Childminder in Coventry

Inspection date

Previous inspection date 25/07/2014 29/01/2014

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early years provision

This inspection: 2 Previous inspection: 4 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

 Effective observations and assessment enable the childminder to monitor children's progress well. She plans a broad range of challenging activities to support children's learning. As a result, all children make good progress.  Children's language and communication skills are well promoted, as the childminder engages in discussion with them constantly. As a result, they build their vocabulary and develop more complex language structures.  The childminder is actively involved in children's play through positive interactions. She praises and encourages children throughout, to support their emotional well-being. As a result, children are happy, confident and their behaviour is well managed.  Children are effectively protected because the childminder demonstrates a good knowledge and understanding of appropriate safeguarding procedures.  The childminder uses self-evaluation procedures to analyse the quality of her service.

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This provision is good

She plans for further improvements well, by setting herself clear goals and targets.

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It is not yet outstanding because

 There is scope to further improve the outdoor environment, in order to build on children's interest in the natural world and living things.  There is room to further extend children's literacy skills, by displaying words and labels in the indoor and outdoor environment.

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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 compulsory part 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 took account of the views of parents from information included in the childminder's documentation.

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Inspection activities

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

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Inspection activities

 The inspector checked evidence of suitability and qualifications of the childminder, co-childminder and her household and talked with the childminder about her self- evaluation and improvement plans.

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Inspection activities

 The inspector took account of the views of parents from information included in the childminder's documentation.

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Information about the setting

The childminder registered in 2005 on the Early Years Register and the compulsory part of the Childcare Register. The childminder works from the home of a co-childminder, who lives with her husband and one child aged 14 years, in the Walsgrave area of Coventry. The whole of the ground floor of the co-childminder's house is used for childminding, including toilet facilities. There is an enclosed area for outdoor play. There are currently 10 children attending in the early years age group. The childminder supports children who speak English as an additional language. She walks to collect children from the local school and pre-school, and regularly visits nearby parks. The childminder operates all year round, from 7am to 5.30pm, Monday to Friday, except bank holidays and family holidays.

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

 extend the outdoor provision by offering children more opportunities to explore and investigate planting and growing activities, to support their understanding of growth and how things change

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

 improve opportunities for children to develop their literacy skills further, for example, by providing an environment rich in print, both inside and outdoors.

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who attend

The childminder supports children's learning well. Since her last inspection, she has evaluated her practice and made significant improvements. For example, she has introduced systems that enable her to effectively monitor and track children's progress. She obtains detailed information from parents, which helps her to identify children's starting points. Subsequently, she completes planned and spontaneous observations of the children and these are evaluated and priorities are identified to further extend learning. As a result, children's learning is monitored from the start and all children make good progress. Assessment of children's learning is now firmly embedded in the childminder's practice. For example, parents are encouraged to attend monthly meetings to discuss their children's progress or any concerns they may have. In addition, the childminder provides parents with a written summary of the progress check for children

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who attend

between the ages of two and three years. As a result, any gaps in children's learning can be identified early and targeted support put into place. Consequently, the childminder is able to plan purposeful and challenging activities, which are built around children's interests and capabilities. The childminder also shares ideas with parents, on how children's learning can be further supported at home. The childminder plans for the prime areas of learning through well-thought out activities. Children develop good speaking and listening skills, because the childminder, constantly chats with them. For example, she actively joins in their play and comments on what they are doing. She extends their communication by introducing new words and vocabulary to children. Children who speak English as an additional language show excellent progress in their acquisition of language skills. This is because the childminder works closely with

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who attend

parents to support children's attainment in learning English. As a result, children's communication and language skills are effectively promoted. The childminder makes learning interesting and fun for the children. For example, the childminder models how they can pretend to be animals, by moving their bodies and making different shapes. Consequently, children's physical abilities are promoted and they gain confidence with their coordination skills. The childminder is skilful at using open-ended questions to further extend children's thinking. For example, she asks children 'what would make a windmill go round?' and allows them time to think through their answers before offering them a clue. As a result, children are motivated and enthusiastic learners. However, in the outdoor environment, there are fewer opportunities for children to investigate the natural world and living things, for example, by growing plants and vegetables.

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who attend

A range of toys and resources are easily accessible by children, giving them some choice over what they want to play with. These include a number of books and activities, which promote children to learn about different cultures and customs. As a result, children gain recognition of the similarities and differences of other communities. Children have access to a variety of mark making resources, such as crayons and chalk, in both the inside and outdoor environments. These opportunities offer children experiences to develop their early literacy skills. However, there are fewer opportunities for children to see print displayed routinely in the inside and outdoor environments. Children's early mathematics skills are encouraged, through a range of activities, for example, they count the number of blocks required when constructing a tower. Consequently, children are learning the skills they need for the move to the next stage in their learning or to school.

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

Children form close attachments to the childminder and her co-childminder. Settling-in procedures support the children to become accustomed to their new environment before they start. The childminder works closely with parents to ensure that children receive continuity in their care routines. As a result, children's emotional well-being is supported, as they feel secure and happy in her care. Children are confident to access all areas of the environment and participate in activities independently, as they make informed choices about their play. Children relish being in each other's company, as they play and learn together. For example, they laugh and giggle with each other, while playing with water in the outside environment. Consequently, children learn to form friendships and build new relationships, helping to prepare them for when they make the move to pre-school or school. The childminder encourages the children to help with small tasks, for example,

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

tidying away the toys after they have finished playing with them. As a result, children learn to develop a sense of responsibility. The childminder constantly praises children's achievements, and offers cuddles and comfort when needed. She encourages children to be polite and to have good manners, by acting as a good role model and being consistent in her approach with them. As a result, children's behaviour is good and they demonstrate an understanding of boundaries, as they know what is expected of them. Children learn about keeping themselves safe, as the childminder chats with them during their daily routines. For example, the children know that they are not allowed on the trampoline. As a result, children develop positive attitudes to managing risks and keeping themselves safe. The childminder ensures that children's health and well-being is promoted, as children benefit from free access to the

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

outdoor environment. Children enjoy healthy choices at snack and mealtimes, such as fruit and home cooked meals. Children learn about self-care skills and basic hygiene routines, for example, children know that they should wash their hands before having snack. The childminder supports the children's growing need to become independent. For example, she provides younger children with a small step, so that they can reach the bowl to wash their hands independently.

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

Children have opportunities to develop their physical skills, for example, the childminder regularly visits parks, where the children are able to use larger and more challenging equipment. Children engage in play that supports their larger physical skills and learn how to safely use equipment, such as the swings and slides. In the outside environment, the children use chalks to make marks on the ground and ride up and down on scooters and in cars. As a result, children's balance and coordination skills are promoted.

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provision

Since the last inspection and subsequent monitoring visit, the childminder has worked closely with the local authority to improve her practice and learning outcomes for children. As a result, the childminder now has a good understanding of her role and responsibilities to meet the requirements of the Early Years Foundation Stage. Safeguarding procedures are in place, ensuring that all children are protected from potential harm and are kept safe. She is aware of the possible signs and symptoms of abuse, and the procedure to follow to protect the children in her care, should she have a concern. The childminder is aware of her responsibility in the event of an allegation being made against herself, her co-childminder or a member of her household. Detailed risk assessments ensure that the premises are kept safe and hygienic for children to play, and daily safety checks are carried out. For example, the back gate is kept locked at all times when children are

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provision

present. The childminder maintains all the required documentation, such as a daily record of children's attendance and accident records. All the correct contact details are in place, including those for contacting Ofsted, which are displayed for both parents and visitors to see. A range of written policies and procedures are in place and shared with parents. For example, information on the procedure should a parent fail to collect their child and the safe use of mobile phones and digital cameras. As a result, parents are kept well informed of the procedures in place to support their children's health and well-being.

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provision

Since her last inspection, the childminder and her co-childminder have attended training to support their knowledge and understanding of the learning and development requirements of the Early Years Foundation Stage. As a result, they have made significant improvements to ensure children's learning is monitored and their progress is effectively tracked. Consequently, children are well supported and make good progress in their learning and development. The childminder and her co-childminder continuously reflect on their practice. Following their last inspection they implemented detailed action plans, identifying the necessary improvements they needed to make. After their last monitoring visit, they evaluated these plans and, subsequently, updated their self-evaluation to reflect the continual development of their practice. For example, the childminder had already identified that children should be offered more opportunities to explore and investigate the

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provision

concepts of growing their own fruit and vegetables. The childminder and her co- childminder regularly attend cluster meetings at their local children's centre, where they receive updates and are able to network with other childcare professionals. As a result, the childminder demonstrates a strong commitment to further develop and improve her practice.

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provision

The childminder regularly shares children's learning and development with parents, through their 'I can' journals, monthly progress meetings and daily communication. The childminder encourages parents to share their children's achievements at home, and also suggest ideas on how parents can further support their children's learning in their home environment. The childminder speaks daily with other settings, who also share the care of the children. Home-to-setting books are used to share information to support continuity in children's care and learning. As a result, parent's feedback, through written questionnaires, is very positive about the service the childminder provides and the progress that their children are making.

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The Childcare Register

The requirements for the compulsory 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 EY300304 Local authority Coventry Inspection number 965315 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 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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