are in the early years age group and attend for a variety of sessions. The childminder operates during term time, from 7am until 6pm, Monday to Friday, except bank holidays and family holidays. She is a member of the Professional Association for Childcare and Early Years.

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must:

 ensure the number of children cared for at any one time does not exceed the maximum set out in the requirements of the Early Years Foundation Stage, to ensure children's safety and well-being are effectively promoted at all times

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must:

 improve assessment arrangements to gain a clear picture of children's stage of development and use this information to plan challenging and stimulating activities that actively promote their good progress across all areas of learning

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must:

 share information with parents and with practitioners in other settings children attend, to help ensure the learning needs of all children are met.

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who attend

The childminder has a limited understanding of how to promote children's learning effectively. She provides some activities based on children's interests and she allows time for children to explore the environment during play. The childminder encourages children to play outside on a sunny day and this means that they develop a range of physical skills. Children steadily climb steps to the top of the climbing frame and appropriately maintain their balance on seesaws and swings. They develop large muscle skills by running around and moving constantly between the living room and the garden. They clearly learn to negotiate the space at the top of the climbing frame while they observe what others do. The childminder plans loosely for children's learning by ensuring they have opportunities to engage in a fair variety of activities. For instance, she encourages painting and drawing which children enjoy. The childminder's assistant supports her as appropriate. For

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who attend

example, she reads stories and engages all children who maintain concentration and to some extent, she promotes children's listening skills. The childminder talks to children when they play with a selection of fruits and vegetables in the role-play kitchen. She asks them to name a selection of fruits. However, she uses mainly closed questions that do not stimulate children's thinking skills. The childminder does not clearly identify what each child needs, in order to provide activities that are tailored to their level of development. She does not have a secure grasp of the prime areas of learning, so she is not able to consistently build children's skills, on which to base their future learning. Although she observes children's play, the childminder does not make meaningful assessments of their development. For example, the progress check for children between the ages of two and three years does not explain their achievements in relation to the areas of learning. The

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who attend

childminder knows the children well, but she demonstrates a generally poor understanding of how to promote their learning and development effectively. Therefore, children do not make good progress from their starting points.

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who attend

Although the childminder asks parents to fill in an 'all about me' form when children first start, she does not use the information systematically to develop their learning further. During the settling-in phase the childminder observes what children with special educational needs and/or disabilities can do. For instance, she notes how they play with others, but there is no definite arrangement to plan for these children during the short period of time that they spend in her care. The childminder helps children to develop some appropriate skills in preparation for their eventual attendance at school. For instance, she promotes their self-help skills by ensuring they can change their clothes and can attend to their hygiene needs with minimal assistance. Children attend other early years providers and on a daily basis the childminder discusses their behaviour with them. But she does not obtain clear information about activities and where children need

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who attend

support, so she is not well equipped to build on what they learn in nursery. There is a wide range of resources that encourage children to explore their surroundings indoors and outside. Children enjoy playing with the toys and equipment that are available.

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

Children's well-being is not securely promoted because the childminder fails to consistently meet the safeguarding and welfare requirements of the Early Years Foundation Stage. Children enjoy their time in the care of the childminder, who interacts warmly with them and this provides support to form acceptable bonds of attachment. The childminder has discussions with parents and she is clearly informed about children's routines. She allows time for them to settle and encourages parents to bring in comfort objects, such as toys or blankets. Therefore, the supportive arrangements for the move from home to the childminder's care helps children to feel at ease. Regular attendance at activity groups supports younger children to develop relationships outside the childminder's home. As a result, they grow in confidence and are adequately prepared emotionally for their move to new settings in the future.

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

Overall, children are well behaved because the childminder regularly reminds them to follow rules. They respond positively to requests to use equipment correctly, such as the climbing frame and the swings. Consequently, children learn to keep themselves and others safe. They take risks under supervision by jumping off the platform and they land firmly on both feet. They regularly drink water, which is placed within reach. Children freely move between the indoor living area and the outdoor space. Consequently, they are adequtely protected against the heat of the sun. The childminder encourages the children to make choices and they readily do so by opting for a picnic in the den under the climbing frame. They eat a light meal of sandwiches, pasta, cake and fruit. Occasionally, the childminder serves raw vegetables at lunchtime to encourage children to eat these. Children sleep according to their individual patterns, as agreed with parents and this

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

provides a satisfactory balance to their vigorous play. The welcoming environment with a wide selection of resources contributes suitably to children's sense of belonging.

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provision

The leadership and management of the provision are inadequate. The childminder does not have a secure understanding of her role and responsibilities to meet the requirements of the Early Years Foundation Stage. This inspection was brought forward following concerns being raised about the provider's ability to safeguard the children and her suitability to care for children. The inspection found that the childminder consistently childminds more children than requirements allow and, as a result, children's safety and well-being are compromised. The childminder has had changes to her health which she has assessed to ensure she can still meet the needs of the children in her care. She has an understanding of the changes in circumstances that must be reported to Ofsted. However, she failed to notify Ofsted when these health changes occurred. These significant weaknesses in practice are breaches of the safeguarding requirements of the Early Years

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provision

Foundation Stage. The childminder and her assistant have a clear understanding of the procedures to be followed if there are concerns about children in their care. The childminder shares written policies with parents to clarify their roles with regard to protecting children. She has an adequate understanding of the procedures for recruiting staff and she ensures an induction programme prepares them for their role. Most records required for the smooth running of the provision are available. However, the information relating to some older children is not in place. This is a breach of the requirements of the Childcare Register.

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provision

The childminder has recently increased her qualifications by undertaking a course at level 3. However, she lacks a clear understanding of the areas of learning and their importance for laying a foundation for children's future development. Therefore, teaching does not meet children's individual learning needs. The childminder invites parents and children to contribute to the self-evaluation of her provision and regularly reviews activities with her assistant. However, she has failed to identify significant weaknesses in the provision, including where there are breaches of requirements. Also, she has failed to address in full the recommendations made at her last inspection. This demonstrates a weak capacity to drive ongoing improvement in the quality of the provision overall.

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provision

The partnership with parents is satisfactory and is maintained with daily communication about children's care and activities, but the childminder does not routinely discuss children's progress. Although she regularly communicates with staff at children's nurseries, she does not discuss their development to provide continuity in their learning. Consequently, children do not receive support that is specific to their needs. The childminder seeks guidance from external professionals and obtains regular information about courses that are available. For example, she has recently completed safeguarding training to extend her understanding of the procedures. She attends childminding groups where she has opportunities to discuss practice issues.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are

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actions)

The requirements for the voluntary part of the Childcare Register are

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To meet the requirements of the Childcare Register the provider must:

 keep records of the following: the name, home address and date of birth of each child who is looked after on the premises (compulsory part of the Childcare Register)  keep records of the following: the name, home address and date of birth of each child who is looked after on the premises (voluntary part of the Childcare Register).

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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 EY399621 Local authority Walsall Inspection number 971714 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 12

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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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