Childminder in Telford and Wrekin

Inspection date

Previous inspection date 04/09/2014 10/10/2008

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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

 The childminder has a robust understanding of how to effectively promote children's safety and well-being. Detailed risk assessments and good practices ensure that her home is safe and secure. Her expert knowledge and understanding of safeguarding practice is underpinned with comprehensive policies and procedures. Consequently, children are effectively safeguarded.  The quality of teaching is inspirational. The childminder superbly promotes children's learning in the Early Years Foundation Stage. Children portray confidence and buoyancy as they are fully engaged in exciting activities in the childminder's vibrant and stimulating provision. As a result, children make exceptional progress in their learning and development.  Children are extremely happy and animated as they play alongside each other and the childminder. They have formed secure attachments with the childminder, which fosters their emotional well-being exceptionally well.

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This provision is outstanding

 Partnerships with parents and other professionals are significantly enhanced by the childminder as she uses her expert knowledge and experience to share information regarding children's achievements. As a result, children are supported exceptionally well in their 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 observed children as they played indoors, outside and at snack time. She engaged in the children's discussions and imaginative play.  The inspector discussed children's progress with the childminder.

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Inspection activities

 The inspector looked at a sample of children's assessment records and discussed these with the childminder.

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Inspection activities

 The inspector checked the evidence of the suitability and qualifications of the childminder, and looked at her self-evaluation form and improvement plan.

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Inspection activities

 The inspector spoke to the childminder at appropriate times and looked at, and discussed, a range of policies and procedures.  The inspector took into account parent's views from written records.

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Information about the setting

The childminder was registered in 2008 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives in a house with her husband and two children aged seven and 11 years in Priorslee, Telford. The whole of the ground floor is used for childminding. Children have access to an enclosed garden. The childminder collects children from local schools. There are currently three children on roll, all of whom are in the early years age range. Children attend for a variety of sessions. The childminder receives funding for the provision of free early education for three-year-old children. The childminding provision operates all year round from 7.45am to 5.30pm, Monday to Friday, 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:

 Enhance the already excellent practice and provision, by seeking relevant courses to strengthen this, so that children's learning and development continues to be extremely well supported.

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who attend

The quality of teaching is exceptionally high as the childminder uses her skills, and knowledge to provide children with a wealth of activities and experiences. She is extremely confident and self-assured about how to promote children's learning in all areas of the Early Years Foundation Stage. Children's communication and language development is constantly supported as the childminder values children's conversations, and responds appropriately according to their stage and age of development. For example, as children look for mini beasts in the garden, the childminder encourages them to think about what they might eat and waits for children to make suggestions. This leads into a detailed conversation about how living things exist, and both the children and the childminder are engaged and interested in this. She supports their play and exploration by providing magnifying glasses so that they can use new equipment and explore using different

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who attend

techniques. Younger children enjoy singing favourite action songs with the childminder. She encourages them to choose the next song and waits for them to inform her of their choice. The childminder communicates very well with the children as she makes good eye contact and talks to children at their level. She constantly supports their early language development by kneeling down and interacting with children. As a result, the childminder effectively promotes the good characteristics of effective learning with children. Children make excellent progress in the prime areas of learning and this enables them to become independent in developing their self-care skills. For example, they learn how to undress independently for physical exercise sessions and to be confident to communicate their individual needs to others. This means that they are exceptionally well prepared for their next stage of learning as they acquire the necessary skills and attitudes required for their

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who attend

The childminder provides children with a superb balance of child-initiated and adult-led activities. She makes good use of local amenities to provide children with further experiences and learning opportunities. For example, children visit local museums and learn about different ways of life and communities. The childminder organises visits from community services, such as the police, to help children learn about keeping safe and to learn about their roles in the community. The childminder has high aspirations for children in her care and clearly enjoys being instrumental in helping children achieve and make excellent progress in their learning and development. She has developed meticulous methods of observing children's development and records these in their individual folders. Assessments are completed each term and provide a precise and accurate description of children's progress to date. The childminder constantly identifies children's next steps in

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who attend

their learning and ensures these are met through extremely well-planned activities and experiences. Consequently, children make rapid progress in their development and are exceeding learning expectations towards the early learning goals.

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who attend

The childminder has developed highly successful strategies to enable her to engage with parents in order to support their children's learning and development. She obtains a wealth of information from parents about children's interests, and preferences and uses these to plan activities that children will enjoy. The childminder maintains highly comprehensive records for all children and regularly shares these with parents. For example, she completes an 'early years passport' for all children with detailed information about their progress in the Early Years Foundation Stage. She uses her expert knowledge to complete the progress check for children aged between two and three years. This is completed in a timely manner to enable early intervention to be provided for children who may need additional support. Parents are given a copy of this and their views are noted about their children's identified next steps in learning. This means that children are very

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who attend

well supported by the childminder so that they make exceptional progress in all areas of learning.

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

Children are extremely happy and self-assured to be in the childminder's home. They are confident to engage visitors in their play and become animated during various activities. Children benefit from really close interactions with the childminder and receive regular cuddles and affectionate praise. This promotes children's emotional well-being exceptionally well. The childminder works closely with parents to find out children's individual likes and preferences and plans activities to help them settle and feel at home in her care. Parents comment that, 'children have never settled in somewhere so well'. Comments written on thank-you cards and in children's files clearly demonstrate how happy parents are with the care provided. Parents notice how the childminder, 'loves her job and really cares for the children in her care'. The well-established key-person system allows children to settle easily and nurtures secure relationships through a mutual respect

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

and care for each other. Children are emotionally very well prepared for their next stage of learning as the childminder has established close links with local pre-schools. She visits these with the children and is invited to attend special days out with them. This means that children become familiar with future carers and the physical environment.

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

The indoor and outside environment is vibrant and superbly resourced. The childminder has a dedicated playroom that she uses to provide children with excellent activities. Indoor resources are well maintained, clearly labelled with pictures and labels and easily accessible to children. Children are able to independently select resources and activities of their own choice and become engrossed in these. The outdoor area is very well organised and has 'parking bays' for children's cars, and a wonderful 'mud cafe' that has real kitchen utensils for children to explore and play with. Children have regular access to the outside area. The childminder ensures that outdoor clothing and footwear are close by so children can independently dress themselves with appropriate clothing. Children enjoy being outside and play well together, share toys and are exceptionally kind and considerate towards each other. The childminder promotes their good behaviour by displaying posters

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

about being kind to each other and gently reminds children to share toys. Consequently, they are well behaved, play well together and are considerate of others needs.

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

Children learn about being healthy and adopting excellent hygiene practices. The childminder encourages them to independently wash their own hands, and displays small posters near the washroom to demonstrate how to do this. The children have made these posters and reflect on their learning as they wash their hands. They understand why it is important to have clean hands before eating and after toileting. Children's personal hygiene is promoted extremely well by the childminder, as she ensures that each child has their own individual flannel that is clearly labelled. The childminder provides children with nutritious, healthy snacks and encourages children to manage their own safety, as they chop up bananas with small utensils.

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provision

Leadership and management are superbly promoted by the childminder. She has an excellent knowledge and understanding of the safeguarding, and welfare requirements of the Early Years Foundation Stage. Children's safety is of the utmost priority. The childminder completes detailed risk assessments, and daily visual checks to ensure that any potential risk are minimised. She obtains the identification of all visitors to her home and records this information so that she has an accurate record of all visitors. She is aware of the action to take if an allegation is made against herself or a member of her family and prevents the inappropriate use of mobile phones and cameras. The childminder is aware of how to identify and protect children from abuse and is confident of the procedures to follow if she has a concern about the welfare of a child in her care. Consequently, procedures and practices are in place to effectively safeguard and keep children safe.

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provision

The childminder has successfully addressed the previous recommendation from her last inspection. She now completes very comprehensive risk assessments for her home and all outings to ensure children's safety is fully promoted. The childminder has excellent systems in place to ensure that she is constantly evaluating and monitoring her practice and provision. Her detailed self-evaluation form clearly identifies areas of her personal development that could be improved, to raise the quality of the already excellent teaching methods. For example, she has undertaken training in forest schools and attends regular sessions with the children, so they can explore and play in a different outdoor environment. She intends to seek further training in forest schools and to extend her child care qualifications to the next level. This shows she has a very good attitude to continuing with her professional studies and improving her practice. As a result, the quality of

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provision

teaching is consistently excellent and provides children with a wealth of experiences to facilitate their continued development.

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provision

Partnerships with parents are exceptionally strong. The childminder shares a wealth of information with them so they are able to support their children's learning in unison with her. Parents are kept well informed of their children's progress as the childminder sends home children's learning journey records each week. This allows a constant two-way flow of communication between the childminder and parents. This encourages parents to share family photographs and special occasions with the childminder so that she is kept well informed of changes in the children's family life. The childminder is part of a local childminding network and personally mentors two other childminders to improve the quality of their provisions. She understands the importance of working with other settings and professionals to fully support children in their learning and development. As a result, children make exceptional progress and are extremely well prepared for the next steps in

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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 EY369335 Local authority Telford & Wrekin Inspection number 857941 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 3

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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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