O'Donoghue, Kay

Inspection date

Previous inspection date 14/07/2014 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 knows the children she cares for very well, she supports them in their learning and sets appropriate challenges in order for them make progress.  Children's personal, social and emotional development is promoted well by the childminder. She shares warm and affectionate relationships with the children she cares for, who are happy and settled in her care.  Children are safeguarded because the childminder is aware of her responsibilities in the event of a child protection concern. Children are effectively supervised at all times and the childminder ensures her home is safe by minimising risks.  The partnerships with parents are effective. The childminder ensures good methods of communication with parents through daily verbal dialogue. She also shares many photographs with them of their children experiencing a variety of play.

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It is not yet outstanding because

 Young children are always encouraged to wash their hands after being changed on the changing mat. Therefore, they are not learning skills in self-care to fully promote their awareness of good hygiene practices.  Children's access to a broad range of resources to promote their understanding of diversity is less well planned for.

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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 as children played in the childminder's home and garden.

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Inspection activities

 The inspector looked at childminder's assessments of children, policies and procedures and a range of other documentation.

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Inspection activities

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

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Inspection activities

 The inspector took account of the views of parents and carers from information included in the setting's own parent survey.

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Information about the setting

The childminder was registered in 2013 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged seven and 15 years in Walsgrave, Coventry. The family has a pet cat. The whole of the bungalow is used for childminding and there is a secure garden for outdoor play. There is currently one child on roll in the early years age group, who attends on a part-time basis. Children attend for a variety of sessions. The childminder operates all year round from 7am to 6pm, Monday to Friday, except for family holidays.

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

 extend hygiene practices to minimise the spreading of germs by encouraging children to become more aware of why hand washing is important

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

 enrich the available resources to widen children's understanding of diversity and difference, for example, by providing more books and resources which represent children's diverse backgrounds.

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who attend

Children are making good progress in the prime and specific areas of their learning. Although the childminder is new to childminding, she has many years' experience helping to support primary school children in their learning through her role as a volunteer. She is beginning to grow in confidence as a childminder and has good knowledge and understanding of the learning and development requirements. Teaching is good, the childminder always supports children at their level and is very involved in their play. She knows when to withdraw to allow them to lead their own learning. The activities she provides relate to the children's individual interests and are appropriate to their individual stages of development. Children are introduced to new experiences in a variety of ways. If at first attempt, children do not want to play with or touch new resources, such as the beanbags, the childminder creates fun games to get them involved. For example, she

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who attend

throws them into the air and encourages children to do the same. Most of the activities take place in the childminder's home, her garden and the local community. The childminder undertakes planned and spontaneous observations to track children's progress. She confidently demonstrates she is aware of what children need to do next in order to progress. During the settling-in process, parents are asked to share what they know in terms of their children's development. Consequently, this enables the childminder to plan and provide activities children enjoy and will help them to make progress in their learning. The childminder is aware of her responsibilities in relation to the progress check for children aged between two and three years. She shares her knowledge of the children's learning with their parents through a variety of methods. For example, she talks to them when they collect their children and she sends them photographs of their children

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who attend

participating in a variety of experiences. Therefore, parents are encouraged to be involved in their children's learning and they can support them in their home environment.

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who attend

Children's personal, social and emotional development is successfully enhanced. With the childminder's full support, young children are actively encouraged to explore their immediate environment. The childminder organises activities in an attractive way at the children's level, which encourages the children to move from one activity to another. She assists very young children in opening the low-level storage containers to see what they can find. As a result, they are becoming confident in making decisions for themselves about what to play with. The childminder takes every opportunity to praise the children regardless of how big or small their achievements may be. For example, she praises the children for attempting to say 'dinner' and for offering their hands to her as she says, 'let's wash your hands'. Therefore, children are beginning to become confident in learning routines and making sounds in order to communicate with the childminder. This practice

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who attend

helps to support them in readiness for the next stage in their lives, such as going to nursery class and school. The childminder also supports children in developing relationships with other adults and children of a similar age; for example, she invites other carers into her home for play dates. Inclusion is promoted as the childminder monitors children's engagement in the activities. If she detects they are becoming disinterested in the play provided, she makes suggestions about other things they can do, such as asking, 'shall we go into the garden and play on the swing?'. As a result, children are engaged in a range of experiences both in the childminder's home and outdoors. The childminder makes available some resources which support children in understanding our wider world. However, she does not fully utilise the resources she has to enrich children's awareness of disability and other cultures.

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who attend

Children's language and communication skills are successfully supported. This is because the childminder follows their interests and encourages them to learn new vocabulary as they play. For example, when looking at books with children, the childminder introduces them to familiar words, such as 'ducks', and less familiar words, such as 'frog' and 'croak'. The childminder clearly demonstrates how to say the name of the animal and asks the children to repeat. She also further engages young children's interest by introducing them to the sounds animals make. The children are introduced to numbers and counting in numerical order as they play. For example, the childminder counts, 'one, two, three' and says, 'one more' as she builds small towers with them from wooden blocks. Therefore, children are becoming familiar with numbers and mathematical language.

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

Children's emotional well-being is secure. They share warm relationships with the childminder and regularly approach her for comfort. The childminder responds swiftly to children's changes in mood and warmly attends to their individual needs. For example, she sensitively cares for them when they show signs of tiredness or hunger or if they hurt themselves. The settling-in arrangements are agreed on an individual basis with parents in order to address children's and their family's individual needs. For example, if children are not fully settled or their parents are not ready to leave their child with the childminder, parents are welcomed to spend more time in her home. The childminder spends time with children and their parents during the settling-in visits, building relationships with them. For example, the childminder plays with the children while talking to their parents about their children's dietary needs, individual routines and their wishes. As a result, she can provide

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

care tailored towards their individual needs. The childminder shares her welcome booklet, which details her good practice with regard to safety, illness and accidents. Therefore, parents are fully informed about all aspects of the service. Secure arrangements are in place to support children through their transition into other early years settings and Reception Class in school.

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

A generally good range of resources are accessible to the children and these are extended by the childminder, who regularly purchases new items, such as the recently introduced coloured beanbags. The childminder uses the beanbags to provide young children with sensory experiences and to throw, catch and knock down soft skittles. Consequently, children have opportunities to grow in their physical development indoors. Children's behaviour is supported by the childminder, who reminds them of her expectations and the difference between right and wrong. For example, she explains to them about why they need to sit down when drinking from beakers. As a result, children are learning about how to keep themselves safe.

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

Children's good health is successfully promoted in most areas. The childminder's home is extremely clean, and procedures, such as removing outdoor shoes before entering the lounge, ensure babies can crawl in areas free from germs. Children's skills in becoming independent are enhanced through the practising of appropriate hygiene routines. For example, children are encouraged to wash their hands before eating. The childminder changes young children's nappies on a changing mat, which she cleans after use. However, on occasion, toddlers who have been changed on the changing mat are not encouraged to wash their hands. Therefore, they are not consistently learning about self- care and the spreading of germs is not always consistently minimised. The childminder effectively promotes healthy eating by providing parents with suggestions about what to include in children's lunch boxes. She provides healthy snacks and finger foods, such as

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

cucumber, mango and pineapple. Therefore, children's nutritional needs are met. The childminder has attended first-aid training. Therefore, she can provide appropriate care in the event of a child being involved in an accident or if they become unwell while in her care. Children are encouraged to be physically active on a daily basis. For example, the childminder provides clear, safe spaces indoors for toddlers to practise their skills in becoming mobile, and they spend time outdoors in parks and in the childminder's well- equipped garden.

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provision

Children's welfare and safety are effectively addressed because the childminder's policies and procedures are implemented well in practice. For example, she conducts daily risk assessments of her home and garden and takes appropriate action to minimise risks to the children. She takes steps to ensure her home is safe and secure. Therefore, children are fully supervised at all times. The childminder is secure in her knowledge of the procedures she must follow in the event of a concern about a child in her care. Parents are made aware of the childminder's safeguarding policy and the Local Safeguarding Children Board procedures that she must follow in the event of a concern. The childminder ensures that all adults living in her home complete necessary checks; therefore, children are fully safeguarded.

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provision

There is good capacity for future improvements. The childminder effectively monitors children's welfare and the educational programmes, and she is beginning to gain confidence in evaluating the services she provides. She identifies her strengths as having a real passion for the job and having fun with the children. She also accurately identifies where improvements can be made to enhance outcomes for children and their families. For example, she has identified that she would benefit from attending more courses to support her childminding, with specific reference to recording her observations and assessments. The childminder understands the benefits of involving parents in the self- evaluation process. She has devised a questionnaire and speaks to parents to ascertain their views. The childminder has attended short courses, such as safeguarding children and equality and diversity, which has a positive impact on the quality of the service she

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provision

The childminder is building solid relationships with parents and is aware of the benefits of working in partnership with other providers. Therefore, continuity of children's care and learning is assured. Positive comments from parents include how much they value her welcome booklet and the information it provides. Parents especially appreciate the many photographs of their children sent to them in the early days when they leave their children to return to work.

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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 EY462299 Local authority Coventry Inspection number 939467 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 1

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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

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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