Childminder in Walsall

Inspection date

Previous inspection date 23/07/2014 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 uses observation effectively to identify next steps in children's learning and to provide them with good levels of challenge appropriate to their age and stage of development. As a result, children make good progress as teaching is purposeful and developmentally appropriate activities encourage children to learn through play.  The childminder creates a warm welcoming environment where children feel safe and secure to investigate the broad range of resources and make friends. This reinforces children's self-confidence and emotional well-being and prepares them well for the next stage in their learning.  Children benefit from the effective partnerships that exist between the childminder and their parents. Regular communication ensures information is shared to provide children with consistency and continuity in their care, learning and development.  The childminder places a strong emphasis on ensuring her home is safe and good steps

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This provision is good

are taken to reduce potential dangers, including her responsibilities with regard to child protection. Therefore, children are safeguarded and their welfare is protected.

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It is not yet outstanding because

 The childminder does not always use every opportunity to model language with babies and toddlers.

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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, speaking to them when appropriate.

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Inspection activities

 The inspector spoke to the childminder about the daily routines, children's individual learning and conducted a joint observation.

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Inspection activities

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

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Inspection activities

 The inspector checked evidence of suitability of the childminder and family members.

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Inspection activities

 The inspector looked at evidence of self-evaluation, including the views of parents from contributions made in documentation and those spoken to on the day.

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Information about the setting

The childminder was registered in 2012 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 five years and one year in Wednesbury, West Midlands. The whole of the ground floor and enclosed gardens are used for childminding. The childminder attends toddler groups and activities at the local library and visits the local park on a regular basis. She takes and collects children from her son's primary school. There are currently seven children on roll, of whom three are in the early years age group and they attend for a variety of sessions. She operates all year round from 6.30am to 7pm, 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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To further improve the quality of the early years provision the provider should:

 increase opportunities to model language with babies and toddlers, for example, by using more props and pictures.

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who attend

The childminder's secure knowledge of the learning and development requirements of the Early Years Foundation Stage, results in teaching that is good and children who are well supported to make progress, taking into account their starting points and capabilities. During the settling-in period, the childminder collects useful information from parents. She uses this information and her own sound observations, as a starting point to plan for how she can help them to learn more. The childminder's dedicated play room, garden and well organised routines ensure that children have easy access to a broad range of toys and resources that promotes engagement across all seven areas of learning. She promotes independence of choice as toys and resources are accessible to children from her well- organised storage boxes. Self-confidence grows as they engage in purposeful and developmentally appropriate play. For example, children gain an understanding of the use

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who attend

of technology, as they investigate what happens when they post shapes in a shape sorter. They share their delight with the childminder when the interactive toy makes a sound following their action. These close meaningful interactions ensures that the prime areas of development are skilfully promoted.

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who attend

The childminder makes detailed observations of children's learning and development and collects this information in individual leaning journeys. Effective and clear systems for assessing children's development are in place, which clearly identify next steps in their learning. As a result, the childminder has a good understanding of individual children's learning needs. The findings are shared with the child's parents, through daily chats and regular progress summary updates. The childminder shares children's individual progress with their parents so they too have opportunities to extend their child's learning when they return home. For example, parents comment favourably how the childminder shares useful strategies to support their child's transition to the childminder's setting and how successful working cooperatively has been for their child's progress. She uses an individual focus for each child's next steps in their learning and development to plan a well-

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who attend

organised range of adult-led and child initiated activities, to encourage children to learn through play. For example, as children take part in a water play activity, they fill jugs and make connections between their actions and water pouring over their feet. This well- planned activity further extends an experience they have previously taken part in to promote children's physical development. The childminder observes how children explore and use their curiosity and the resources provided, to investigate and learn. Through meaningful interactions the childminder uses good levels of descriptive language to sustain their interest and promote children's speaking and listening. As a result, children are supported well in learning new words that describes their actions. However, the childminder has not yet enhanced her skills in modelling language with babies and toddlers. For example, she does not use many props and pictures to encourage young

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who attend

children to respond and begin to engage in meaningful conversation. Nevertheless, the childminder responds to children's individual learning and development, by making changes to support their interests and needs. For example, as children discover a paint brush and rollers, she provides a pot of water and they begin make marks on the garden wall and ground. This sensory and physical experience for young children encourages their early writing skills.

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who attend

Children's communication and language is reinforced by purposeful interactions. For example, a small group are attentive and engaged as the childminder invites them to join in with familiar songs and rhymes. She imaginatively encourages them to join in with actions and repeated refrains. There are many, good opportunities to encourage children's speaking and listening skills. For example, the childminder names resources and actions, she asks questions and repeats familiar and new words they are learning. As their understanding develops, children feel confident and are encouraged to keep trying, strengthening their personal, social and emotional development. The childminder has effective relationships with parents and clearly understands the importance of working with other settings, so that important information about children's achievements that complements and enhances children's learning is shared. As a result, children benefit from

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who attend

the effective partnerships that promotes continuity in their learning. Overall, the childminder has a secure understanding of the learning and development requirements and supports children well, so that they develop skills in readiness for next stage in their learning.

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

The childminder places a high priority on establishing strong relationships with parents before their children start in her setting. She makes sure that they have read and understood the detailed information in her welcome pack, that covers all required aspects of the safeguarding and welfare requirements. This helps parents to feel welcome in her home and confident in her abilities. The childminder engages very well with parents, to gain all necessary care and educational information, to ensure children's routines, interests, likes and dislikes are considered, when preparing for the transition to the childminder's home. This results in children who feel safe, secure, settled and ready to learn. To further support the transition, the childminder invites parents and their children for settling-in sessions. The childminder has a good awareness of children's emotional needs and places an emphasis on building attachments with children. For example,

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

parents comment favourably that they have worked effectively in partnership to ensure that strategies the childminder uses are complemented at home. As a result, there is consistency and continuity in care and children have settled well into the childminder's setting. The childminder uses close purposeful interactions to form appropriate attachments with children that effectively promote their emotional development. For example, as children arrive they are warmly greeted by the childminder and other children, and become engaged in play with their friends before their parent's leave. This reinforces their sense of belonging, resulting in children feeling safe and confident to explore and investigate their surroundings and prepares them well for the next stage in their learning.

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

The childminder is a good role model and provides clear and consistent boundaries. She shares her expectations with parents in her welcome pack that are reinforced through her clear policies and procedures. The childminder makes good use of handovers to effectively communicate with parents their children's individual needs and any messages from school are shared appropriately. To promote children's personal, social and emotional development, the childminder maintains effective daily and weekly routines that enhances children's self-confidence and self-awareness. The childminder guarantees children's safety through detailed risk assessments for regular outings and other settings she visits. Areas of her home and garden used for childminding have been carefully assessed and appropriate steps taken to minimise potential risk. As a result, children move safely within the areas available to them, encouraging independence. The childminder uses her good

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

levels of awareness of how children learn, to provide an individual developmentally appropriate level of support to take developmentally appropriate risks. For example, children who are still becoming confident in walking are sensitively supported to climb up and down a step in the garden, encouraging children to gain control and improve co- ordination in their physical development.

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

Children are taught about the importance of a leading a healthy lifestyle. The childminder plans regular opportunities to visit local groups and parks or to play in her garden, which ensures they get fresh air and exercise while developing their physical skills. The childminder promotes the importance of eating a balanced diet and ensures children's dietary needs are met, following discussions with parents. Lunchtime is a social occasion when children sit together around the table to enjoy their food and each other's company. The childminder encourages children to develop their self-care skills at this time as they are supported to serve themselves food. This helps them to make relationships with others and ensures that their prime areas of development are actively promoted. Children have access to fresh drinking water throughout the day and the childminder provides them with fruit for snack time. As a result, children gain an understanding of the importance of

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

healthy lifestyles. The childminder supports children in gaining an understanding of their own personal care routines. For example, during nappy changes, she collects the changing mat and wipes, and invites them to come and have their nappy changed. She makes good use of descriptive language to point and name to parts of their body during this purposeful and meaningful interaction. Children gain an understanding of the need to protect themselves from the sun; as they are encouraged to wear a sun hat and have sun cream applied before going outdoors. As a result, children gain self-confidence, self-awareness and an understanding of their own needs.

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provision

Leadership and management are good, as the childminder has a secure knowledge and understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage. This is reinforced through a passionate and committed attitude towards her work with children and the high importance she places on supporting their welfare and development. The childminder has a good understanding of safeguarding and the procedures to follow if she has any concerns about a child in her care, including what she would do if an allegation were made towards her or her family. All required policies, procedures and records are clear and well-written, including risk assessments. The childminder understands about informing Ofsted of any significant events and all adults within the home have completed suitability checks, ensuring they are safe to be in the proximity of children. The identity of visitors is checked and there are very clear

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provision

boundaries around the use of cameras and mobile phones. As a result, the childminder's practice is effective in underpinning children's safety and welfare.

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provision

The childminder fully understands her responsibilities with regards to the learning and development requirements of the Early Years Foundation Stage. She regularly reviews her assessments of children's progress and uses this information to identify any gaps in their development. She makes good use of the information to help to plan effectively for children's next steps in their learning. The childminder is fully aware of the requirement to provide parents with a written summary of the progress check for children, between the ages of two and three years. This includes the importance of identifying any required intervention and accessing additional support when necessary. Self-evaluation is used to critically reflect on her practice, highlighting strengths and areas for improvement and she seeks opinions of parents through verbal and written feedback. For example, although some parents are grateful for the use of her small outdoor space, as they do not have a

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provision

garden at home. The childminder makes very good use of a clear action plan to identify the ongoing development of her garden, to ensure that all seven areas of learning are fully supported when children are outdoors. The childminder attends all regulatory training and makes good use of local authority advisory support, to access additional training, peer support and encouragement. As a result, she has more opportunities for regular reflection of her practice that has a positive impact on the learning outcomes for children in her care.

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provision

Partnerships with parents and other professionals are strong, which contributes significantly to children meeting their full potential. Written and verbal feedback from parents is positive; they are very happy with how the childminder regularly shares children's progress and how they work well together to complement what children are learning at home. There are clear procedures in place and permissions gained from parents to promote individual children's health and safety needs. All information is safely recorded and shared with parents, encouraging effective communication. The childminder has established strong relationships with schools where older children attend. She fully understands her role in supporting effective communication when children attend more than one provision, to enable them to work together to support children's learning. This demonstrates how partnerships contribute significantly to children meeting their full

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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 EY444163 Local authority Walsall Inspection number 885735 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

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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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