Childminder in Warwickshire

Inspection date

Previous inspection date 14/08/2014 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 are settled and content with the childminder because she has a calm, sensitive and caring approach to their care. This promotes children's emotional well-being, which means that they feel happy and secure.  The childminder responds sensitively to individual learning needs, which she supports with good teaching skills. As a result, children are motivated and they make good progress towards the early learning goals.  The childminder has a secure knowledge of safeguarding procedures and effectively supports children's growing understanding of how to keep themselves safe.  The childminder has effective partnerships with parents, which makes a significant contribution to children's individual care, learning and development.

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It is not yet outstanding because

 The childminder does not maximise all opportunities to develop practices that consistently enhance children's understanding of health and self-care, particularly in the outdoor environment.  Partnerships with other providers of the Early Years Foundation Stage are not used to the fullest potential, to ensure that important information about children's learning and development is more effectively shared and used to plan and implement ideas of how to move children even further forward in their learning.

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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 compulsory part 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 all areas accessed by children, including the outdoor environment.

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Inspection activities

 The inspector observed teaching and learning activities in the childminder's lounge and the kitchen.

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Inspection activities

 The inspector looked at children's development records, evidence of suitability and qualifications of the childminder, and a range of policies and procedures.

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Inspection activities

 The inspector took account of the views of parents and carers provided in written form.

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Information about the setting

The childminder was registered in 2014. She is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The childminder lives with her husband and two children aged 17 and 15 years in the Long Lawford area of Rugby. All ground floor rooms of the childminder's house are used for childcare purposes. This includes toilet facilities. One room on the first floor is used for sleeping purposes only. There is a rear garden for outdoor play. The family has pet rabbits, fish and a wildlife patch. The childminder operates all year round, from 8am to 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder is currently minding one child in the early years age group. Children attend for a variety of sessions. The childminder takes and collects children from the local primary school, and attends toddler and activity groups on a regular basis. The childminder holds an appropriate childcare

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Information about the setting

qualification at level 3. She is a member of the Professional Association for Childcare and Early Years.

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

 maximise all opportunities to ensure that children consistently develop practices that optimise their health and self-care, particularly in the outdoor environment

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

 extend the arrangements for sharing information and partnership working with other providers that children attend, in order to further support children's good learning and development.

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who attend

The childminder has a good knowledge and understanding of the learning and development requirements and how children learn. When a child first attends, parents are encouraged to share what they know about their children's current stage of development. The childminder uses this information to plan for their future learning needs. She undertakes planned and spontaneous observations and assesses children's development. Each child's significant achievements are documented and assessed, which shows the continuous progress they make. Next steps are identified and planned for through stimulating learning opportunities, which continue to support further progress. Parents are encouraged to share observations of their children's interests and learning they have observed at home. They are also informed about their children's progress and achievements. As a result, parents are fully informed about their children's next steps and

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who attend

can support their children's learning in their home environment. The childminder provides the children with a good range of activities in her home, outdoors and at local parks. She responds sensitively to individual learning needs, which she supports with good teaching skills. Consequently, children are motivated and acquiring the necessary skills they need for their future learning and school, as they make good progress towards the early learning goals. She completes comprehensive summaries of children's learning on regular basis, which she contributes to the progress check for children between the ages of two and three years when the time comes.

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who attend

Children clearly enjoy their time with the childminder and engage well with her. The breadth and depth of the educational programmes ensures children make good progress through interesting and challenging activities and experiences. They are able to explore and discover new things, as the childminder provides a wide range of interesting, stimulating and challenging experiences for them. The childminder has organised a wealth of interesting books, toys and resources, which they can easily see and help themselves to. This supports their child-led and independent learning. The childminder takes an active role in facilitating children's learning. She interacts well with them, ably promoting and extending their understanding, skills and communication. For example, during snack, she uses open questions, such as 'where is it?', and then responds to the child's gestures by using words, such as 'it's gone, all gone'. She role models how to use toys and equipment,

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who attend

providing simple instructions to encourage children to follow them. As a result, young children become increasingly confident about using gestures and then words to express themselves and to respond to her.

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who attend

The childminder is aware of children's current interests and preferences. She plans and organises activities and resources that reflect these, so that children are eager to take part and want to do well. They enjoy choosing resources and show increasing concentration when playing alone or with the childminder. She skilfully encourages a young child, who is experimenting with the idea of cause and effect, when pressing the buttons on a toy that lights up and plays music. The child responds by dancing to the rhythm of the music. The childminder confidently encourages young children's thinking and problem solving well. She uses a good selection of puzzles and games, promoting lots of practical opportunities to count and talk about shapes and colours during routines, for example, as children play with a selection of mobile phones in their role play. The childminder plans plenty of sensory experiences to stimulate babies' and toddlers' exploration and discovery. For

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who attend

instance, as they play with coloured, beaded necklaces, a young child is captivated by the texture of the beads. The childminder quietly chats to her, showing how it feels on the palms of her hand and introducing vocabulary, such as long, blue and tickly. The childminder confidently helps children to build on their skills and move on to the next stage. For instance, a young child extends her new-found skill of walking and pulls herself up to climb onto a bean bag to sit on. The childminder stays close by to assure the child and to assist her should help be needed. The childminder is particularly skilled and enthusiastic about fostering babies' and toddlers' growing communication skills, always chatting to them and carefully reinforcing their emerging vocabulary.

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who attend

Parents and carers are fully involved in and well-informed about their children's learning and development. The childminder encourages parents to tell her about their children's abilities and interests, for instance, when they first start, which helps her to settle and plan effectively for new children's needs. All parents appreciate the childminder's detailed daily feedback about their child's activities and achievements. Similar partnerships are not yet fully established with the providers of other settings where children also attend. The childminder realises that there is scope to strengthen the partnerships with other providers, in order to ensure greater consistency of children's learning and development.

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

Children are content and thrive in the warm and friendly environment in the childminder's home. They play comfortably, accessing toys safely and confidently, making choices about what they would like to do. Resources are of good quality, easily accessible and attractively displayed to encourage children's involvement. This fosters their independence skills and self-motivation. The childminder plans effectively to ensure children are happy during their time with her, and works closely with parents to make sure children's individual needs are met. The childminder is aware of each child's interests and unique characteristics. This helps children form secure emotional attachments and aids their move from their parents into the setting. The childminder knows the children well and is very aware of the signs when children are getting tired or need reassurance. She gives children time during daily care routines and meal times, and lets them move on at their own pace,

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

providing a sense of calm and making children feel special. She is very keen to reflect children's interests and suggestions in her provision, and to follow parents' wishes about their child's routines and needs. As a result, children soon develop a strong sense of belonging and parents are confident about the quality of the childminder's provision for their children's care, health and welfare.

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

The childminder ably promotes children's social and emotional well-being in preparation for their future learning, including going to nursery and school. She creates positive opportunities for children to play and socialise in mixed-age groups at her setting and also to meet other children, for instance, at other childminders' homes. As a result, they become used to learning in larger groups and in different situations. Children's behaviour is good because the childminder explains things clearly, so they know what is happening next and what is expected of them. She fosters their positive relationships, encouraging sharing and cooperation as she plays with them. She praises their efforts and achievements no matter how small, which motivates children to want to try again. The childminder is a good role model and encourages expectations of good manners, such as 'please' and 'thank you'. Through her interactions and different activities, she helps

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

children to be confident about making decisions and choices.

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

The childminder promotes children's good health well. She works closely with parents to ensure children's dietary needs are well managed. She helps parents with weaning and by encouraging children to eat a varied diet. She provides healthy and nutritious snacks which the children enjoy. As part of this, parents have suggested additions to her menu. The childminder has successfully implemented these to adapt and improve her menus, and to foster children's appreciation of different tastes and of food from around the world. She also develops children's awareness of the origin of some foods by involving them in growing and harvesting vegetables. The childminder supports children's awareness of good hygiene from an early age, for example, washing their hands before and after meals and after the using the toilet. A poster is displayed on the wall in the toilet to reinforce this, supporting them to become independent and confidently manage their self-care by

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

the time they go to school. In the outdoor environment, however, where children have access to the childminder's pet rabbits and the wildlife patch, the childminder provides a reduced level of reminders about hand washing and the procedures are not reinforced to the maximum potential to further promote good hygiene and safe practices.

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

The childminder helps children enjoy being physically active. Children have regular opportunities for outdoor activities in the childminder's resourceful and stimulating garden or at nearby amenities, such as the parks, where they can use more challenging physical play equipment. This promotes their physical skills well and also enables them to learn how to assess and manage risks independently. The childminder recognises her role to minimise the risks to children, including protecting them from harm. She carefully monitors children's health and safety through her robust risk assessments and daily checks, so they are looked after in safe, secure surroundings which are very comfortable and clean. Toys, equipment and child-height furniture are all good quality and well maintained. The childminder encourages children to play safely with toys, reminding them about sharing, taking turns and discussing the reasons for not throwing toys.

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provision

The childminder fulfils her responsibility in meeting the requirements of the Early Years Foundation Stage. She effectively implements the safeguarding and welfare requirements, and has a good understanding of how to keep children safe from harm. For example, she has effective procedures in place to follow if there are any concerns about the welfare of a child in her care. All adults living in the home have been checked to ensure that they are suitable to be in contact with children. Children are closely supervised at all times and they are always within the sight or hearing of the childminder. The childminder fully understands about meeting the adult-to-child ratios and what needs to be notified to Ofsted. She ensures the environment is safe for children by completing robust risk assessments and by minimising any identified risks with effective safety measures. The home is secure, both indoors and outdoors, to enable children to move around

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provision

The childminder has established a range of effective policies and procedures to ensure that her provision is well managed. These are shared with parents to provide them with an insight into the childminder's role and responsibilities. All other required documentation is in place and is well maintained. The childminder effectively monitors the delivery of the educational programmes within her setting and has clear procedures in place to observe, assess and monitor children's progress. This means that children's development is tracked effectively to ensure that they are making good progress. The childminder ensures her practice is fully inclusive to support the needs of the children who attend the setting. The childminder has high expectations of herself and is passionate about providing the best possible care and learning opportunities for children. The childminder has completed all mandatory training courses, such as the paediatric first-aid training and a safeguarding

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provision

training course. The childminder has made a good start to her childminding. She demonstrates real commitment to providing children and families with a high quality provision that reflects their needs. Since registration, the childminder has been very successful and effective in the way she has driven forward improvement, developed her own knowledge and good practice, and embedded increasingly robust procedures. She has confidently identified priorities for improvement in response to her own evaluations, information from courses and feedback from children and parents. She welcomes and values parents' views about their children's care, learning and development, and they work effectively together to promote children's good health, well-being and different aspects of their development. Feedback from parents' evaluation show that they and their children are very satisfied with the childminder's provision. Parents highlight that their children are very happy to be

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provision

with her and feel fully informed by the childminder about their children's care, learning and development.

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The Childcare Register

The requirements for the compulsory 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 EY475272 Local authority Warwickshire Inspection number 959423 Type of provision Childminder Registration category Childminder Age range of children 0 - 8 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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