Childminder in Worcestershire

Inspection date

Previous inspection date 21/08/2014 Not Applicable

p.1

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

p.1

This provision is good

 The childminder is highly qualified and committed to seeking further training to continually improve her knowledge and skills. Therefore, children benefit from good- quality teaching and well-planned educational programmes that ensure they make good progress.  Children are safeguarded because the childminder understands and follows the correct procedures. She knows how to report any child protection concerns and implements effective risk assessments to keep children safe.  The childminder develops positive relationships with parents and keeps them involved in their children's learning. As a result, they successfully work together to build on children's learning and development in the setting and at home.  Children are happy and relaxed. The childminder is friendly and reassuring, readily responding to each child's differing interests and characteristics, which she knows well. Children feel confident about seeking her help and really appreciate her involvement in

p.1

It is not yet outstanding because

 Opportunities are sometimes missed to build on and enhance babies' climbing and balancing skills because physical play activities sometimes lack challenge.

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

 The inspector observed indoor activities.  The inspector held discussions with the childminder.  The inspector completed a joint observation with the childminder.  The inspector checked evidence of the childminder and her partner's suitability.

p.2

Inspection activities

 The inspector looked at and discussed with the childminder a range of policies, procedures and records, including the childminder's self-evaluation form.

p.2

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 partner and son aged three years in a house in Rednal, Birmingham. The whole of the property and the rear garden are used for childminding purposes. The childminder has two cats and some fish as pets. The childminder has a relevant degree level qualification. She attends a childminder group, the local toddler groups and children's centre. The childminder visits the local library, shops, parks and a country park on a regular basis. She transports children to and from the local schools and pre-schools. There are seven children on roll, three of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round, from 7am to 7pm, Monday to Friday, except for family holidays.

p.3

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

 promote further babies' skills in movement, for example, by providing them with more challenging opportunities to practise and build their coordination and control in climbing and balancing.

p.3

who attend

The quality of the childminder's teaching is good. She effectively supports children, so they make good progress across all areas of learning. Children are keen to join in as the childminder organises a well-balanced mix of enjoyable child-initiated and adult-led activities, and she consistently follows up their current interests. For example, children are introduced to sensory experiences, using a tray of edible and highly perfumed resources mixed in with vehicles and farm animals. As a result, they are highly interested and enjoy exploring the different textures. The childminder skilfully guides the activity, using the opportunity to model words and phrases to support the children's early communication. When children initiate role-play activities, such as playing with the toy kitchen, the childminder encourages them to talk about different types of food and to take turns with her, developing their confidence and skills. Children enjoy a varied educational programme

p.3

who attend

with well thought out activities to promote all aspects of their development. The childminder encourages babies to be active and they have space to move around freely. They are confident to pull themselves up to standing and are keen to climb and balance more independently. However, the childminder does not always make the most of these opportunities to build on their skills; for example, offering babies a greater variety of experiences in climbing and balancing. On the whole, children's learning and development are promoted well. The childminder has an in-depth knowledge of how children learn and develop, and she makes good use of her regular observations and assessments to inform her planning. This includes gathering information for the progress check she completes for children between the ages of two and three years. The childminder provides a good range of learning experiences for children, which promote their good progress across all areas of learning. As a result,

p.3

who attend

children readily acquire the skills, attitudes and dispositions they need to be ready for school as they gain confidence and independence. She accurately identifies next steps for each child and frequently shares this information with parents. The childminder also welcomes and follows up their ideas for their children's future learning. As a result, there is good support between the setting and home to build on children's learning and development.

p.4

who attend

Support for children with special educational needs and/or disabilities is good. The childminder's sound knowledge, combined with her accurate observations and assessments, mean she promptly identifies any areas of delay. She is confident about working with external agencies in order to obtain effective, well-targeted support for children. As a result, she ensures children with identified needs are making good progress in relation to where they started.

p.4

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

Children and their families form positive relationships with the childminder as she is friendly and approachable. Children seek her comfort and use her as a familiar base from which to guide their exploration and play. As a result, children are happy and relaxed. Parents' written comments confirm that that they feel the childminder provides a safe and happy environment for their children. The childminder fully understands the importance of children and parents feeling safe and secure within the setting. She effectively promotes children's emotional well-being, and reassures parents and carers, because she adapts her settling-in arrangements to cater for all their needs.

p.4

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

Children are fully supported to independently follow good hygiene routines from an early age. They routinely wash their hands after nappy changing and before eating. Children's intimate care needs are sensitively managed. They are kept clean and dry, and the childminder actively encourages them to manage their own self-care. A wide variety of diverse food choices are offered to children during meal times. The childminder talks to them about the benefits of eating well and encourages them to make their own healthy choices. Therefore, children's understanding of keeping themselves healthy is effectively promoted. There are clear procedures in place, which are discussed with parents, to meet children's medical and dietary requirements. These are robustly followed to ensure children's good health and well-being at all times. Children are frequently reminded about safety, in the home and when out and about on walks. The childminder successfully

p.4

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

supports children in learning about managing risks. For example, she involves them in talking about potential hazards before they use larger play equipment at the local park and when they take part in cooking activities.

p.4

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

The environment is stimulating and welcoming with a dedicated playroom for the children to use. The childminder displays relevant information for parents and vast amounts of children's artwork and drawings. Consequently, children are forming a sense of belonging. Resources are well suited to the ages of the children and are carefully matched to their needs. They are well placed for children to be able to choose what they want to play with and access them independently. Consequently, children's learning is actively promoted and their self-motivation thoroughly encouraged. Children's behaviour is consistently well managed. They feel valued because the childminder consistently reinforces and praises their efforts and achievements. She effectively supports them in relating well with each other, for instance sharing and playing cooperatively. The childminder also takes children to various local activities, so they mix and learn with other children in different

p.4

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

surroundings. As a result, the childminder ensures children are socially and emotionally well prepared for the move into other settings and schools.

p.5

provision

The childminder fully understands her role in meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. Arrangements for safeguarding children are well thought out. The childminder keeps up to date with safeguarding training and knows how to protect children from harm. She has clear safeguarding procedures and knows the action to take if she has concerns about a child's welfare or if an allegation is made against her. Risk assessments are consistently implemented and reviewed regularly and, therefore, children are cared for in a safe environment. The childminder's record keeping is thorough and well organised. She has all required information and, subsequently, promotes children's health and safety well.

p.5

provision

The childminder's self-evaluation procedures are strong. She includes the opinions of children and parents by, for example, sending out surveys to parents on a six-monthly basis. She also uses daily communication sheets to exchange information with them about their children's achievements and to share ideas for activities. The childminder's priorities for improvement include adding to her already good range of toys and resources, to enable her to further enhance children's learning, for instance, about the wider world. The childminder effectively monitors her educational programmes. She ensures all children are making progress by recording her observations and assessments on to a developmental summary sheet. This enables her to see how well they are progressing and to promptly identify any areas where there might be delay. The childminder is keen to strengthen these monitoring procedures and carries out self-directed research into different ways of

p.5

provision

tracking children's overall development. The childminder, therefore, demonstrates a commitment to improving the quality of her teaching and to enhancing children's effective learning. She also keeps up to date by completing regular training, such as food hygiene and safeguarding to further support children's well-being.

p.5

provision

Partnerships with parents are positive and definitely contribute to children's good progress. Feedback from parents is positive as they comment that they feel their children enjoy attending the setting. Partnerships with other professionals, such as speech and language therapists, staff at the local children's centre, other local childminders, local nurseries and schools fully promote children's continuity of learning. This ensures that they have access to all the relevant help and support services they need to make good progress. In addition, the childminder's links with schools and other providers mean she is well prepared for helping children to make smooth transitions when they are move on to full-time education or another setting.

p.5

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

p.6

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

p.7

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.

p.7

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.

p.8

Setting details

Unique reference number EY471062 Local authority Birmingham Inspection number 957330 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 7

p.8

Name of provider

Date of previous inspection not applicable

p.8

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.

p.8

Type of provision

For the purposes of this inspection the following definitions apply:

p.8

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.

p.8

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.

p.8

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.

p.9

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,

p.9

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’.

p.10

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.10