Childminder in Worcestershire

Inspection date

Previous inspection date 05/08/2014 Not Applicable

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early years provision

This inspection: 2 Previous inspection: Not Applicable 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 partnerships with parents are in place, which ensures children's care and learning are well promoted.  The childminder implements effective systems for observation and planning to ensure that all children make good progress in the seven areas of learning. She uses effective methods to teach children, which include repetition and playing with older children.  The childminder has a secure understanding of safeguarding and child protection practice, which enables her to promote children's well-being and keep them safe from harm.  The childminder is keen to develop and further improve her service. She works closely with her early years worker and attends regular groups to enhance her knowledge, which further supports children's continued development.

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It is not yet outstanding because

 Children have fewer opportunities to experience various texts and numbers in the environment to enhance their language and counting skills.  The childminder has not fully developed the outdoor play area to extend children's physical development.

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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 engage in a range of indoor and outdoor learning activities and daily care routines with the children.  The inspector held discussions with the childminder and the children.

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Inspection activities

 The inspector looked at children's learning journals, documentation and a selection of policies and procedures.

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Inspection activities

 The inspector looked at a selection of children's assessments records and evidence of the suitability of the childminder and other adults in the household.

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Information about the setting

The childminder was registered in 2014 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and three children aged six, 10 and 13 years in Wythall, Birmingham. All areas of the bungalow, except for one bedroom, are used for childminding. There is access to the rear garden for outdoor play. The family has three pet rabbits and six chickens. The childminder walks and transports children in her vehicle. She takes children on local visits to parks and pre-school groups in the area. The childminder operates all year round from 7.30am to 6pm, Monday to Friday, excluding Bank Holidays and family holidays. There are currently five children on roll, three of whom are in the early years age group and attend for a variety of sessions. The childminder has an early years qualification at level 3 and receives support from the local authority.

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

 increase the range of signs, numbers and words in the environment so that children begin to recognise these and are further supported in developing their early reading and counting skills

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

 extend the physical play opportunities for younger children so that they can further develop control, balance and coordination and learn to move their bodies in different ways.

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who attend

Children are enthusiastic and demonstrate a positive approach to learning due to the childminder's secure knowledge of the Early Years Foundation Stage. She is fully aware of the different ways in which children learn through play and knows how to best support individual children and capture their interests. The childminder plans a good range of interesting and stimulating activities to support individual children. This enables them to make good progress in all areas of their learning and also helps them develop skills which prepare them well for the next stage in their learning. The childminder makes effective use of guidance to help track children's development accurately and to plan a wide range of play experiences for children. She uses her regular and precise observations to plan for the next stage in children's learning. Assessments help to inform how well they are progressing and any areas where they need further support. For example, the childminder

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who attend

plans a wide range of messy play and introduces textures to further support young children's imagination and creativity. Through discussions, stories and songs, children learn new words. They play with the puppets, which further supports their communication and helps them to express their feelings. There are a wide range of books, some of which are made by the childminder, to support children's awareness of the wider world. Children enjoy their time in the large garden. They play in the sand, make dens and collect freshly laid eggs from the chickens, which support all areas of learning. The childminder is aware of the progress check for children between the ages of two and three years. She has started to collect information about children's progress in the prime areas of learning to enable her to complete this with parents when required.

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who attend

The childminder supports children in obtaining the skills they need for the next stage in their learning, such as starting nursery or school. She uses good methods to help children learn. For example, she joins in their play and asks questions to stimulate their thinking. Through discussions and repetition, children learn new words to support their language development. For example, children enjoy a sticking activity where they repeat words spoken by the childminder, such as 'wow' and 'oh dear'. Older children teach younger ones new skills, such as how to use a stencil, which further supports their learning. Children develop their imagination as they enjoy role-play activities where they play with the dolls and dress up in hats and shoes. They learn about numbers and shapes as they play with puzzles. More able children make models out of construction equipment, which ensures they receive good challenge in their learning. Children's early writing skills are promoted

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who attend

well as they have regular access to a wide range of resources, such as chalks, pencils and crayons. They listen to rhymes to help promote their early reading skills. However, children do not see many numbers, signs and words written and displayed in their environment. This means they have fewer opportunities to make sense of visual signs to support their early reading and counting skills even further. Children benefit from daily fresh air, which helps to maintain a healthy lifestyle. They enjoy daily outings in the community, which ensures they have regular fresh air and exercise.

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who attend

The childminder talks to parents about the activities children enjoy at the setting, which enables them to continue their learning at home. This includes new words to support their language. Children attend toddler groups with the childminder, which provides them with regular opportunities to socialise with other children. Children play outside daily where they can run around and benefit from regular exercise. Older children have a wide range of equipment and resources, such as bikes and the climbing wall to develop their physical skills. Younger children enjoy being outside and play with a range of equipment, however, there are fewer resources, such as small slides and tricycles, for them to access. As a result, they do not consistently have opportunities to gain more confidence in developing their balance and coordination skills and move their bodies in different ways.

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

Children are happy and have close relationships with the childminder and her family. The childminder collects detailed information from parents about children's interests, their preferences and care routines. This information is then used well to help children settle in her home and supports their emotional well-being. Children bring in their own personal items, such as favourite toys from home, which gives them a sense of belonging and helps to reassure them when they get upset. Good settling-in procedures help children become familiar with the childminder and her family. For example, minded children play well with the childminder's children, who support and help younger children with activities. Children receive stickers and lots of praise to help to support positive behaviour. They know they have to take turns and share toys, which helps to further support their emotional development. Children attend toddler groups with the childminder, which provides them

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

with regular opportunities to socialise with other children.

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

The childminder offers a range of freshly cooked meals and snacks, such as fresh fruit and vegetables, which contribute to a healthy diet and meet children's individual preferences. The childminder has good knowledge and experience of how to care for children with allergies. She is trained to administer specific immediate medication in the event of an allergic reaction, should she need to take emergency action to meet the needs of individual children. They enjoy daily outings in the community, which ensures they have regular fresh air and exercise. Consistent hand washing routines help to support children's good health and encourage them to take responsibility for their own hygiene.

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

Children learn about keeping themselves safe. They practise the 'green cross code', which is reinforced through role-play activities in the garden where they pretend to be the crossing warden. Younger children learn not to put stones and bark in their mouth, while older children learn how to hold the scissors safely and not to walk around with them. There are a varied range of toys and equipment which provide good levels of challenge and interest to support children's learning in all seven areas. However, there are fewer opportunities for younger children to hone their physical skills, such as balance and coordination. Toys are stored at children's level to support their independence and help them to make decisions about their play. The childminder carefully plans and selects toys in order to help children make good progress in their learning.

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provision

The childminder has a good knowledge and understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage and how to implement these in practice. Children are safeguarded because the childminder recognises the signs and symptoms of child abuse and neglect and she knows what to do if she is worried about a child in her care. She has implemented a good range of policies and procedures which she uses to underpin her practice. Children are kept safe by the childminder due to effective risk assessments for the home, garden and outings. Safety equipment, such as fire guards, stair gates and cupboard locks, is in place to help keep children safe. The childminder obtains written consent from parents for car travel, and all children have age- appropriate seats and restraints, which helps to keep them safe. Good procedures are in place to keep children safe from persons who may not be vetted. For example, visitors are

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provision

not left alone with the children and a full record is maintained in relation to all people visiting the home.

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provision

Effective partnerships are in place with parents, which ensures children's care and learning are well promoted. Daily verbal and written feedback keeps parents well informed. The childminder encourages parents to record in the daily diary, which provides a two-way flow of information to support and extend children's learning. Parents comment that they are happy with the care they receive from the childminder. Children do not currently attend any other settings that deliver the Early Years Foundation Stage. However, the childminder is clear about developing partnerships with other early years settings and local schools to support continuity of care and learning for each child.

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provision

The childminder has a good knowledge and understanding of the learning, development and assessment requirements. She uses appropriate guidance to help her track children progress to ensure they make the best possible progress. Accurate systems for observation ensure children's next steps are well planned for and any gaps in learning are promptly identified. This helps children make good progress and enables them to develop good skills for the future. Self-evaluation is robust and involves the views of parents through regular discussions and questionnaires. For example, parents' requests for more creative play have been addressed, which further supports children's imagination. The childminder works closely with the early years worker and shares good practice with other childminders. This supports her personal development and the provision for children. Action plans for the future are in place to promote continuous improvement.

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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. We re-inspect nurseries and pre-schools judged as requires improvement within 12 months of the date of 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

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Grade Judgement Description

is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. Met There were no children present at the time of the inspection. The inspection judgement is that the provider continues to meet the requirements for registration. Not met There were no children present at the time of the inspection. 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 EY475041 Local authority Worcestershire Inspection number 956923 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 5

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Name of provider

Date of previous inspection not applicable

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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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