Childminder in Staffordshire

Inspection date

Previous inspection date 19/06/2014 22/01/2009

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early years provision

This inspection: 3 Previous inspection: 2 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

 Planned activities are based around children's interests, which helps them to make progress in their learning and development.  The childminder understands the needs of individual children and implements effective settling-in processes, which means that children settle well and develop a strong attachment to the childminder.  Partnerships with other settings that children attend work effectively to ensure that relevant information is shared and the needs of children are met.  The childminder demonstrates an understanding of how to kept children safe and protected from harm.

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It is not yet good because

 Assessments of children's progress are not monitored effectively enough. As a result, the childminder does not have a clear overview of children's development, so she is unable to identify if there are gaps in children's learning. In addition, at times, some activities lack challenge.  Self-evaluation lacks rigour and does not include the views of parents and children, or strengthen the links between identified priorities and plans for improvement.

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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's interaction with the children as they played.

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Inspection activities

 The inspector looked at documentation including planning, children's developmental journals and a range of policies and procedures.  The inspector conducted a tour of the premises used for childminding purposes.  The inspector held discussions with the childminder.

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Information about the setting

The childminder was registered in 1995 and is on the Early Years Register and both the voluntary and compulsory parts of the Childcare Register. She lives with her partner, one adult child and one child aged 13 years on the outskirts of Stafford. The whole ground floor of the house is used for childminding. The childminder attends the local toddler group on a regular basis. There are currently 10 children on roll, four of whom are in the early years age group. The childminder offers care from 8am to 6pm Monday to Friday, all year round, with the exception of Bank Holidays, Christmas and family holidays.

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must:

 ensure that assessments of children's learning and development are evaluated and monitored so that children make good progress. Use assessments to inform the planning of challenging activities and to help identify how children can be supported to close any identified gaps in a timely way.

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

 develop self-evaluation, taking account of the views of parents and children, to ensure that the strengths and any weaknesses in the provision are consistently identified and are used to improve outcomes for children.

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who attend

The childminder has a sound awareness of the learning and development requirements of the Early Years Foundation Stage. She uses some effective teaching strategies and helps children to become ready for the move to school when the time comes. For example, during a shape-sorting activity, the childminder extends children's thinking through a range of open-ended questions. She uses actions and expressions to develop children's understanding, for example, when building big towers she emphasises the word 'big' and demonstrates with her hands. The childminder is generally a good role model for language and introduces new words to encourage communication skills, such as 'squeak' when talking about mice.

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who attend

Children are offered a range of adult-led and child-initiated activities that are based around their interests, and they make some progress across the seven areas of learning. The childminder understands her role in carrying out the progress check for children between the ages of two and three years. However, assessments are not sufficiently robust or used consistently to inform the planning of activities. As a result, children are not always fully engaged and, on occasions, activities are mundane and lack challenge.

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who attend

Children have access to a range of resources and are given time to explore. They are encouraged to share and take turns through group activities that involve working together. For example, the children share a game of skittles, waiting for each other to take their turn and celebrating together when they achieve their goal. Partnerships with parents are generally good. Parents share information regarding children's achievements at home, which supports the childminder's knowledge of children's interests.

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

The childminder has strong relationships with the children, who demonstrate that they are happy and settled in her care. As a result, they are confident to explore the environment. The childminder understands the individual care needs of the children. Secure attachments have developed through effective settling-in processes, which take account of the needs of the children, as well as the needs of their families. This ensures that children are supported well to make the move between home and the childminder's care. Children benefit from the attention and affection they receive from the childminder. For example, they sit on her lap and share time together when looking at books. Children are generally well behaved, but at times become bored as activities do not sufficiently hold their attention.

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

Children have access to a range of healthy snacks and meals which are provided by their parents. The childminder works closely with parents to ensure healthy eating is promoted through the food they provide. She encourages children to wash their hands effectively and talks to them about the reasons for doing this before eating food. As a result, children learn to manage their own needs and to keep themselves healthy. The childminder teaches the children to have regard for their own safety, and that of others. For example, she explains carefully to children that they should not throw toys because this could cause an injury to one of their friends.

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

The environment is safe and welcoming, and resources are suitable for the different ages of children who attend. Some resources are stored at child height and are within easy reach. This encourages children's independence. The childminder takes the children to local groups to provide them with additional learning and development opportunities, as well as the opportunity to socialise with other children. Children are helped to prepare for their move to school, as they become familiar with the routines when they accompany the childminder when she takes and collects the older children.

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provision

The childminder ensures that her training is up to date and in line with mandatory requirements. For example, she has completed safeguarding training, paediatric first aid and a food hygiene course to ensure she is familiar with current practice and can keep children safe. The childminder demonstrates that she understands the safeguarding and welfare requirements and knows what to do if she has concerns about a child to ensure their well-being. Risk assessments are in place for the home environment, other settings the children access and trips on public transport. This generally promotes children's safety.

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provision

The childminder ensures that educational programmes cover all seven areas of learning. However, she does not monitor these effectively to ensure that she has an overview of children's progress. Assessments are not fully embedded into practice and are not always used to support children's learning and development needs. Consequently, children are not always effectively supported to make good progress, taking into account their starting points and capabilities. The childminder recognises that there is capacity for her to improve in some areas. However, her overall process of self-evaluation, including monitoring of the educational programmes, is not fully effective to ensure all requirements of the Early Years Foundation Stage are continually met to a good standard. Parents' and children's views about the effectiveness of the childminder's provision are also not consistently sought to ensure that areas requiring further development are effectively

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provision

The childminder works in partnership with parents and carers. Feedback from parents is positive and they comment favourably on the service the childminder provides. Parents receive copies of relevant policies prior to their child starting so that they understand how the setting operates. The childminder understands the need to share information with other providers that children attend in order to support continuity of 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 209384 Local authority Staffordshire Inspection number 871197 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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