Craven Annabel Joy

Inspection date

Previous inspection date 26/08/2014 10/03/2009

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early years provision

This inspection: 2 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 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 The childminder promotes the safety of children in her care very well. Her home is very secure and restricts the unauthorised access of visitors. She has undertaken extensive risk assessments to promote children's safety both in her home and during outings. As a result, the safeguarding of children is given high priority.  The indoor and outdoor resources are well maintained and offer children a sufficient level of challenge and interest that is appropriate to their age and stage of development.  Children are extremely content and happy to be in the childminder's home. They explore their surroundings independently and are confident to speak with visitors and involve them in their play. They benefit from close interactions with the childminder and her co-childminder, which promotes their emotional well-being very well.  The childminder has established successful ways to observe and assess children's

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This provision is good

development and identify their next steps in learning. She completes the progress check for children between the ages of two and three years in a timely manner and shares this information with parents and other professionals. Consequently, parents are kept well informed of their children's progress.

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It is not yet outstanding because

 The childminder does not always exploit opportunities during child-initiated play, to further extend children's already good mathematical learning and development.

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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 spoke to the childminder about her practice at appropriate times during the inspection.

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Inspection activities

 The inspector had a tour of the childminder's home, including the kitchen, garden and play areas.

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Inspection activities

 The inspector discussed children's learning and progress with the childminder and examined children's records and assessment files.

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Inspection activities

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

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Inspection activities

 The inspector examined a range of policies and procedures, including safeguarding information, accident and medication records.  The inspector observed the childminder caring for and playing with the children.

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Information about the setting

The childminder was registered in 1991 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two sons aged 15 and 18 years, in Oswestry, Shropshire. Her husband is registered as a co-childminder. The whole of the ground floor is used for childminding. Children have access to an enclosed garden. The family has a pet dog and several chickens. There are currently four children on roll; all of whom are in the early years age range. Children attend for a variety of sessions. The childminding provision operates all year round, from 7am to 7pm, except for bank holidays and family holidays. The childminder 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:

 provide further opportunities to develop children's early mathematical development, for example, during child-initiated play and daily routines, so children begin to use number names and number language spontaneously.

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who attend

The childminder has a good knowledge and understanding of the learning requirements in the Early Years Foundation Stage. She uses this to provide children with a broad range of activities to cover the seven areas of learning. The childminder promotes the good characteristics of effective learning as she encourages children to independently find out how things work. For example, children make dens out of fabric and household items and ask for the blinds to be drawn so they can pretend it is night time. The childminder supplies children with torches so they can imagine what it is like to find their way in the dark. Children examine the torches and find out what buttons need to be pressed so they can alternate the light from flashing to constant. The childminder facilitates children's learning by turning fairy lights on so children can see different shapes and patterns. Children chat happily with the childminder and her co-childminder and benefit from close

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who attend

interactions and play opportunities. For example, they play with a magnetic fishing game and each take turns pulling out sea creatures. Children's communication and language is supported well as the childminder talks about different creatures and provokes opinions and responses from the children as they tell the childminder they 'cannot eat octopus and need to put them back in the sea'. Children respond well to following instructions as they search for different coloured fish and receive praise from the childminder as they find the correct ones. However, the childminder does not exploit opportunities for children to count out the number of fish collected or to estimate how many they have. This does not fully promote children's mathematical development during child-initiated play. As a result, children make good rather than outstanding progress in their learning and development.

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who attend

Parent partnerships are well promoted. Parents receive a regular newsletter that includes details of special days or activities that are planned. The childminder is aware of the importance of celebrating a wide range of religious festivals, such as Chinese New Year, Eid and Easter. Parents are issued with a welcome pack upon entry, which provides a wealth of information regarding the seven areas of learning in the Early Years Foundation Stage, daily routines, house rules and includes a parent questionnaire. The childminder ensures that she gathers as much information about children's likes and dislikes so that she can plan interesting activities that will engage children. This means that parents are kept well informed of how the childminder supports their children in working towards the various early learning goals.

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who attend

The childminder compiles individual files for children and includes a wide range of digital photographs that are annotated and linked to the seven different areas of learning. She uses her knowledge of the learning requirements of the Early Years Foundation Stage, to observe and assess children and monitor their progress. Children's next steps in learning are clearly identified and targeted through purposeful planned activities that are displayed on weekly planning. The childminder understands her responsibility to complete the progress check for children aged between two and three years. She ensures this is shared with parents and other professionals, such as health visitors. Children are developing skills and attitudes to help prepare them for their future learning. For example, they learn about daily routines, follow house rules and are becoming increasingly independent in managing their self-care skills. Consequently, the childminder supports children very well so that

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who attend

they make good progress in their learning and development.

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

The childminder works closely with her co-childminder to ensure that there is an effective key-person system in operation. Together, they both provide children with close interactions that foster children's emotional well-being. The childminder obtains detailed information from parents about children's individual preferences and uses this to help settle children into her provision. Parents provide feedback to the childminder about how pleased they are with the care she provides and how her provision is 'lovely and inviting home to care for children'. Children are content and relaxed in the childminder's home. They explore their surroundings with ease and develop their independence in a variety of ways. For example, they attend to their personal hygiene, toileting and choose toys to engage with. The childminder begins to prepare children for their next stage in learning as she talks to the children about moving up to school and uses books to illustrate this. She

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

accompanies parents as they take their children along to local schools for a 'taster day'. As a result, children's confidence and self-esteem is promoted well and children appear calm and secure.

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

The childminder's home is welcoming and provides children with a well-resourced environment both indoors and outside. Children learn about how to care for living things as they interact with chickens in the garden and help feed them. They grow tomatoes and runner beans in the garden and harvest these for their meals. The childminder discusses healthy choices with the children as they consume grapes, bananas and breadsticks at snack time. Snack time is a very sociable occasion which allows the children to talk about family events and planned holidays. The childminder promotes positive attitudes and behaviour as she reminds children to use their manners at the table. She manages children's behaviour well as she talks to them about being aware of how their actions could hurt others as they play at being pirates. Children listen and respond well and as a result, are courteous and well behaved. The childminder takes children out on regular trips

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

to the local shops and amenities. She uses safety jackets to develop children's understanding of how to keep themselves safe when crossing roads and talks to them about listening out for the noise of traffic. As a result, children are learning to assess risk and manage their own safety.

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

Children benefit from daily physical exercise. The childminder has installed an outdoor play area that allows children to enjoy a wide range of activities in an undercover area, such as basket ball, parachute play and movement to music. This means children are beginning to understand about how exercise affects their bodies and how this benefits them. Children are encouraged to adopt good hygiene practices, such as independently washing their hands prior to eating and after toileting. The childminder reinforces this as she explains why it is important for the children to wash their hands so that they are clean and free from germs. Consequently, children's health and well-being is promoted well.

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provision

Leadership and management are good. The childminder is aware of her responsibilities in keeping up to date with changes in the Early Years Foundation Stage and has studied the new requirements to ensure she addresses any areas of concern. She has current public liability insurance and a current first-aid certificate. Visitor identification is obtained so that the childminder is aware of who is entering her home. She conducts risk assessments for all areas of her provision and for planned outings and carries out daily visual checks. Detailed policies underpin her good practice and focus sharply on ensuring that children are effectively safeguarded. For example, all members of the household have undertaken suitability checks and she is aware of the action to take if an allegation was made against her or her family. Consequently, children's safety and welfare is promoted well.

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provision

The childminder is qualified and has a good understanding of the need to keep herself and her co-childminder up to date with current changes to teaching practices. For example, she has attended specialised training on how to promote children's communication and language development. She uses this knowledge to provide children with suitable learning opportunities, such as building dens and changing the indoor environment regularly. Consequently, the quality of teaching is good and supports children in their learning and development. The childminder works closely with her co-childminder and regularly evaluates their practice together as they discuss children's engagement and involvement. She is keen to make changes to her provision to improve the learning opportunities for children. For example, she has removed the carpet from her large hallway and replaced it with wooden flooring so that children can engage in more tactile experiences, such as

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provision

water play. This has increased the opportunities for children to engage with different media and materials and has proved very successful.

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provision

All previous recommendations have been addressed and the childminder now successfully engages with and involves other providers in sharing information about children to provide continuity in their learning and development. For example, she has introduced 'home link' books that are regularly shared with parents and other providers and she encourages the sharing of children's learning journey records. This means that children receive continuity of care from all carers and are well supported in their future learning as they move on to school. The childminder has good relationships with parents and seeks their views through parent questionnaires and verbal feedback. Links with local schools are established and used to complement children's learning. The childminder is aware of how to access the support of other professionals if this is needed, to provide further support for children.

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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 510178 Local authority Shropshire Inspection number 869404 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 4

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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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