Childminder in Warwickshire

Inspection date

Previous inspection date 08/07/2014 Not Applicable

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early years provision

This inspection: 2 Previous inspection: Not Applicable 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 understands how children learn and make progress. She successfully plans activities based on children's individual interests and abilities, in order to effectively promote their development.  The childminder provides a warm and welcoming environment in which children are secure, happy and confident to express themselves.  The childminder promotes the health and safety of the children in her care successfully. She assesses risks within her premises and while on outings and minimises hazards, so that children have good access to a variety of activities and experiences.  The childminder actively shares advice and guidance with parents and other childcare providers. This forms part of her evaluations of practice and ensures she is supporting children's care and education effectively.

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It is not yet outstanding because

 Opportunities to strengthen professional development and develop confidence through accessing additional training experiences, are not fully exploited.  There is scope to further improve the partnerships with other providers, who share the care of the children. This is in order to enhance the consistent and complementary experiences that are offered to children across settings.

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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 and spoke with the childminder and children at appropriate times throughout the inspection.  The inspector looked at children's assessment records and planning documentation.

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Inspection activities

 The inspector checked evidence of suitability and qualification of all adults, the childminder's self-evaluation documentation and a selection of policies and procedures.

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Inspection activities

 The inspector took account of the views of parents spoken to during the inspection and from information included in the childminder's own parental survey.

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Information about the setting

The childminder was registered in 2014 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and three children aged 10, six and two years in a house in Kenilworth, Warwickshire. The whole of the ground floor and the rear garden are used for childminding. The family has a lizard and fish as pets. The childminder attends toddler groups and activities in the local community and children's centre. She visits the shops and park on a regular basis. The childminder takes and collects children from the local schools and pre-schools. There are four children on roll. The childminder operates all year round from 7.30am to 6pm, Monday to Friday, except bank holidays and family holidays. A variety of sessions are available.

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

 enhance the effective programme of professional development by accessing further training opportunities to ignite fresh and dynamic ideas to enrich children's experiences

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

 build on the good communication between settings by sharing more regular and relevant information, in order to fully secure the ongoing continuity in children's learning.

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who attend

The childminder has a good understanding of the learning and development requirements of the Early Years Foundation Stage. She is working well with parents and carers to ensure all children's needs are met. The childminder discusses and records valuable information from parents about children's starting points and interests. Furthermore, the sharing of regular two-way observations on learning with parents, are used well to plan together and think through ideas of how to move the children forward. The childminder understands how to complete the required progress check for children aged between two and three years and has prepared documentation ready for use. She knows that these are to be shared with parents, in order to identify the development levels and needs of the children. The childminder recognises that these assessments ensure that parents are well informed about their child's development in the prime areas of learning and highlight any areas

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who attend

where the child's progress is less than expected. This enables appropriate support to be gained at an early stage, so that no child gets left behind. Children are happy and keen to play. They are confident in the childminder's home and settle well into the activities available. The childminder helps children to make the most of the activities provided through positive interaction and good use of resources. The childminder offers plenty of praise and encouragement for all efforts and achievements while enabling children to explore at their own pace. She listens well to the children, answering their questions and using this experience to lead onto additional learning opportunities. For example, when a child asks where trees come from, the childminder explains how they grow. She uses the carrots and beans growing in the garden as a clear example, so that the children have real experiences to refer to, which enhances their

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who attend

The childminder confidently observes children's achievements and records, many of these in individual learning records, alongside photographs of children enjoying themselves. She uses this data to inform a well-defined system of planning, in order to provide activities to support each child's learning. This comprises of a flexible plan of activities, which are based on children's interests and adapted to support the prime and specific areas of learning. For example, following a child's love of wheels, the childminder provides varied experiences based on transport. She encourages mark making and creative skills by helping the children to paint using toy cars, making and decorating paper planes and making a train from junk modelling. This leads to a trip out on a train and making a zebra crossing in the hallway with a red and green man showing them to stop or go. This also helps children to become more aware of their social skills and teaches them about road

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who attend

safety when they are out and about. The childminder is very aware of children's individual development and next steps and provides activities accordingly. As a result, children are making good progress through these and other activities, which supports their development across the seven areas of learning. Consequently, the childminder teaches children well and helps them to develop the skills needed for their next stage in learning.

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

Children develop warm relationships and secure bonds with the childminder, turning to her for reassurance and comfort when they are tired. The childminder is a good role model. She uses consistent strategies and age- and stage-appropriate explanations to provide children with a clear understanding of acceptable behaviour. The childminder has a calm approach when dealing with unwanted behaviour and enables children to be more aware of how their actions impact on others. For example, children learn through gentle reminders during play to share and take turns with favourite resources. They are encouraged to choose from a good selection of resources, which are easily accessible. These include toys, such as play people, inset puzzles and books, which depict positive images of diversity. This helps children to value and respect others and is enhanced by opportunities to explore varied cultures. The childminder uses the internet to help

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

communicate with familiar adults, who live in different countries. For example, children see and compare foods that are eaten for breakfast in China and America. Closer to home, children socialise well in local groups and within the community. This provides children with good opportunities to raise their awareness of the immediate and wider world.

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

Children are becoming more aware of their own safety as they learn about road safety on school collections. In the setting, children help to tidy away resources when they have finished playing. This practice supports the childminder's clear risk assessments and ensures children are developing skills to help manage the safety of their environment. The childminder ensures all resources are safe and suitable as she sets them out ready for the children either before they arrive or when they are requested. This helps children to become more at home in their surroundings, raises their sense of security and helps them to settle-in quickly. Children's care needs are met well. This is because relevant information is gathered from parents at the start of each day and the childminder considers individual routines and plans activities around this. Children are developing good self-care skills as they access suitable drinks and they have a go at feeding themselves at

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

snack and mealtimes. This helps them to be more aware of their own needs and encourages them to make some healthy choices. The childminder serves meals that are provided by the parents. This ensures that any special dietary requirements are met. Furthermore, the childminder and parents agree to particular care plans with regards to meeting children's specific needs. For example, clear detail is recorded in a diary, including daily events relating to food and drink, nappies and temperament. This is then shared with parents, in order to plan for the next session with the childminder.

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

There are good opportunities for children to benefit from fresh air and exercise. For example, they enjoy playing in the sand and water or hunting for bugs in the garden. They often visit parks to play on a range of equipment or go for walks in the local woodlands and through the grounds of a nearby castle. In addition to this, children go to varied groups and sessions throughout the week, in order to access experiences on a greater scale. These opportunities also help children to mix with larger numbers of children and to understand the need to cooperate in structured activities. Therefore, children are developing the skills needed to support the next stage in their learning, preparing them for the move to other settings and onto school.

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provision

The childminder has good knowledge of child protection issues and she understands the procedures to follow in the event of a concern about a child in her care. All required documentation and parental consents are in place and stored appropriately to ensure confidentiality. The childminder is conscious of the need to ensure that the environment in which children play is safe. She checks the toys and equipment and supervises the children effectively as they play. Access to the premises is monitored and the identity of any visitors is checked before entry.

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provision

The childminder is committed to developing and improving her service. She reflects on her practice and identifies well-targeted priorities for development. The childminder attends events, in order to update her knowledge and skills, although, there is scope to improve her professional development by accessing additional training. This is because she is yet to build confidence in her own abilities and evaluate how the introduction of innovative and stimulating ideas impacts on the quality of her provision. She is aware of the importance of assessing and monitoring the educational programmes. For example, she reviews the progress children make and evaluates the activities, which she provides, against guidance documentation to ensure she is doing her best for the children, given their starting points. The childminder regularly meets with other childminders to discuss best practice and share good advice about how to implement effective systems.

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provision

The childminder recognises how important it is to communicate effectively with parents and other professionals to ensure good practice meets the needs of all children. She understands clearly the need to treat each child as an individual and to value this and provide the very best for them. For children who attend other settings, the childminder is establishing some good partnerships. She shares general information with pre-school staff, in agreement with parents, regarding the child's day. However, there is scope to extend this further. For example, by sharing more details relating to children's progress and interests, in order to ensure that they receive consistent and complementary experiences across all settings. The childminder takes care to build relationships with parents and carers and obtains useful information about the children. For example, initial details about care routines and likes and dislikes are shared through completion of children's

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provision

information records. Further ongoing information from parents is valued and used to ensure children receive continuity in their care and individual needs are met. Current parents are more than happy with the care provided and they are often invited to share their views. The childminder feels it is very important to provide parents with varied opportunities to express their opinions. This is so that she can continue to develop her service, in order to provide the best possible care for their children. Recent comments from parents show their appreciation of the childminder. For example, they state 'the childminder provides a very nice environment with plenty of stimulation, which is clean, bright, organised and well equipped to meet my child's needs' and another says 'not only has the childminder welcomed and provided a safe and caring environment for my child, she has vastly improved my child's learning'.

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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 EY473731 Local authority Warwickshire Inspection number 952653 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 4

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Name of provider

Date of previous inspection not applicable

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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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