Gough Helen

Inspection date

Previous inspection date 19/08/2014 10/02/2009

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early years provision

This inspection: 1 Previous inspection: 2 How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 1 The effectiveness of the leadership and management of the early years provision 1

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This provision is outstanding

 Children develop close relationships and thoroughly enjoy coming to this welcoming, friendly and stimulating home. The childminder plans exciting, structured activities, which are well focused on children's individual interests, and match their learning and emotional needs.  Partnerships with parents are highly effective and significantly contribute to children's well-being at the setting to ensure that children's continuity of learning is successful.  Children's safety is promoted as the childminder understands the importance of risk assessing and she has a secure understanding of her role and responsibility in safeguarding children. Consequently, the safeguarding and welfare requirements are extremely well met.  The childminder has highly effective systems to monitor and evaluate the educational programmes and all aspects of children's welfare to enable her to constantly evaluate her practice. As a result, outcomes for children are exceptionally positive.

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This provision is outstanding

 There is scope to further extend opportunities for parents to contribute and add comments to their children's assessment records.

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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 activities within the childminder's home and outdoor spaces.

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Inspection activities

 The inspector spoke with the childminder and children at appropriate times throughout the inspection.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of the childminder and other family members and the childminder's self-evaluation and improvement plan.

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Inspection activities

 The inspector looked at documentation including children's records, learning and development information and a selection of policies and procedures.

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Inspection activities

 The inspector took into account the views of parents and children from written and pictorial questionnaires sent out by the childminder.

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Information about the setting

The childminder was registered in 1991 on the Early Years Register, and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and adult daughter in a house in Kidderminster. The home is close to local schools, pre-schools, shops and parks. The whole of the ground floor, first floor bathroom and small bedroom is used for childminding. There is an enclosed garden available for outside play. The family has a pet dog. There are currently six children on roll in the early years age range, all of whom attend part time. The childminder also offers care to older children and is able to take and collect children from local schools and pre-schools. She operates from 7am to 6pm Monday to Friday, all year round, except for bank holiday's and family holidays.

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

 develop the opportunities further to engage parents in the home learning of their children by providing opportunities for them to contribute to their children's assessment records.

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who attend

Children make outstanding progress and thrive. They thoroughly enjoy their time in this inspirational environment, where they receive exceptional support from the childminder. Each child's uniqueness is acknowledged as the childminder works very closely with parents from the onset to ensure that children's specific needs are met and they are all included. Children are very settled and content in the childminder's exceptional, child- orientated environment as they share warm and friendly relationships with her. She has an excellent understanding of how children learn and the support they need to enable them to do so. She has detailed knowledge of each of the children in her care. The childminder is very enthusiastic with the children, and interacts extremely well with them, as she joins in their play. She skilfully introduces new words to children's vocabulary and repeats these to aid children's language development. For example, when younger children say 'oghurt',

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who attend

the childminder says, 'would you like some yoghurt'.

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who attend

Children are highly motivated, secure and enthusiastic, which enables them to make rapid progress in their learning and development. The childminder has very effective systems in place to enable her to monitor all areas of learning. With continuous observations the childminder makes numerous snapshot notes on what the children have done each day in their learning journals to show the range of activities and experiences children have. This enables her to provide activities that consolidate and progress their skills through any interests they have. Children are very motivated to learn in this child-orientated environment. The childminder displays an excellent knowledge and implementation of the learning and development requirements and a clear understanding of how children learn through play. She creates an exciting, stimulating environment, with some quality resources that supports children's rapid progress towards the early learning goals. Children

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who attend

are busy and involved in the exciting atmosphere. They show high levels of confidence and independence as they choose from a wide variety of interesting activities and resources. Children display high levels of concentration and interest as they select favourite toys and solve problems, such as role play with a crane and small world vehicles. The childminder extends the activity by introducing bricks of different shapes and children solve problems as they explore which size of object the crane can pick up. The childminder introduces counting and number recognition when a child recognises the numbers on a ruler.

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who attend

Children choose their own materials and tools to use from the easily accessible selection. For example, children enthusiastically delve into the storage boxes and drawers, selecting their chosen colouring pens and collage materials as they design figures for their theme on, people who help us. The childminder is highly enthusiastic and supportive of young children's efforts saying, 'well done, lovely designs'. This boosts the children's self-esteem and confidence. The childminder encourages older children to explore their emotions and feelings in a positive way, as they use emotion cards. Children see an excellent range of print in their indoor environment, because the childminder uses visual signs and labels in pictures and words all around, on storage units and displays. Children's skills and understanding are refined in readiness for school. For example, she ensures that children regularly participate in activities that will help them achieve the skills they need to move

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who attend

on to their next stage in their learning; these include learning phonics, pencil control and emerging writing. The childminder sings rhymes and songs with the children and introduces props to bring the songs to life. She enhances their learning further as she plans activities related to the book, and children are inspired to create colourful pictures of a popular story about an elephant. This is further enhanced as children use a range of junk materials to create a model of the elephant.

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who attend

The childminder is highly effective at observing and assessing children's rapid progress on a regular basis. She makes excellent use of guidance documents to track children's progress, to ensure they make excellent progress in all areas of learning. These formal assessments are carried out for all children, in addition to the progress check for children aged between two and three years, which are all shared with parents regularly. The very detailed monitoring of children's progress makes sure that they receive targeted support and appropriate intervention to rapidly close any gaps in their learning, including those who speak English as an additional language. Parents are fully involved in sharing information when children first start, such as words in children's home language. The childminder researched Polish words that she has also learnt to support children. She ensures information is regularly shared with parents about what the children have been

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who attend

doing. Parents are fully included in making plans for children's next steps in their learning because the planning is displayed and included in the newsletters they receive. However, the childminder does not to encourage parents to fully contribute to their children's assessment records, through sharing their own observations from home. This means that tracking children's progress is mostly based on what they achieve in the childminding setting. Children enjoy physical activities as they develop their large muscle control and coordination as they climb, slide, run and balance. They enjoy digging in the sand and planting herbs for the sensory garden and bulbs in the flower garden as they learn about the natural world. There are excellent opportunities for children to choose resources for the indoor and the outdoor area. In addition, they regularly go to the park and play area. This results in children consistently demonstrating the characteristics of very effective

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

The childminder has very effective procedures to ensure that children are well-prepared for the next steps in their learning. Prior to starting with her, parents and children visit her, in order to share information and to begin to build positive relationships with the childminder and her family. The childminder praises children for their efforts to promote their self-esteem and children make rapid progress in their personal, social and emotional development. Children are very happy, settle well and feel secure because of the well- established routines in place. Children have a very good sense of belonging, as they are included as part of the family, forming close relationships with the childminder, her husband and their grandson. Children are very well supported and make rapid progress in preparation for the next level in their lives as they regularly meet with other childminder's. Children display excellent behaviour and good attitudes to learning because of the strong

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

bond and attachment they have with the childminder. Children are encouraged to share and to take turns and to use their manners as they play. The childminder takes younger children with her on the school pick-ups so they become familiar with the school that most of them move on to. She has very close links with the local schools and children often attend school events, which helps them to develop a further sense of security in that environment. This enables children to have the knowledge and understanding to support their feelings of security as if prepares them well emotionally for their move on to their new settings.

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

Children's safety is paramount and comprehensive risk assessments identify potential risks in the home and garden and when out, enabling the childminder to learn how to take effective steps to minimise them. Robust routines within the home for testing smoke alarms and practising the emergency evacuation procedure are treated as highly important. As a result, children understand the importance of keeping themselves safe. The childminder works closely with parents, regarding children's care issues, such as toilet training and sleeping arrangements, to ensure consistency of care for the children. The childminder gathers detailed information regarding children's care needs and routines, and as a result, children settle well. Children benefit from a nutritious diet because the childminder operates a healthy eating policy and works closely with parents to ensure they supply their children with healthy meals and snacks. The childminder ensures children

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

have regular access to drinks. She prepares the drinks tray before the children arrive each morning and ensures they are able to access these throughout the day. Furthermore, children benefit from learning about healthy eating, because they regularly engage in cooking activities, as they make, for example, fruit pizza and fruit salads. For Eid, the children enjoy baking a date and sultana bread following Ramadan and eating an extensive range of cultural foods as they take part in a range of themed activities. For example, making football cakes and papier-mache figures for the world cup. The childminder supports children to thoroughly wash their hands, throughout the day, and they have a very good understanding of why this is important. Children thrive in the outdoor environment with good use of the garden all year round and they regularly go for walks in the community and local parks. These experiences help children learn the

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

importance of adopting a healthy lifestyle and, as they grow, how to do this independently for themselves and make healthy choices.

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provision

The childminder has a very good understanding of how to safeguard children. As a result, she has updated her policies and procedures to ensure these are detailed and clear. The childminder is confident to speak to parents regarding their children's welfare. The childminder knows what to do if she is concerned about a child in her care. As a result, the children are well protected. Thorough risk assessments and daily checklists ensure effective monitoring of the environment. The safety of children is paramount and the childminder is proactive in ensuring children can play in a safe, stimulating and interesting environment that encourages their natural curiosity to learn. The childminder's home is set up so that children are able to play independently while remaining safe. Everything children come into contact with is risk assessed regularly and action is taken when potential risks are identified. The childminder is proactive in her approach to enhancing

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provision

the children's knowledge and skills around safety, through topics around the roles of people who help us. All documentation to meet the welfare requirements of the Early Years Foundation Stage is accurately maintained to meet children's needs. The childminder has additional record keeping, so that she gathers detailed information from parents at the start, regarding their children's routines to enable her to provide consistency of care. All adults have Disclosure and Barring Service clearance checks to help check that they are suitable to look after, and be in contact with, children.

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provision

The childminder demonstrates an excellent understanding of the learning and development requirements. Through her observations and reviews of each child's progress, it is clear that she is successful in planning appropriate activities that offer excellent, age-appropriate challenges for each child in her care. The childminder regularly evaluates her own practice to ensure it is of high quality at all times. She gains feedback from parents and seeks the views of the children from smiling and sad face pictures on questionnaires. This enables her to identify her strengths and weaknesses and enables parents and children to help influence the improvements she makes. Parents report that the childminder is 'friendly, her home is clean and children have lots of activities and are very happy with everything. Another parents said, 'the childminder is very flexible and supportive, my child frequently asks to go and play at the childminder's even if she is not

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provision

due to go'. The childminder reflects on all areas of her practice to implement positive changes that improve outcomes for children. Since the last inspection, she has successfully met the two recommendations that were raised. She has made her policies and procedures more available to parents and has continued to develop her systems of observation and assessment to keep parents consistently informed about their child's progress. Her action plan is regularly reviewed as she plans to continually develop her provision. Some of the areas for development she has highlighted include weekly cooking activities and introducing a home bear with diary for children to take home to further support home learning.

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provision

Strong partnerships ensure that accurate information about the individual children, including transition reports is shared with the schools and local nursery. This enables all parties to successfully support all children to achieve. Close monitoring of children's progress helps the childminder to successfully identify any gaps or delays in children's learning. This enables her to adapt activities and plan according to individual need, for example using visual aids to support younger children's communication. She is aware that the need may arise for her to work in partnership with specialised professionals to support children with special educational needs. The childminder develops excellent partnerships with parents from the onset. This supports a smooth transition from home to the childminder's care and minimises disruption to the children. The parents continually receive exceptionally detailed information about their child's progress. The childminder

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provision

displays information for parents about her planning, activities and regular newsletters. This ensures they are fully aware about all events and activities in the setting. In addition, the childminder regularly shares photographs with parents on her new social network site. Children take home a wide range of resources to use at home, such as books and activities to learn shapes and colours. As a result, the childminder has highly effective working arrangements with parents.

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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 204752 Local authority Worcestershire Inspection number 871088 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 6

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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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