Childminder in Stoke-on-Trent

Inspection date

Previous inspection date 24/07/2014 07/04/2009

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early years provision

This inspection: 3 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 3 The effectiveness of the leadership and management of the early years provision 3

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This provision requires improvement

 The childminder has a good knowledge and understanding of how to safeguard children. She is aware of the action to take should she have any concerns regarding their welfare.  Partnerships with parents are promoted well. Information is shared on a daily basis, which means parents feel reassured and happy with the care provided for their children.  Children have secure relationships with the childminder due to the strong bonds they develop in their time at her setting. This promotes their emotional well-being.

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It is not yet good because

 Assessments and observations of children's development are not precise enough to effectively identify and plan for their next steps in learning. Teaching is based on the childminder's caring skills and does not fully support children's more specific learning and development.  Self-evaluation is not yet precise enough to fully identify and plan priorities for improvement and successfully involve parents and children's views.  The outdoor resources are not always organised well enough to encourage children to access resources independently.

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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 children as they played indoors and at snack time. She engaged in the children's discussions and imaginative play.

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Inspection activities

 The inspector looked at a sample of children's assessment records and discussed these with the childminder.

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Inspection activities

 The inspector checked evidence of the suitability and qualifications of the childminder.

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Inspection activities

 The inspector spoke to the childminder at appropriate times and looked at and discussed a range of policies and procedures.

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Inspection activities

 The inspector took account of the views of parents from written comments obtained by the childminder.

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Information about the setting

The childminder was registered in 1996 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband in Packmoor, Stoke-on-Trent. The whole of the ground floor is used for childminding. Children have access to an enclosed outdoor garden. There are currently four children on roll, all of whom are in the early years age range. Children attend for a variety of sessions. The childminding provision operates all year round from 7.30am to 5.30pm, Monday to Friday, except for bank holidays and family holidays.

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must:

 develop the quality of teaching by accurately assessing each child's level of development and use the information effectively to identify their initial starting points and precisely inform the planning of next steps in children's learning and development.

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

 improve self-evaluation by incorporating the views of parents and children more effectively and prioritising targets for improvement that will raise the overall quality of practice and the level of children's achievements

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

 review the organisation of resources outside to ensure that they are accessible to children.

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who attend

The childminder has an appropriate understanding of the learning and development requirements of the Statutory framework for the Early Years Foundation Stage. Therefore, children take part in an adequate range of activities across the seven areas of learning. Consequently, children are working steadily within the typical range of development expected for their age and are appropriately acquiring some of the skills for the next stages in learning, such as school. Through her observations and discussions with parents, the childminder builds a picture of what children enjoy doing and their interests. However, systems to observe and assess children are not firmly embedded to fully promote children's development, as children's next steps are not always clearly identified. Children enjoy themselves and are occupied because the childminder's teaching is based on her innate caring skills. However, activities are not always precisely targeted to meet their

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who attend

individual next steps in learning through purposeful planning. Consequently, children make satisfactory, rather than good, progress in their learning and development.

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who attend

Children play cooperatively with each other as they enjoy riding their bikes outside and engage in imaginative role play. Their mathematical development is sufficiently supported as they count out pieces of puzzles and everyday objects using language, such as tall and big. The childminder has recently developed an area outside, so that children can play under cover. However, this is not well organised, as resources are placed on high-level shelves, which prevents children from accessing them independently. The childminder enthusiastically engages in children's play to support and extend their learning and uses open-ended questions to encourage children to become critical thinkers. For example, the childminder discusses with a child how the brakes on their bike works and what might happen if pieces are broken. Children are confident communicators and readily express themselves as they talk about what they are doing and interact very well with their peers.

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who attend

Parents are welcomed into the childminder's home and are encouraged to provide detailed information regarding their child's personal requirements. The childminder is considerate in following parent's requests regarding food consumed. She gives parents daily feedback about their child's day and completes a daily diary. Consequently, partnerships with parents are promoted well.

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

Children are happy and content to be in the childminder's home. They are provided with a comfortable and relaxed environment, which is stimulating and welcoming to all children. The care which children are given ensures that warm, supportive relationships are established with the childminder. For example, the childminder sits and plays with children and offers reassurance when visitors are in the setting. This fosters children's emotional well-being. Although parents were not available to speak to during the inspection, there are cards and notes from past parents, thanking the childminder for the care she had taken to settle children. The childminder works closely with parents to ensure all children's needs are known and met, thus promoting their smooth transition from home to the childminder's care.

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

The well-established key-person system enables children to form happy, secure attachments with the childminder, which promotes their emotional well-being and independence. The childminder knows children well and is a good role model. She provides clear guidance about what behaviour is acceptable as she gently reminds children to share toys and play harmoniously together. Children begin to manage their own safety as they carefully ride their bikes outside and negotiate spaces well. The childminder closely supervises children and reminds them of what will happen if they go too fast. Consequently, children's safety and well-being is promoted well.

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

The childminder supports children positively in developing an understanding of the importance of physical exercise and a healthy diet. Children have daily access to the childminder's garden, enjoy visits to the local park and go for walks in the area. They adopt good personal hygiene routines, such as washing hands before eating and after using the toilet. Parents provide food for children and the childminder ensures this is stored appropriately. There is a sociable and relaxed atmosphere at snack time where children enjoy each other's company. This helps to promote their personal and social development. The childminder ensures that she uses everyday routines and opportunities to develop children's independence and self-care skills. For example, children are encouraged to choose their own snack and to wash and dry their own hands. Consequently, children's independence is promoted well.

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provision

The childminder and has an appropriate knowledge and understanding of how to effectively safeguard children and keep them safe. The childminder ensures that the identification of adults calling at the house is obtained to ensure she has an accurate record of all visitors. The childminder and her family have undergone suitability checks. She is aware of the signs to look out for and knows how to protect children from abuse and neglect. The childminder is aware of the procedures to follow if an allegation is made against her or her family. She is clear on procedures to prevent the inappropriate use of mobile telephones and cameras in her provision. The childminder carries out regular fire drills and risk assessments, which are supplemented by daily visual safety checks. Any accidents are recorded and are fully discussed with parents. Consequently, children's safety is effectively promoted in the setting.

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provision

The childminder has a suitable knowledge and understanding of the learning requirements in the Early Years Foundation Stage. However, she does not use this effectively to improve her childminding provision. She can identify what she does well but is less certain of the areas to improve that will benefit the children who attend. As a result, she does not yet have a secure understanding of her priorities for improvement and how to successfully involve parents in the process. The childminder continually monitors children's learning and can, therefore, recognise and address any gaps in their learning. She has taken some steps to address the recommendations from the previous inspection. For example, she completes risk assessments for all outings. However, she has not firmly embedded systems to observe and assess children's development to improve the accurate planning for children's next steps.

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provision

Partnerships with parents are well supported. The childminder recognises the importance of building close links with parents. She has good working relationships with them and they regularly share information so children's individual needs are met. Parents are encouraged to share their views and where written comments are provided, these are very complimentary about the childminder and her provision. When a child attends more than one setting, the childminder seeks to form links with the other provider, to ensure that relevant information is shared and children benefit from continuity in their care and 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 224585 Local authority Stoke on Trent Inspection number 818263 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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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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