Childminder in Worcestershire

Inspection date

Previous inspection date 05/06/2014 21/02/2011

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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

 A wide range of resources are available to promote children's exploratory skills. Therefore, children are beginning to develop some of the characteristics of effective learning.  Children are happy and form strong attachments in the care of the childminder. Consequently, they are confident and play generally well with others.  The childminder and her assistant have a sound understanding of their responsibilities to safeguard children. As a result, children are kept safe.  The positive partnerships with parents and other agencies appropriately support children's development. Therefore, they gain adequate skills across all areas of learning.

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It is not yet good because

 Some activities are rather mundane and do not always provide worthwhile learning experiences that meet children's needs fully.  The monitoring of teaching does not identify the weaknesses in practice to ensure all aspects of children's learning and development are sufficiently good.  The childminder does not always help children to understand the benefits of healthy eating.  Self-evaluation lacks rigour. It does not identify the main weaknesses in the provision.

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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 checked evidence of the suitability and qualifications of the people living and working on the premises.

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Inspection activities

 The inspector looked at documentation, including assessment records, children's files and learning journals.  The inspector carried out observations of activities indoors and in the garden.  The inspector spoke with the childminder, her assistant and the children.

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Inspection activities

 The inspector took account of information included in the setting's own parent survey.

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Information about the setting

The childminder was registered in 2007 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives in Redditch, Worcestershire with her husband who is her assistant, and two children; one of whom is an adult and the other is aged 14 years. The whole of the ground floor and the rear garden is used for childminding. The family has several pets. The childminder attends toddler groups. She visits the shops and local park on a regular basis and collects children from the local schools and pre-schools. There are currently nine children on roll; five of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round, from 8am until 6.30pm, Monday to Friday, except bank holidays and family holidays. The childminder is a member of the Professional Association for Childcare and Early Years.

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must:

 plan and provide activities that capture children's imagination fully and include suitable challenges to ensure they always make consistently good progress in their learning.

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

 help children learn about the benefits of healthy eating, for example, by discussing healthy options with them at meal times

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

 review the methods for monitoring practice to improve the quality of teaching so that children's progress is always fully promoted

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

 review the self-evaluation process to identify and prioritise targets for improvement.

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who attend

The childminder has an adequate grasp of the prime areas of learning and she provides suitable activities to promote children's development. She knows the children well and takes account of their interests to deliver enjoyable play experiences that engage them appropriately. For example, she usually includes resources they choose, such as dinosaurs. The childminder imaginatively combines these resources with piles of coloured rice and promotes learning in a fun way. She generally takes account of children's needs but some aspects of learning are not sufficiently planned for. Although there is positive interaction with children throughout the activity, the childminder and her assistant do not always recognise opportunities to extend children's language skills. They do not focus the language fully on what they do, for example, trickling the rice through their fingers during play. Consequently, the language is not rich enough and, as a result, children's vocabulary

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who attend

is not adequately extended. The childminder makes relevant links with rice play and children's home experiences. However, she does not use sufficient open-ended questions. Consequently, children's thinking is not appropriately stimulated and challenges are not built in according to their individual abilities. The childminder fittingly encourages children to fill and empty containers, thereby promoting their small muscle skills. Children are developing their understanding of mathematical ideas because the adults talk about 'more' when they repeatedly scoop rice. Children are clearly developing their skills to recognise small dinosaurs because they point to these when asked to look for them. They are beginning to name colours, such as orange and confidently name other colours, including pink and blue. This means that several areas of learning are promoted appropriately. However, the quality of teaching is mainly satisfactory and, as a result, children's

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who attend

individual learning needs are only partially met.

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who attend

An initial assessment completed with the help of parents ensures the childminder has a clear picture of children's skills. Information recorded on the 'All about me' form is the starting point for the childminder to plan for children's learning and to build on what they already know. The childminder carries out regular observations of children's development and she carefully tracks their progress. For instance, she records that toddlers go from crawling to walking by playing with others and by moving around in the rooms. Children visibly enjoy outside play when they ride around on bikes. Their large muscle skills are developing appropriately as they confidently mount steps to the climbing frame. When the weather permits, the childminder encourages children to continue with learning activities in the garden. For example, they sit at tables and focus on making marks by scribbling on paper. This is similar to activities parents provide at home and it reflects the continuity in

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who attend

children's learning. The childminder regularly invites parents to contribute their knowledge of what children can do. This includes the progress check for children between the ages of two and three years, which the childminder completes with parents. All children explore the environment, which is appropriately resourced with a wide range of good quality toys and equipment. As they build with construction toys and trawl fingers through materials children independently extend their play. Even after the planned activity is completed children remain focused and keep on trying to fill cups and to move rice around on the tray. This clearly demonstrates that they are developing some of the characteristics of effective learning. The childminder adequately supports children who speak English as an additional language. She repeats words so that children learn to name items and when they sing nursery rhymes children's language skills are beginning to emerge. Therefore,

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who attend

they receive appropriate support for their learning at nursery and their eventual move to school.

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

Children feel at home in the care of the childminder because she allows enough time for them to settle when they first start in her provision. The childminder regularly has discussions about how she can best meet children's individual needs and she routinely follows the guidance from parents. For instance, children's sleeping patterns remain similar to those in the home. Therefore, there is little disruption to the practice established at home and, as a result, the move to the childminder's provision is stress-free for all children. In turn, this helps them to form strong bonds and they are generally happy and feel emotionally secure. Children are well behaved because the childminder and her assistant use age-appropriate methods to promote good behaviour. They clearly understand how to manage the tantrums of young children who do not have the language skills to fully express their feelings. They encourage children to play together and to share

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

resources during all activities, including free play. The childminder's assistant has recently undertaken a course in behaviour management. Therefore, children's behaviour is adequately promoted and they respond appropriately to requests. Children grow in confidence when they attend groups and they learn to participate in a wide range of activities. These experiences prepare children for structured activities in other settings away from the childminder's home. As a result, children are developing emotional and social skills suitable for their future learning.

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

Children gain an understanding of healthy lifestyles through a range of play experiences. Fresh air and opportunities to run around ensure they boost their physical skills daily. An adequate balance is maintained with restful or quiet activities when they recharge their energy levels. Parents provide packed lunches which are, on the whole, healthy. The childminder and her assistant closely supervise children and talk to them while they eat. However, they do not always help children to understand why healthy foods are good for them. Children drink regularly during the day and they are learning the reasons why they wash their hands before eating. Children gain a sound awareness of keeping safe on the road when they walk to nursery. They follow rules to wait at the kerb for clear instructions and supervision before crossing the road even though there is only light traffic in the area. Children have a sense of belonging and are happy in the care of the childminder due to

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

the welcoming environment and the wide selection of resources.

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provision

The leadership and management arrangements of the provision are satisfactory. The childminder and her assistant have an adequate understanding of their responsibilities to protect the children in their care. They regularly attend safeguarding training and are confident about the procedures to report any concerns. The childminder shares copies of policies with parents who are informed about her role to protect children at all times. Risk assessments indicate that appropriate steps are taken to minimise potential hazards. For example, animals are checked regularly to ensure they do not pose a risk to children's safety or health. The chilminder is aware of the required recruitment procedures for employing staff and records are in place for the smooth running of the provision. These include documentation regarding the suitability of persons living and working on the premises. The childminder has a sound understanding of her role and responsibilities to meet the

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provision

requirements of the Early Years Foundation Stage. She regularly reviews the day's activities with her assistant to note where changes can be made. However, the monitoring of the quality of teaching is not rigorous enough and does not ensure the individual learning needs of children are always effectively met. The childminder and her assistant review some aspects of their practice on a regular basis. The childminder ensures they update their first-aid qualifications promptly and she maintains her professional development through regular liaisons with other professionals. There are supportive relationships with parents who receive information about children's learning and care daily. The childminder provides appropriate information about the provision when children first start in her care. She subsequently invites written feedback so that parents can express their views of her provision. Parents comment favourably on the support they

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provision

receive, including cooperation with the childminder to promote children's independence skills. Some progress has been made in the childminder's practice since the last inspection. In particular, the observations and assessments of children's development have improved and there is now clear awareness of the requirement to notify Ofsted of significant events. However, the self-evaluation does not take account of gaps in planning for children's individual learning. The childminder works closely with other professionals to review aspects of her practice. There are established methods to share information with other early years settings where children attend to ensure they receive the individual 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 EY349011 Local authority Worcestershire Inspection number 973119 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 12 Number of children on roll 9

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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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