Childminder in Worcestershire

Inspection date

Previous inspection date 13/08/2014 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

 Children make good progress. This is because the childminder knows them well and provides a wide range of experiences that interest them and accurately reflect their needs.  Children are happy and at ease in the childminder's care. This is because she is caring and responds appropriately to their individual needs.  Children are safeguarded because the childminder is fully aware of her responsibilities to protect them from harm. She successfully identifies and minimises potential risks to children within her home and on outings.  The childminder works in close partnership with parents and any others involved in children's care and education. Consequently, children's emotional well-being and progress are consistently supported.  Children and their families receive a good quality service. This is because the childminder monitors and evaluates her provision effectively and uses what she discovers to identify areas for development and make improvements.

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It is not yet outstanding because

 Opportunities for children to learn about growth, nature and change, while playing outdoors, are not fully exploited.

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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 learning activities, play and daily care routines with the children.

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Inspection activities

 The inspector held conversations with the childminder and children at appropriate times throughout the inspection.  The inspector viewed all areas of the home that are used for childminding.  The inspector viewed evidence of the suitability of all adults living on the premises.  The inspector looked at a selection of policies, procedures and children's records.

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Inspection activities

 The inspector viewed the childminder's self-evaluation form and some written feedback gathered from parents.

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Information about the setting

The childminder has been registered since 2013 and is on the Early Years Register and both parts of the Childcare Register. She lives in Kidderminster with her husband and their two children, aged six months and two years. The childminder uses the whole of her home for childminding purposes. There is an enclosed garden available for outdoor play. The childminder is currently caring for two children in the early years age range. The childminder also cares for older children that attend before and after school, and occasionally in the school holidays. The family has a pet dog. The childminder operates all year round from 7am to 7pm, Monday to Friday, except for bank holidays and family holidays.

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

 provide even more opportunities for children to learn about growth, nature and change while playing outdoors.

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who attend

Children make good progress and are well prepared for future life and the move to full- time school. This is because the childminder knows them well and understands how children play, develop and learn. She observes children closely when they first start in her care and on an ongoing basis. This is so she can assess what they know, like and can do and plan experiences accordingly. She asks parents to share what they know about their children and gathers information from any previous carers. The childminder holds regular review meetings with parents, where information is shared about where children need to progress in their learning and development. Also, the childminder encourages parents to tell her about important events and activities in children's home lives. For example, they discuss family holidays and birthdays. This is so she can plan complementary activities and promote children's language and communication skills through talking to them about their

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who attend

experiences. This effective two-way communication between the childminder and parents successfully supports children's learning and development needs.

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who attend

The childminder thoughtfully provides a wide range of learning experiences that she knows children enjoy and are interested in. For example, children demonstrate a strong sense of curiosity so the childminder encourages them to collect various items during a walk. Children learn about shapes, colour and size as they collect sticks, stones and feathers. The childminder extends children's learning as she encourages them to compare the objects that they find. As a result, children develop vocabulary, observational skills and an understanding of nature. Children go on lots of outings in the local neighbourhood. For example, they visit the library, local parks and attend a regular music and movement session. These outings provide valuable opportunities for children to socialise and to develop an awareness of their bodies and the world around them. Recently children took part in a range of fun learning activities based around a popular children's book. Their

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who attend

learning was carefully planned for by the childminder, and was inspired by related events taking place at the nearby Wyre Forest Visitors Centre. Children listened to stories, participated in craft activities and went for a walk in the forest to look for characters from the book. Consequently, in a fun and interesting way their knowledge and a range of skills were effectively supported. Nevertheless, children do not have hands-on opportunities to learn about how plants grow, for example, by planting and tending to flowers and vegetables in the garden.

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who attend

Children laugh and smile as they play. The childminder effectively supports their play as she provides plenty of resources and experiences that excite them and inspire learning. For example, a wooden ark and a selection of wooden animals motivate children to sing familiar rhymes such as 'Row, Row, Row Your Boat' and 'Baa, Ba Black Sheep'. Children sort the animals into pairs and talk about the different sounds that they make. As a result, they develop language and learn to sort and count. Young children are starting to put words together to form simple sentences. They ask questions to find out how things work and ask what adults think. The childminder effectively supports their communication and language development, as she repeats words and provides lots of opportunities for conversation. Furthermore, she has laminated pictures of various everyday objects and attaches them to different surfaces around her home. Young children that are still

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who attend

developing language often point to these pictures and, by doing so, are able to easily communicate some of their wishes. Children have plenty of time and space to play. They have access to a playroom which contains child-height furniture and is attractively decorated with examples of their art work. A wide range of toys and resources are stored in various ways that children can easily access, for example, in boxes within low-level storage units. Some toy boxes are labelled using words and pictures and this means that children can easily identify where some things are stored. As a result, children make choices about their play, develop independence and are motivated to explore and discover for themselves.

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

Children are happy and safe in the childminder's care. This is because the childminder forms close, warm and supportive relationships with them. Also, she maintains regular two-way communication with their parents. Before children are left in her care, the childminder talks to their parents about home routines, parenting practices and children's comfort items. Furthermore, she asks parents for information about what their children know, like and can do. On a daily basis, a diary travels between each set of parents and the childminder and this is used to record information, such as children's sleep times, nappy changes and any significant events or observations. Consequently, both the childminder and parents have a wealth of valuable information to support children's good progress and well-being.

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

Children behave well. This is because the childminder is clear about her high expectations and is consistent in the way that she manages children's behaviour. She provides children with a good role model to follow and uses positive reinforcement to encourage good behaviour and raise children's self-esteem. For example, the childminder praises children when they show consideration for others and treat the family dog with care and respect. The childminder shares her house rules and written behaviour management policy with parents. Consequently, they know and understand her behaviour management methods and her expectations. Outings to community groups provide children with good opportunities to mix with other children and adults, and help to develop their social skills. They learn to share and take turns in their play and develop confidence around unfamiliar people and environments. As a result, children are prepared for school, as they learn how

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

to manage their emotions and behave in acceptable ways.

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

Children develop a good knowledge and understanding of the benefits of a healthy lifestyle. This is because the childminder talks to them about food that is good and bad for them and the benefits of exercise. Children regularly play in the childminder's garden, where they have plenty of space to run around and expend energy. They develop confidence as they play on the swings and slides and the childminder teaches them to act safely and sensibly. For example, she reminds children not to go too close to the swings while others are using them and explains why this is necessary. Children listen to what she has to say and follow her safe practices. They know that they must stay close to her while on outings and hold her hand as they cross the road. The childminder thoughtfully teaches children about safety in ways that they can understand and relate to. For example, they learn about fire safety through practising what they would do if the childminder's smoke

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

alarm were to go off. The childminder also uses books, role play and everyday experiences to teach children about health and safety issues. Consequently, children's well-being and knowledge of how to protect themselves are successfully promoted.

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provision

Children's well-being and safety are well protected. This is because the childminder fully understands and abides by the requirements of the Early Years Foundation Stage. She is vigilant with regards to safety and carries out thorough risk assessments of her home, the equipment she uses and the experiences that she provides for children. A wide range of safety precautions are in place to protect children. All adults in her home have been appropriately vetted. The childminder has formulated a set of comprehensive policies and procedures that effectively support her practice and are shared with parents. For example, her written safeguarding policy clearly outlines her roles and responsibilities with regards to child protection. This policy informs parents that she has a duty to report any concerns and includes contact details for the Local Safeguarding Children Board. Furthermore, it explains her policy with regards to use of cameras and mobile phones in her home. The

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provision

childminder shares and discusses her policies with parents before their children are left in her care. Consequently, parents have an opportunity to ask for clarification and the childminder is able to make sure that they understand her procedures, expectations and legal responsibilities.

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provision

The childminder shows a strong capacity and desire for improvement. For example, since her registration she has vastly increased the range of toys and equipment and has forged good links with other childcare professionals. The childminder understands the value of professional development and is constantly looking to expand her knowledge and understanding of how children develop and learn. She uses the internet to gain activity ideas and to gather examples of best practice. Furthermore, she regularly meets with other childminders and promptly acts upon the guidance she receives from the local authority. Reflective practice is key feature of the childminder's daily routine. She uses a checklist to ensure that each of the legal requirements of the Early Years Foundation Stage are met and completes the Ofsted self-evaluation form. As part of her self- evaluation process the childminder routinely assesses children's progress and evaluates

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provision

the experiences that she provides. In addition, she monitors children's interest in the resources and activities that she provides and how her home is used to support their progress. As a result, she is able to promptly identify any areas where children may need additional support or challenge.

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provision

The childminder fosters successful partnerships with parents. She achieves this through effective two-way communication and acknowledging the right of parents to play a central role in making decisions about their children. The childminder invites verbal and written feedback from parents and makes good use of their comments. For example, parents suggested that she use a daily diary to aid communication and this idea was promptly put into everyday practice. The childminder sends out questionnaires to parents and comments recorded on those returned to the childminder are very positive. For example, parents rate her service as 'excellent' and say that they are 'happy with everything', 'the activities are great' and 'the communication is great'. The childminder is not currently caring for any children with special educational needs and/or disabilities or who attend any other setting. However, she is well aware of the need to work in close partnership with

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provision

everyone involved in children's care and education. She understands about the importance of sharing appropriate information with other professionals, for example, teachers and health visitors. In addition, the childminder knows where to go for any necessary specialist expertise and advice. As a result, children's progress and welfare are effectively supported.

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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 EY474925 Local authority Worcestershire Inspection number 956735 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 3

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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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