Childminder in Telford and Wrekin

Inspection date

Previous inspection date 11/08/2014 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

 The childminder has a good knowledge and understanding of how to effectively safeguard children in her care. She has detailed policies in place and adopts good practice to support this. For example, she restricts the inappropriate use of mobile phones and cameras in her provision by reminding visitors of this, to ensure children's safety is fully promoted.  Children make good progress in their learning because the childminder knows how to effectively promote their development. She completes regular observations and assessments of children's progress and plans appropriate activities to meet their identified next steps in learning. As a result, the quality of teaching is good.  The childminder has formed close relationships with children and parents to ensure that children are settled and feel secure. She regularly shares information with parents to ensure they are kept well informed of their children's development. Consequently,

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This provision is good

children's emotional well-being is well promoted.  The childminder has established close links with other providers and professionals, and uses her expert knowledge to ensure the quality of her provision and practice is maintained.

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It is not yet outstanding because

 Children are not always provided with sufficient opportunities to learn about different cultures and how they celebrate particular religious festivals.

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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 play and learning activities and interacted with children.

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Inspection activities

 The inspector spoke to the childminder at appropriate times and looked at and discussed a range of policies and procedures.  The inspector took account of the views of parents spoken to on the day.

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Inspection activities

 The inspector checked evidence of the suitability and qualifications of the childminder, her self-evaluation form and improvement plan.

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Inspection activities

 The inspector looked at a selection of children's assessment files and progress tracking information, and discussed these with the childminder.  The inspector carried out a joint observation with the childminder.

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Information about the setting

The childminder was registered in 2014 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children aged three and seven years in Telford, Shropshire. The whole ground floor of the house is used for childminding. Children have access to an enclosed garden. The family has two cats. The childminder takes and collects children from local schools and pre-schools. There are currently five children on roll, four of whom are in the early years age range. Children attend for a variety of sessions. The childminder operates all year round from 7am to 6pm, Monday to Friday, except Bank Holidays and family holidays. She supports children with special educational needs and/or disabilities. The childminder is a member of the Professional Association for Childcare and Early Years, and has an early years qualification at level 3.

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

 provide children with further opportunities to learn about and celebrate different cultures and religions, such as Diwali, Chinese New Year and Hanukah.

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who attend

The childminder has a good knowledge and understanding of the Early Years Foundation Stage requirements. She uses this to provide children with a stimulating and interesting learning environment. For example, she has an interactive weather chart on the wall and has made individual shape sorters for children to engage with. She promotes children's communication and language development very well as she constantly talks to children and asks them open-ended questions to encourage them to become critical thinkers. Children sit at the table with the childminder and are focused and challenged as they thread different shaped buttons onto laces. The childminder uses this scenario to skilfully promote children's early mathematical language as they count out the buttons and recognise different shapes. The childminder provides young children with similar activities that she has adapted so they can enjoy activities with the older children. For example, she

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who attend

has used a variety of ribbons threaded onto a piece of cardboard to develop and extend young children's fine motor skills. Consequently, children are well supported in their learning and development and make good progress.

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who attend

The childminder provides children with a good range of child-initiated and adult-led activities that cover the seven areas of learning. However, she does not fully support children's understanding of different cultures and diversity by discussing these with the children or planning activities to extend their learning and understanding. The childminder supports children with special educational needs and/or disabilities by adapting activities to cater for their different learning styles. She carries out regular observations of children and evaluates these against the different areas of learning so that she can identify children's next steps in their learning and development. She is knowledgeable about individual children and is astute at identifying their strengths and weaknesses, and uses weekly planning to ensure children's next steps in learning are targeted through appropriate activities. As a result, the childminder prepares children for their future

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who attend

learning as they acquire appropriate skills relevant to their age and stage of development. The progress check for children aged between the ages of two and three years is understood by the childminder and is completed in a timely manner to ensure that, if necessary, additional support is sought from other professionals.

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who attend

The childminder ensures that she engages with parents constantly from their initial enquiry about her provision to keeping them up to date about their child's ongoing progress. For example, she provides parents with a 'Welcome pack' and obtains a wealth of information about children before they first attend, so that she can plan activities to meet their individual needs. She completes a daily diary so that parents are informed of daily activities or achievements their child has accomplished. She supports parents by suggesting activities that parents can carry out at home with their children. As a result, parents are kept well informed about their child's learning and development and are encouraged to extend this with activities at home, to further support children.

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

The childminder's home is welcoming and offers challenge and stimulation for children of all ages. Resources are well maintained and the childminder carries out daily visual checks so that they are safe for children to use. The indoor playroom and garden are well equipped with a wide variety of toys and equipment. The childminder promotes children's independence as she encourages them to select resources by themselves and further explains to them about why toys should be put away when they have finished playing with them. This helps children to become familiar with routines used in schools and begins to prepare them for their future learning. Children enjoy being outdoors and have daily access to the childminder's garden. This ensures that they benefit from regular physical exercise and begin to understand how this affects their bodies.

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

The childminder has developed good relationships with parents and liaises with them closely about their children's individual needs while in her care. Parents comment that they are really pleased with the care offered and are reassured that their child is content to continue their sleep routine with the childminder. Secure attachments have been formed between the childminder and the children in her care. Children respond well to the childminder's warm nature and greet her with great affection on arrival. Consequently, children are settled and feel secure as their emotional well-being is promoted well. The childminder has a secure knowledge of all children in her care and uses this to provide them with routines that meet their individual needs. For example, she is aware of when children require sleep and rest periods to promote their physical well-being. The childminder manages children's behaviour very well. She sensitively reminds children to

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

share and take turns when playing with resources and provides lots of praise and encouragement to promote this. Consequently, children are very well behaved and play well together. The childminder explains to older children why some resources are unsafe for younger children, and encourages them to keep the environment safe for all children. Consequently, children are beginning to assess risk in the childminder's home and are able to manage their own safety and that of younger children.

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

The childminder provides children with varied and healthy meals to ensure their health and well-being are suitably promoted. They enjoy a wide selection of fruits and carbohydrate snacks to supplement this and have access to fresh drinking water so they do not become thirsty. Children's independence is promoted well in the childminder's provision. They become confident to attend to their personal needs independently and are beginning to understand the importance of washing hands before eating and after toileting. As a result, they are beginning to learn about adopting healthy lifestyles that will benefit their physical health and well-being.

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provision

The childminder has worked very hard to ensure that she meets all the requirements in the Early Years Foundation Stage to promote children's learning and development. She uses her knowledge and experience to ensure that children are effectively safeguarded in her home. For example, the front door is kept secure and children are unable to leave the home without her supervision. She seeks the identification of all visitors to her home and reminds them about the inappropriate use of mobile phones and cameras, to promote children's safety. She has undertaken training on child protection and holds a current first- aid certificate so that she can deal with any incidents to support children's well-being. Risk assessments and comprehensive health and safety policies are in place to show how she keeps her home safe and secure for children to be in. These include detailed policies on using the outdoor trampoline, safe use of large outdoor equipment and a skipping rope

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provision

policy. Consequently, children's safety is given high priority and is well promoted.

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provision

The childminder has already established effective ways to self-evaluate her provision. She consults with parents about what they would like to see more of in her home and has already started to purchase additional dressing-up clothes to support all children in their imaginative role play. She intends to send out more detailed questionnaires to parents to gather their written views on an annual basis. She is very conscientious about providing children with high quality childcare and has just completed her early years qualification at level 3, to extend her knowledge of child development. Children with special educational needs and/or disabilities are well supported by the childminder as she seeks training to extend and develop her professional knowledge. This enables her to fully support children's future learning and development. Her commitment to monitoring her practice and acquiring new skills means that the quality of teaching is good and supports children's

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provision

The childminder has already started to develop good partnerships with parents, other providers and wider professionals. Parents are happy with the development their child is making and appreciate the detailed feedback they receive from the childminder. She is confident to seek help and support from other professionals so that children are well supported in their learning and development. Links with other childminders in the area have been established and the childminder uses these to refresh her knowledge and discuss any concerns she may have. She has started to develop close links with local schools and is aware of how to complement children's learning when they attend multiple settings by liaising closely with teachers. Consequently, the childminder works well with a wide range of other professionals to ensure that children are fully supported in their overall learning and development.

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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 EY474531 Local authority Telford & Wrekin Inspection number 957356 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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