Childminder in Coventry

Inspection date

Previous inspection date 30/07/2014 26/01/2009

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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 delivers a range of stimulating activities that promote children's learning effectively. Consistent assessments of children's achievements and further planning for their individual needs ensure they make good progress in their development.  Children's health, safety and well-being are given priority. The childminder has a range of clearly written policies and procedures. Good attention is given to keeping the premises safe and secure and positive steps are taken to minimise risks to children.  The childminder has a good relationship with parents and keeps them well informed about their children's progress and development.  The childminder carries out effective self-evaluation and monitoring of her provision. She is very well motivated in her professional development and keeps up to date with current practice.

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It is not yet outstanding because

 Opportunities for the childminder to support children's own initiated play more sensitively, fitting in with their existing play ideas, are not fully maximised.

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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 viewed the premises used for childminding, both indoors and outdoors.

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Inspection activities

 The inspector sampled children's assessment records, the planning documentation and looked at a selection of policies and procedures, including safeguarding and risk assessments.

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Inspection activities

 The inspector and the childminder observed the co-childminder and discussed children's learning and development.

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Inspection activities

 The inspector checked evidence of the suitability and qualifications of the childminder and co-childminder and their self-evaluation process.

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Inspection activities

 The inspector talked to children and the childminder at appropriate times throughout the inspection and observed a variety of activities both indoors and outdoors.

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Inspection activities

 The inspector took account of the views of children spoken to on the day and of parents by reading a number of comments on questionnaires and letters given to the childminder.

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Information about the setting

The childminder was registered in 1980 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband who is also a registered childminder in the Chapelfields area of Coventry. The whole of the ground floor, upstairs bathroom and the rear garden are used for childminding. Access to the childminder's home is via several steps. The childminder operates all year round from 7.30am to 6pm, Monday to Thursday and 7.30am to 5pm on Friday, except bank holidays and family holidays. She regularly attends local groups, visits local shops, parks and the allotment she maintains with the co-childminder. She drops off and collects children from the local school and school nursery. There are currently 11 children on roll, five of whom are within the early years age range. She is a member of Professional Association for Childcare and Early Years.

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

 support children's self-initiated play more perceptively, extending their learning through more considered and sensitive interaction that enhances their thinking and exploration further.

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who attend

The childminder has a good understanding of the Early Years Foundation Stage. She provides children with a wide range of activities and experiences, which support their development across all seven areas of learning. Overall, the quality of teaching is good and the childminder ensures that children's individual interests and preferences are catered for. The childminder ensures that there is a suitable balance of adult-led and child-initiated activities. This means that children are effectively stimulated throughout their day. She gives very high priority to the progression of children's early language and communication development. She is knowledgeable and well practised in supporting children to acquire these skills. She has completed training in the use of a communication assessment toolkit, which she successfully uses to assess children's skills and outline next steps in their communication development. The childminder gives children her full

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who attend

attention and uses questioning to support and extend their learning. This also effectively engages children by showing that she is interested in what they are doing. However, at times, the childminder overly directs children's play through her questioning. She does not always consider a more sensitive approach to supporting children's self-initiated play and ideas.

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who attend

The childminder offers children a wide range of activities and resources, such as, pens, pencils, crayons and large painting pens. This means they can practise their early writing skills and develop their creativity. The childminder also introduces learning opportunities to teach children about colour and number to promote their mathematical skills. Consequently, children and babies are obtaining the skills, attitudes and dispositions they need to be ready for the next stage of learning. The childminder teaches children to consider and value the backgrounds of people living within both the local and wider community. She encourages this using a range of resources and planned activities, which portray positive images of diversity and acknowledge cultural differences. For example, children learn through interesting cooking activities and diverse meals focused upon cultural festivals, such as Diwali and St George's Day. This supports their understanding of

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who attend

The childminder gathers details of children's developmental starting points through initial discussions with parents and asking them to complete an 'All about me' sheet about their child. She makes regular observations of children's progress and plans next steps in their learning and development, based on their current interests. These are shared with parents regularly and parents comment that their child has gone from strength to strength and that their social skills are outstanding because both the childminder and co-childminder have high expectations. The childminder accurately assesses children's stages of learning and development. As a result, children are making good progress and are working within the typical range of development expected for their age. The childminder is fully aware of her responsibility to complete the progress check for children between the ages of two and three years. She shares this with their parents, so that they know what progress their

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who attend

child is making and can share this with the child's health visitor.

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

Children are settled and happy with the childminder as they are sensitively supported with their transition from their home into her care. The childminder has established strong and secure relationships with parents to support children's care, learning and development. Settling-in visits are offered, so that children become familiar with their surroundings, at their own pace. The childminder collects a wide range of information from parents about children's care routines and interests. This enables the childminder to meet individual needs from the very beginning. As a result, children are seen to be happy, contented and very settled in the setting and their emotional well-being is high. The childminder takes children to the local primary schools when they collect older children. This helps the younger children become familiar with the school setting and supports their move on to school life. Older children play with those who are younger and share stories about their

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

day at school, which supports younger children's understanding further regarding their eventual move to school.

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

The childminder supervises children effectively, while still allowing them opportunities to explore the environment safely. The confident way in which the childminder interacts with children helps them to make positive relationships with each other. Younger children are delighted when older children are present and are keen to join in their games. The childminder effectively supports younger children to recognise that they need to share the toys and resources. In this way, children are learning essential social skills, which prepare them for the next stage in their learning, when they move on to school. She uses clear explanations to teach them about the expectations for their behaviour and to learn right and wrong. When children are reluctant to tidy away the toys, the childminder turns this into a fun game and they become keen to join in. This promotes children's sense of responsibility and helps to build their confidence and self-motivation.

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

Children develop a good understanding of health and safety. They are encouraged to clean their hands with wipes before eating and wash them after using the toilet. Children's independence is appropriately fostered during these routines, for example, hygienic wipes are kept next to the potty to support younger children in managing their own self-care needs. Children's drinks are readily accessible at all times and they are reminded to have a drink on a regular basis, which helps to keep them healthy. The childminder is a positive role model and follows hygiene routines throughout her daily activities. The childminder is passionate about supporting children's understanding and knowledge of a healthy lifestyle and actively promotes this throughout her practice and provision. Together with her co- childminder, they lead children in growing a vast amount of produce in their garden and at their nearby allotment. The childminder then uses these foods to provide children with

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

nutritious snacks and meals and leading interesting cooking activities. Children have free access to the garden and are taken on frequent visits to the local parks. Additionally, the childminder and co-childminder have begun to implement Forest School style outdoor learning ideas to stimulate children's exploration further in the local woodland. This all effectively helps children to develop a very positive approach to an active healthy lifestyle.

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provision

The childminder has many years of experience caring for children and has a good understanding of her role in meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. She and her co-childminder update their understanding of safeguarding procedures through regular training, as well as the use of local authority resources. This ensures that the childminder is aware of procedures to be followed should she have any concerns about a child in her care. The childminder implements thorough risk assessments to prevent accidents to children. These identify any hazards on the premises, in the garden and out on trips into the local community. The childminder has made security a high priority. She has many appropriate procedures in place, including closed circuit television, which relays images of the front and rear entrances at all times. Consequently, the childminder's home is very secure and children are kept safe from

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provision

harm. The childminder holds a current certificate in paediatric first aid and ensures medication records are maintained. Any accidents that children have while in the care of the childminder are recorded accurately and are shared with parents. Appropriate treatment is given and children are monitored closely to ensure they are safe and well. As a result, children's health, safety and well-being are well promoted.

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provision

The childminder and co-childminder monitor children's development regularly. They share this with parents in the child's journal daily and then periodically in the more in-depth learning journal folder. Consequently, it is clear how well children are progressing towards the early learning goals and any gaps in learning are easily identifiable. The childminder uses her comprehensive planning processes to help monitor the provision of a broad and balanced range of experiences and activities. The childminder has a close relationship with parents and they comment that both childminders offer them a great support network just like an extended family. The childminder has established strong links with the local schools and school nursery. As a result, the childminder shows she is committed to providing an integrated approach to children's care and learning.

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provision

The childminder has high expectations of herself and her co-childminder. She has a strong drive for improvement and has ensured that she has made suitable adjustments to her practice in order to fully implement the recommendations from the last inspection. The childminder has a good reciprocal working relationship with her co-childminder and they work as an efficient team, capitalising on each other's strengths to maximise the effectiveness. All of the necessary parental permissions and required information on children is obtained from parents. The childminder has implemented many comprehensive systems to ensure the smooth running of her childminding practice. She is fully aware of her strengths and formally outlines areas for improvement annually, as well as on an ongoing basis, based on regular assessments of practice. She strives to provide the best outcome for all children and seeks the views of parents to help achieve this.

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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 510421 Local authority Coventry Inspection number 869412 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 11

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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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