Gnosill, Wendy

Inspection date

Previous inspection date 10/07/2014 30/01/2009

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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 is skilled at making every day routines and activities into fun, learning experiences for children. She assesses children's progress and develops individual play plans which support their identified next steps in learning. As a result, children make good progress in their learning and development.  Children are effectively safeguarded because the childminder has a good knowledge and understanding of appropriate safeguarding procedures. She also places a high priority on maintaining children's health and safety through conducting thorough risk assessments.  The childminder forges strong relationships with parents from the moment children start. She regularly seeks their views about her service and recognises and values their contributions, so they can work in unison to fully support children's well-being, learning and development.  The childminder is proactive in developing her service and her plans for improvement

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This provision is good

are well targeted to strengthen her practice further.

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It is not yet outstanding because

 The range of resources reflecting individual children, their families and their environment is not used comprehensively to extend children's learning.  Partnership working with other settings is not always used to maximise opportunities to share information about 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 childminder engage in a range of indoor learning activities, play and daily care routines with the children.

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Inspection activities

 The inspector spoke with the childminder and children at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at children's assessment records, planning information, children's development folders and a selection of policies and procedures.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of the childminder, her self-evaluation form and discussed her plans for improvement.

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Inspection activities

 The inspector took account of the views of parents and carers from the feedback obtained by the childminder.

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Information about the setting

The childminder was registered in 2003 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and their three children aged 16, 14 and nine years in Walsall, West Midlands. All areas downstairs and the bedrooms and bathroom on the first floor are used for childminding. There is an enclosed garden available for outside play. The family have a budgerigar, hamster and some fish as pets. There are currently 10 children on roll, four of whom are in the early years age group and attend for a variety of sessions. She visits the shops and park on a regular basis and takes and collects children from school. The childminder operates all year round from 7am to 6pm, Monday to Friday, except for family holidays and bank holidays. The childminder is a member of the Professional Association for Childcare and Early Years and also receives support from the local authority.

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

 develop the use of personalised resources, involving parents in contributing to this, to encourage children's sense of themselves and the world around them

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

 strengthen the partnerships with other providers of the Early Years Foundation Stage so that information about children's development is shared to further consolidate learning.

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who attend

Children make good progress in their learning and development. The childminder has a thorough knowledge of the learning and development requirements of the Early Years Foundation Stage. She uses her knowledge and suitable guidance documents well to observe, teach and effectively plan for children's learning needs. The childminder regularly assesses children's progress to help her identify any gaps in the children's learning. She observes children, makes thorough observations and sharply focused assessments of each child's abilities. She makes good use of the progress check for children aged between two and three years to clearly identify the next steps in children's learning. Children enjoy a good range of varied activities and experiences, which ensures they develop strong skills in readiness for school. The childminder develops positive relationships with parents and discusses their child's welfare initially through the use of very informative 'All about me'

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who attend

documents. She communicates daily with parents about children's care needs and achievements. As a result, children are making good progress in their learning and development. The environment enables children to initiate their own play as they self-select resources from a variety of easily accessible boxes. The childminder engages effectively with children, involving them in conversation to help foster their language development. Children's confidence and communication skills are further enhanced as they take an active part in sessions involving story books, singing action and number rhymes. Children clearly enjoy looking at books with the childminder and are eager to turn pages and repeat words or retell the story in their own words. Children are encouraged to learn to share toys and play together to promote their social skills in preparation for later move to nursery and school. As a result, children make good progress in their personal and social

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who attend

Children develop an understanding of number and shape through daily routines and play. For example, when they post coloured pompoms into the corresponding coloured tube and then count how many of each colour they have collected. They make colourful festive pictures and cards and explore and investigate electronic shape sorters while pushing buttons and turning knobs. A good variety of colouring materials and a selection of resources are supplied to help children develop their creative skills, including hand printing, making musical shakers and binoculars or making patterns on play dough. Children have good opportunities to promote their physical skills. For example, children regularly visit stay and play groups and other play venues, which provide them with opportunities to play on the larger equipment. They visit the park to feed the ducks. They plant flowers and vegetable, and listen and look for birds and bugs. The childminder has a

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who attend

sound knowledge of promoting equality of opportunity and ensures all children and their families are valued and respected. Multicultural resources and visual displays of diversity and disability help to promote children's understanding of diversity.

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

Strong attachments and close relationships between the childminder and the children are highly evident. The childminder supports new children into her home through a gradual settling-in procedure, which is individual to each child's emotional needs, ensuring that children settle quickly and happily. The childminder actively fosters a sense of belonging and ensures that children are confident learners who are emotionally well prepared for the next stages in their learning. The childminder has a calm, caring and patient manner and she gives children her individual attention. This helps to ensure that each child feels valued and special. Children move freely around the childminder's home and enjoy playing with the resources available which promotes their confidence and independence. Although the childminder has some photographs of children in a scrapbook, extensive use is not made of personalised resources to support and encourage children's awareness of

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

themselves and the world around them. For example, using these to reflect children's favourite things and family, and involving parents in contributing to personalised books or stories. The childminder is a good role model, treating children with kindness and respect. They enjoy each other's company, seeking out friendships and forming relationships. As a result, children behave well and good social skills develop in preparation for later move to nursery and school. Healthy lifestyles are promoted as the childminder gives written information to parents regarding healthy eating and she encourages children to eat a healthy diet and try different foods. Children are developing their independence skills as they are offered finger foods and a spoon so that they can begin to feed themselves. Children develop a good range of physical skills as they enjoy regular opportunities for fresh air and exercise. Good hygiene routines help children to understand the importance of keeping themselves

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

clean. Children are supported well to develop an awareness of their own toileting needs and the childminder encourages them to clean their hands at appropriate times during the day and after messy activities.

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

The childminder is vigilant about children's safety and she supervises them well at all times. Children gain a good understanding of how to keep themselves safe as they follow sensible rules for playing safely indoors, such as walking slowly not running, picking up toys and negotiating the stairs when they go for a nap. All required documentation to promote children's safety and well-being is in place and the childminder understands the need to complete this correctly.

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provision

The childminder has a good understanding of the procedures to follow should she have any concerns regarding a child in her care. A safeguarding policy, which is shared with parents, includes the action to be taken and phone numbers of who to contact to seek advice and support. The childminder has considered the appropriate use of mobile phones and cameras in the setting, in order to fully protect children and keep parents informed and this is also included in her safeguarding policy. The premises are safe and secure. Written risk assessments are in place which show how the childminder has identified and minimised potential hazards to ensure children's safety.

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provision

The childminder has a clear commitment to improving the service she provides and has completed a focused improvement plan, which clearly identifies areas of improvements made and those requiring further development. She accesses training to update her knowledge and understanding and receives support from other professionals from the local authority early years team. She has identified a number of training courses and workshops she is going to attend to secure her skills and knowledge. All of this clearly demonstrates how she is intending to maintain continuous improvement in order to ensure continued good learning opportunities for children. The childminder has a good level of awareness of how children learn. She monitors her provision for the learning and development requirements to ensure children are motivated and interested in their activities, by providing a broad range of activities, tailored to help children make good

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provision

The childminder has a sound knowledge and understanding of liaising with parents to build relationships. Communication is a prime focus for the childminder with regard to children's well-being and development. She verbally shares daily information about their child's achievements. The childminder has a clear understanding of the importance of working in partnership with external agencies. She works closely with parents to ensure she provides appropriate levels of support for children. The childminder develops appropriate links with the local school and nursery. However, there is scope to improve the partnership working for children attending other settings to share more detailed information about children's welfare and learning in order to fully complement their learning and support their future move to nursery and school.

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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 EY259041 Local authority Walsall Inspection number 877550 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 10

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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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