Childminder in Coventry

Inspection date

Previous inspection date 08/09/2014 28/04/2009

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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

 Children make good progress in their learning and development, due to the childminder's sound knowledge of their individual needs and interests. She uses this to provide interesting activities and outings, which develop children's skills and knowledge.  Children are valued and respected as unique individuals. They feel safe and secure while in the childminder's care and confidently seek additional support, comfort and reassurance if required.  Children are protected well. The childminder has a secure understanding of her role and responsibility to safeguard children. She implements effective practices to minimise hazards to children.  Children form secure emotional attachments with the childminder and show high levels of confidence and independence.  The childminder works well with parents to help children settle into her care and she provides them with regular information about their children's current achievements.

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It is not yet outstanding because

 The childminder does not consistently maximise opportunities to successfully involve all parents in their child's progress records to strengthen continuity of support for children's learning.

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Information about this inspection

Inspections of registered early years provision are:  scheduled at least once in every inspection cycle – the current cycle ends on 31 July

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage or where assessment of the provision identifies a need for early inspection  prioritised where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  scheduled at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the 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 taking place in the lounge and garden.

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Inspection activities

 The inspector spoke with the childminder and children present at appropriate times during the inspection.  The inspector viewed the areas of the premises and garden used for childminding.

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Inspection activities

 The inspector took account of the views of parents from written feedback provided by the childminder.

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Inspection activities

 The inspector looked at children's observation and assessment records and registration forms.

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Inspection activities

 The inspector checked evidence of suitability of all members of the household, the childminder's qualifications and her self-evaluation.

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Information about the setting

The childminder was registered in 1993 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives in Coventry with her husband and her foster child aged 14 years. The whole of the ground floor, first floor and three bedrooms on the first floor are used for childminding and overnight care. The childminder attends several toddler groups and visits the park on a regular basis. There are currently six children on roll, two of whom are in the early years age group and attend for a variety of sessions. The childminder operates all year round from 7am until 6pm, Monday to Friday, except for bank holidays and family holidays. The childminder is a member of the Professional Association for Childcare and Early Years and holds an early years qualification at level 3.

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

 maximise opportunities to gain parents' views and strengthen their contribution to their child's progress check between the age of two and three years.

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who attend

The childminder demonstrates a good knowledge and understanding of how children learn and develop. Her effective teaching practice ensures they make good progress across the seven areas of learning, helping to prepare them for nursery or school. Concise information is gained from parents during their initial visits giving the childminder a complete understanding of children's needs, preferences and interests. The childminder then monitors children's development using the information to effectively support their learning through observations, assessments and planning of activities. Children enjoy a wide variety of age-appropriate, exciting play experiences and opportunities that challenge, interest and motivate them to learn. Children's next steps in learning are clearly identified and activities take account of future learning needs. Photographs reflect children enjoying activities provided and are displayed so that children can share their experiences

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who attend

with their families and recall past events. Parents are encouraged to share their child's interests and learning at home. The childminder's home inspires children to learn. Wealth of resources are stored at low level, therefore, encouraging children to initiate their own play and continually develop their independence.

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who attend

Children's understanding of diversity and the wider world is enhanced through a wide variety of resources. For example, they access a wide selection of small world figures, role play, dressing up and books that reflect positive images of race, gender and disability. Children learn about and celebrate different cultural events that take place throughout the year. Parents are actively involved in sharing information about the jobs they do which broaden children's understanding of their community. For example, children learn about people who help us as one parent attends her home in his police car which children are able to sit in. The childminder answers children's questions appropriately which broadens their understanding of a wide range of topics and encourages their own communication skills.

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who attend

Children of all ages extend their understanding of mathematical concepts through cooking activities where they weigh and measure ingredients using weighing scales. This is further enhanced as they then count the members of their family in order to take the correct amount of cakes home to share with them. Younger children learn about quantity and capacity as they play with water, pouring from one container to another with the childminder introducing concepts, such as more than and less than. Children learn to care for living things as they visit the local pet store. Their involvement in feeding the animals and handling them encourages their understanding of foods that they need to survive and the importance of being gentle. Children's small muscle skills and hand-to-eye coordination develop well. They use lots of small tools and equipment when planting various seeds and bulbs and when playing with dough. Their early writing skills are

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who attend

encouraged as they make marks when playing in the sand and cornflour mixed with water. Children enjoy a wide variety of books which they read alone or with the childminder. Labels throughout the childminder's home support their understanding that print carries a meaning.

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

Children remain safe in the childminder's care through the effective steps taken to ensure her home, garden and any outings taken are safe and suitable. Potential risks within the home and garden are identified and appropriate steps taken to minimise them. Daily visual checks support written risk assessments. Children are aware of keeping themselves safe and the importance of exiting the house quickly and safely in the event of an emergency. Children become aware of their own safety through consistent routines when crossing the road on the walk to school or the local park. They also learn not to talk to strangers. The childminder is an excellent role model to children and builds their confidence and self- esteem through praise and encouragement. Children learn to share and take turns while playing. They are fully aware of the house rules that include looking after toys and playing with them correctly. As a result, behaviour is good.

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

Children's social skills are continually encouraged, supporting their emotional development in preparation for the transition to pre-school or school. Their health and well-being is promoted well as they access the outdoor learning environment throughout the day where their learning continues. Children benefit from plenty of fresh air and exercise as they walk to school, local parks and woodland areas becoming aware of their local community. Children's health and well-being is enhanced as they use a wide variety of equipment and resources that encourage their all-round physical development. For example, they enjoy climbing equipment, a trampoline and various wheeled toys which promote large muscle development. Children's understanding of the importance of using the equipment correctly helps them to keep themselves safe. For example, they know they must check the safety netting on the trampoline is closed before they start bouncing. Children's health is further

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

promoted as they follow good hygiene routines, such as, washing their hands after messy play, after using the toilet and prior to meal times. Younger children's care needs are well met. For example, the childminder follows good nappy changing routines to maintain their comfort throughout the day. Children's individual routines are well known by the childminder and are incorporated into the day. Children rest and sleep according to their individual routines and times for quieter play during the day, enable them to replenish their energy.

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

Children benefit from freshly prepared foods each day that take account of their individual dietary needs and preferences. Menus are displayed to enable parents to see the foods being provided and reduce the opportunity of duplication at home when the children eat with their family. Children's independence is actively encouraged as they feed themselves and access drinks as they wish. The childminder uses snack time to further encourage children's learning as they identify the foods they are eating, while talking about colour and counting. Consequently, children are continually building on what they already know. Children have formed excellent relationships with the childminder and each other which promotes their emotional development and they feel safe and secure.

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provision

The childminder is knowledgeable of her role and responsibility in protecting children in her care from abuse and neglect. She is fully aware of the correct procedures to follow if concerned about a child in her care. She keeps her knowledge of safeguarding issues up to date through accessing relevant training. All adults in the home hold Disclosure and Barring Service checks to ensure their suitability. The childminder follows clear routines to ensure children are not left in the care of un-vetted adults. All required policies and procedures are in place. These are shared with parents who are made fully aware of the complaint procedure should they have any concerns about the care provided. Documentation detailing children's personal details and individual care needs is maintained, enabling their needs to be met effectively and their safety assured.

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provision

The childminder continually enhances her knowledge and understanding of good quality childcare through a wide variety of training courses that cover the whole spectrum of childcare. A valid first-aid certificate is held which has strengthened her knowledge around keeping children safe. Strong relationships have been formed with parents. Daily discussions, alongside communication books, ensure they remain up to date with their child's progress and any achievements. Partnerships between parents and the childminder develop during their initial visits to her home. This enables them to become familiar with their new environment and meet the other children cared for. Children's individual needs, routines and preferences are discussed with parents and steps taken to incorporate them into the day. This has a positive impact on children during the transition from home into the childminder's care, helping them feel secure.

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provision

The childminder has formed clear working relationships with local schools and early years settings. This is beneficial to the children and their learning as all parties work closely to ensure continuity of care. Ongoing monitoring of the educational programmes takes place through the childminder's own observations and assessments of children's needs. This ensures clear identification of any emerging needs and action is then taken to secure early intervention and support. The childminder uses the information gained through her observations of children to complete the progress check for children between the ages of two and three years. This is then shared with health professionals. The childminder also reflects on her own practice. She evaluates her service and identifies any actions that need to be taken to improve it further. However, strategies are not yet fully successful in engaging all parents in their child's learning, such as commenting on the progress check

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provision

for children aged between two and three years.

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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 504784 Local authority Coventry Inspection number 872308 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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