Childminder in Coventry

Inspection date

Previous inspection date 25/07/2014 06/11/2008

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early years provision

This inspection: 2 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 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The childminder successfully identifies and minimises risks in her home and on outings. Children are safeguarded because the childminder is aware of her responsibilities to protect them from abuse and neglect.  The childminder ensures that children are challenged effectively, so that they make good progress as they enjoy and get involved in a full range of play activities.  Children's personal, social and emotional development is promoted well by the childminder and children are happy, settled and secure. The relationship between the childminder and children is very good.  Children's mathematical development is supported well by the childminder, as they are involved in a good range of different activities in the playroom and outside.

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It is not yet outstanding because

 Children's learning with regard to the benefits and effects of exercise on their bodies is not maximised.  Opportunities for children to gain an awareness of cultural, religious and community events and experiences are not maximised to extend their awareness of the wider world.

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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 ground floor play areas and outside.

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Inspection activities

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

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Inspection activities

 The inspector spoke with the childminder and children at appropriate times throughout the inspection.  The inspector took account of the views of parents.  The inspector checked evidence of the childminder's suitability and qualifications.

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Information about the setting

The childminder was registered in 2000 on the Early Years Register and on the compulsory and voluntary parts of the Childcare Register. The childminder lives in Coventry with her husband, adult son and 11-year-old daughter. The whole of the ground floor and the bathroom on the first floor are used for childminding. An enclosed garden at the rear of the house is used for outdoor play. There are currently seven children on roll. Of these, two are aged over eight years and two are in the early years age group. The childminder supports children with special educational needs and/or disabilities. She cares for children all year round, except for bank and family holidays, Monday to Friday, from 7.30am until 6pm. She walks to local schools to take and collect children. The childminder holds an early years qualification at level 3.

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

 extend children's awareness of the benefits of exercise and encourage them to notice the changes in their bodies after exercise, for example, by listening to their heart beating faster

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

 enhance opportunities for children to learn about their similarities and differences, for example, by extending their awareness of cultural, religious and community events and experiences.

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who attend

Children make good progress in their learning. The childminder challenges children effectively so that they acquire the skills and capacity to learn and develop in order to reach the next steps in their learning. Information is regularly shared with parents and planning for learning includes detail provided by parents on achievements at home. The childminder supports children well, so that they develop skills in readiness for nursery class and school. Children with special educational needs and/or disabilities are challenged effectively, so that they make as much progress as they can. The childminder is aware of the progress check for children aged between two and three years and completes this where necessary.

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who attend

Children are happy and settled and they speak clearly and confidently. Their language development is promoted well by the childminder as she talks with them. During conservations with children, the childminder asks open-ended questions and she encourages children to think about what they want to say in response. The childminder uses her skills effectively to promote learning across different areas of learning as she supports children's play activities. For example, a favourite activity of children is to pretend to be builders and they use diggers and other vehicles in the sand tray. The childminder hides letters and numbers in the sand and as children scoop them up with the diggers she encourages them to find the numeral for their age and letters that are in their names. They talk about the shape and colour of different letters. The childminder teaches children the sounds for different letters and asks if they can think of words that begin with the

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who attend

same sounds. Children gather a number of letters and numbers and the childminder asks them to count how many they have. At snack time, the childminder asks children to select raisins and six small rice cakes. Children count with one-to-one correspondence as they take each rice cake and the childminder promotes their learning effectively as she asks how many more they need until they have six.

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who attend

Children choose to play with water and the childminder provides them with containers of different sizes. Children demonstrate good physical skills and count confidently when the childminder asks them how many small containers it takes to fill a very large one. She asks children to find different items in the garden and then tell her if they float or sink in the water. Children find stones, a small toy dinosaur, a wooden peg and a plastic cup. The dinosaur sinks and the cup floats and the childminder asks children what they think will happen if they put the dinosaur into the cup. Children decide that the cup will sink because it will be heavy with the dinosaur inside. The indoor and outdoor play environments are rich in print and numbers, and children are encouraged to make marks in a variety of ways to develop pencil control. They paint, use chalks on the paving slabs outside and draw with crayons and felt tipped pens. Children are encouraged to explore

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who attend

and investigate different media and materials. These include shaving foam, glue, 'gloop', which is corn flour mixed with water, lentils, rice and 'fairy mud', which is soap flakes mixed with tissue. Children develop physical skills because they learn to use scissors and they play with challenging threading toys. They access a good variety of role-play resources and they develop pretend play in accordance with their own experiences. The childminder provides dolls and small world toys that reflect diversity in a positive way. However, children's awareness of similarities and differences in the wider world to help them understand their own needs and those of others is not fully maximised.

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

Children's personal, social and emotional development is given a high priority by the childminder. Relationships are very good and children are happy, settled and secure. Children's emotional security is initially addressed well because a settling-in period is arranged with parents in accordance with each child's different needs. Friendships form between children cared for by the childminder and they socialise with other children and adults at groups. Consequently, children are emotionally secure and are prepared well for their transition in to other early years settings and the eventual move to reception class in school. Children behave well and their self-confidence and self-esteem is promoted well by the childminder because positive behaviour is acknowledged with praise. The childminder identifies how important it is to be a good role model and she ensures that she listens to what children have to say. Children's independence is promoted well by the childminder.

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

For example, they decide whether to play inside or in the garden and they choose and select toys, books and activities for themselves. Storage is well organised and storage boxes are labelled with words and pictures. Resources are safe and meet children's learning and development needs well.

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

Children's good health and safety is addressed well. Information on the childminder's good practice is shared with parents in policies on safety, illness and accidents. The childminder ensures that the play environment is warm and welcoming. Clear admission information obtained from parents ensures that individual care needs are well met. Children's good health is protected because the childminder encourages them to be physically active. For example, they develop confidence and physical skills when they use challenging large play equipment in the childminder's garden and at the park. However, the childminder does not maximise children's learning with regard to the benefit and effects of exercise on their bodies. Children learn to attend to their self-care needs and the childminder teaches them how to keep themselves safe. For example, they know why they must hold hands when out walking. They learn how to cross the road safely and know why they must look for

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

cars moving off driveways. Children's good health and well-being is promoted well by the childminder. She provides them with healthy food and puts her food hygiene knowledge into practice effectively.

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provision

The childminder's home is safe and secure. She keeps her safeguarding knowledge and her awareness of Coventry Safeguarding Children Board procedures up to date. Consequently, the childminder is aware of the signs of abuse and neglect and her responsibility to protect children. She ensures that necessary checks for all members of her family aged 16 years and over are completed and ensures that children are never left unsupervised with a person who has not been vetted. Parents are made aware of the childminder's thorough safeguarding policy.

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provision

The childminder successfully monitors the educational programmes to ensure that children make good progress in their learning. She is aware of the requirements within the Early Years Foundation Stage and ensures that children's care and learning needs are well met. The childminder continually reviews her provision in order to maintain good standards. In order to review and seek to improve her practice the childminder attends training courses and welcomes support from local authority development workers. She is currently being assessed by a representative from the local authority, so that she can provide funded early education for two-year-old children from September 2014. The childminder's current priority is to enhance her provision by attending a communication and language training course. She is extending the variety of sensory play experiences for children. Resources meet children's different learning needs effectively and are maintained in a good state of

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provision

repair. Required documentation is kept up to date and in good order.

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provision

Good communication between the childminder and parents means that children's care and learning needs are met well. The childminder requests feedback from parents on the service she provides, both verbally and through the implementation of a questionnaire. Comments from parents include, 'I never imagined that you would cover so many topics with the children that would assist their development' and 'it really helps having a diary sent home every day'. A range of written policies successfully reflects the childminder's practice with regard to meeting children's needs. The childminder is fully aware of the importance of obtaining as much information as possible about each child's individual care needs from parents and agreeing with them how they can work together to meet these needs. She has experience of linking with other early years providers in order to ensure that continuity of care and learning is maintained. The childminder works effectively with

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provision

other professionals to ensure children get the support they need.

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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 510472 Local authority Coventry Inspection number 869417 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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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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