Childminder in Worcestershire

Inspection date

Previous inspection date 08/09/2014 Not Applicable

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early years provision

This inspection: 1 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 1 The effectiveness of the leadership and management of the early years provision 1

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This provision is outstanding

 The childminder uses her expert knowledge of the areas of learning to plan and organise highly rewarding activities. These and her excellent teaching enable her to successfully promote children's effective learning so they are confident, purposeful, articulate and imaginative.  The childminder's precise assessments of children's progress underpin her very effective planning for their next steps and further development. They make excellent progress because she has developed effective partnerships with parents and works closely with them to skilfully extend their children's skills and understanding.  Children are happy, confident and thrive, as they respond to the highly stimulating surroundings and the childminder's sensitive support, calm reassurance and consistent encouragement.  The childminder ensures children are socially and emotionally very well prepared for their future learning. She adeptly fosters their positive relationships and cooperative

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This provision is outstanding

play, including involving them in enjoyable community activities where they mix and learn with other children.  The childminder makes excellent use of her knowledge and expertise from her previous work in early years settings and her role as a safeguarding officer for a national sports club. She draws on these experiences to devise and implement robust procedures to safeguard children's welfare and to promote their good health, safety and well-being.  The childminder confidently and accurately monitors and evaluates the quality of her provision, showing enthusiasm and vision in the way she drives improvement.

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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 in the kitchen, playroom and outside.  The inspector talked to the childminder and children throughout the inspection.

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Inspection activities

 The inspector looked at children's assessment records, planning documentation and a sample of records and policies relating to children's welfare, health and safety.  The inspector checked evidence of the childminder's suitability and qualifications.

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Inspection activities

 The inspector looked at and discussed the childminder's self-evaluation form and her plans for improvement.

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Inspection activities

 The inspector took account of the views of parents and carers from information included in the childminder's recent parent survey.

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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 husband, teenage stepson and three children aged from 13 to six years in a house on the north side of Worcester. The childminder uses the whole of the ground floor of the premises and two first floor bedrooms and a bathroom for childminding. Children are able to use the enclosed part of the garden nearest the house for outdoor play. The family has two pet rabbits and a cat. The childminder operates all year round from 8am to 6pm, Monday to Friday, except for family holidays. There are currently two children on roll who in the early years age group. The childminder attends local toddler activities and takes children on local walks and outings. She is able to take children to and collect them from a local school and pre- schools. The childminder has a nursery nursing qualification. She receives support from

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Information about the setting

the local authority. The childminder is able to support children with special educational needs and/or disabilities and children who speak English as an additional language.

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

 continue to enhance children's learning in the already highly stimulating outdoor environment by extending the range of resources to offer them further challenges in their discovery and physical play.

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who attend

The childminder is a highly skilled teacher. She has a thorough understanding of the learning and development requirements and has implemented robust observation and assessment procedures. This ensures that she has a precise knowledge of each child's starting points, ongoing development and next steps for learning. For example, the childminder's regular, accurate assessments and consistent tracking of children's progress enable her to quickly identify and address any gaps in a child's learning or the educational programme. In addition, from her previous experience of working in other early years settings, the childminder has an indepth knowledge of how to successfully work with parents and external agencies in order to put in place effective early intervention and support for any children with special educational needs and/or disabilities. This includes the childminder collating a range of visual aids and props to promote the understanding

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who attend

and communication skills of young children who are not yet speaking or who have speech and language delay or who speak English as an additional language. The childminder skilfully plans an exciting range of activities, which foster children's purposeful play and enables her to follow their next steps of learning. She consistently reflects on the impact of her teaching and activities to establish children's enjoyment, the progress in achieving their next steps and their overall development. This information is used successfully to adjust the childminder's future planning accordingly. Parents are fully involved in the planning process. Their views help the childminder to promptly and accurately assess their child's starting points and together they agree and promote their child's individual learning priorities in the setting and at home. Overall, the childminder very successfully fosters children's effective learning from an early age and ensures they make outstanding

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who attend

progress in relation to their starting points. Since registration, she has only looked after children aged under two years but the childminder clearly demonstrates a thorough understanding and ability to plan for the needs of older pre-school children. She is highly effective in ensuring babies and toddlers are confident, independent, imaginative and articulate learners so they are already developing the skills they need to be very well prepared for school.

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who attend

The childminder expertly fosters young children's attention and enjoyment. She interacts extremely well with them, talking easily to children so they increasingly concentrate and remain actively involved. The childminder fully understands and is very responsive to each child's characteristics and interests, promptly adapting her teaching and resources to cater for these. As a result, young children are confident, eager to take part and have fun. Children confidently help themselves to toys and books, and express themselves imaginatively, encouraged by the childminder. For example, toddlers chooses two dolls and show the childminder they want to change their nappies and care for them. The childminder helps them to find some real nappies, tissues for wipes and a selection of play food and equipment to support the children's role play. She ensures the children take the lead in their play, while chatting to them about the self-care routines they are acting out.

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who attend

During planned activities and children's free choice play, the childminder skilfully follows up each child's individual learning priorities. For example, she organises exploratory play to promote turn taking as they scoop cereal into different containers and work together to use simple scales. The childminder ably fosters and develops children's communication skills. She readily interprets and responds to babies' and younger toddlers' speech and language, using visual prompts and repetition to reinforce their emerging words. Older toddlers become increasingly confident and articulate, talking in short sentences to express their needs and ideas. They show great interest in books, rhymes and songs. For example, toddlers eagerly point to and name some of the bugs and insects featured in the colourful pictures of a fun book of rhyming words. The childminder uses these rhymes and her additional explanations to help the children to recognise the differences, for instance,

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who attend

between a centipede and a caterpillar. Children talk about a caterpillar in a cocoon, so the childminder reminds them about the caterpillar cocoons they are looking after and how butterflies will emerge from these. While they look at the book the childminder fosters the children's recognition of number as she counts the spots on a ladybird and the legs on a centipede. Toddlers point at the pictures and count 'one, two'.

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who attend

The childminder regularly discusses and reviews children's progress and learning priorities with parents and carers. They are delighted with their children's progress and very much appreciate being able to contribute their views about their children's activities and achievements. For example, parents and carers use a secure online system to read and comment on the childminder's observations and assessments of their child's progress and to agree how they can mutually promote their child's interests and next steps.

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

Babies and children settle quickly, thrive and are very well cared for in most welcoming, safe and reassuring surroundings. The childminder expertly tailors settling-in arrangements for new babies and children. She wants children and their families to have enough time to get to know her, her family and the daily routines and activities. The childminder creates a very child-friendly environment where children can easily help themselves to a wealth of toys, books and resources and have individual baskets for their possessions, coats and shoes. She asks parents about their children's favourite toys and their interests so she can reflect these in her own resources and activities. These measures and the childminder's calm, approachable manner all help children to grow in confidence, develop a strong sense of belonging and become increasingly self-reliant and independent. The childminder also builds on these skills so they are socially and

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

emotionally very well prepared for the next stage in their learning, including going to school. Once children are confident and settled with her, the childminder also takes them to various local toddler activities, where they learn and socialise with other children in larger groups and in different surroundings. She carefully observes how children respond during these sessions so she and parents can continue to support children in confidently managing different social situations.

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

Children behave very well. The childminder sensitively encourages young children to play together, gently helping them to share, take turns and be kind towards each other. She supports children in exploring being kind and helpful during activities, such as role play with dolls and involves them in putting away their coats and shoes or tidying up toys. The childminder ensures children understand the daily routines, explaining what is happening next, so they know what is expected of them. Children are also keen to help and to do their best because the childminder consistently encourages and praises their efforts and achievements. She is also very aware of and responsive to children's changes in mood and behaviour, for instance, she sensitively intervenes to organise a quieter activity or an earlier snack time if children lose concentration or seem tired or hungry. The childminder fully understands her role to promote children's safety and good health. She is very

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

conscientious in ensuring her home is free from hazards, kept secure and well-maintained. The childminder carefully checks toys, equipment and resources are of high quality, clean and suitable for the children she looks after. She consistently encourages them to behave safely and sensibly as they move around her home and as they use physical play apparatus, utensils when eating or tools, such as scissors. The childminder teaches young children about road safety and fire safety, for instance, through role play activities and as they practise emergency evacuations.

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

Children are very well cared for and their good health promoted. The childminder encourages parents to give her as much information as possible about their child's care, health and dietary needs which she carefully follows. They regularly review these arrangements so any changes to children's health or routines are promptly addressed. The childminder and parents also work very well together to initiate and follow a consistent approach, for instance, to children's weaning or toilet training. The childminder skilfully promotes children's good health during meals and routines, and at the same time develops their understanding of different aspects of a healthy life style. For example, her discussions with young children during well-managed nappy changes and hand washing routines help them to become more aware of their toileting needs and to understand the reasons for good hygiene. The childminder ensures children drink plenty of water, offers

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

them nutritious meals and snacks, and encourages their independent eating at mealtimes. She extends their understanding about healthy eating through discussions and activities focusing on good food choices. The childminder ensures children have plenty of fresh air and exercise. Children enjoy playing in the covered outdoor area in all weathers and the childminder ensures they use a wide range of physical play equipment at her home and elsewhere. As a result, children develop control in balancing, climbing and moving in different ways.

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provision

The childminder has a thorough understanding of her responsibility to safeguard children. She makes sure parents and carers are aware of her role and of her comprehensive policies and procedures. These policies include clear procedures relating to managing allegations against herself or anyone associated with her and cover the use of mobile phones, cameras and social media. The childminder also demonstrates a sound understanding of issues relating to suitability and of her role to notify Ofsted and other agencies of any changes in her circumstances. She has an in depth knowledge of the different signs of abuse and neglect, and is confident to make prompt referrals if she has any concerns about a child's safety and welfare. The childminder's policies and procedures reflect Local Safeguarding Children Board guidance which she refers to, for instance, to help her to monitor children's welfare. The childminder makes sure she completes

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provision

safeguarding training that is relevant to her role as a lead practitioner. She is attending further intensive training shortly and also draws on her expertise from her safeguarding role in a national sports club. Children are further protected by the childminder's thorough record keeping and information sharing with parents and carers. As a result, she knows who has parental responsibility for children, who can have access to them and who can collect them. The childminder has clear comprehensive agreements with parents and carers. She also makes sure parents know how she is registered and operates. This includes giving them copies of her policies and informing them about how her and other's suitability has been checked.

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provision

The childminder is passionate about her work with children and families. She is extremely motivated about ensuring she offers them a high quality provision that caters for their individual needs. As part of this, the childminder confidently evaluates the overall effectiveness of her childminding and the impact of what she provides on children's care, learning and development. She is imaginative and resourceful in the way she consistently makes improvements in order to enhance children's care and development. For example, since registration, the childminder has made well-thought-out changes to the organisation and management of toys, equipment and resources. This includes creating a small very well-equipped covered outdoor area, which children can use throughout the day and in all weathers. The childminder's current aim is to further enhance children's outdoor learning by offering them more challenging exploratory and physical play in the rest of her garden.

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provision

The childminder's robust monitoring and tracking of children's progress and her consistent evaluations of her teaching and activities mean that any gaps in children's learning or the educational programme are quickly identified and addressed. From her evaluations, the childminder identifies additional visual aids, props and resources she needs to further enrich children's learning and development in all areas of learning. This includes consistently reviewing the quality of other local activities and introducing children to new experiences within the community. These help the childminder to build on what she offers at home, such as taking children to a music group so they enjoy different songs, rhymes and instruments in the company of other children.

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provision

The childminder consistently invests in her own professional development to ensure she keeps up-to-date with best practice and changes in regulation. She attends training, carries out her own research and exchanges examples of good practice and activities with other childminders. In addition, while the childminder competently plans for her own and the setting's development, she also values and acts on the advice of her local authority early years improvement adviser. Other positive partnerships underpin the childminder's considerable success in understanding and promoting children's development, well-being and welfare. The childminder has forged excellent partnerships with parents and carers. She encourages and follows up their views about their children's care, learning and development and about other aspects of her childminding. Parents and carers really appreciate the quality and detail of her feedback about their children's routines, activities,

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provision

progress and plans for their future development. Therefore, the childminder, parents and carers are working closely and extremely effectively together to ensure continuity for children and so that they always foster their good health, safety and excellent progress. The childminder also fully understands the importance of working with other providers and schools. For instance, with parents' consent, she has exchanged information with other childminders and daycare providers when children have moved elsewhere or transferred to her setting. The childminder is confident about working with early years staff in schools. She is already very well prepared for passing on information about children's development and their next steps for learning to teachers. The childminder's skilled teaching and her thorough understanding of the areas of learning and early learning goals mean she is ready to help pre-school children to be very effective learners who are confident and

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provision

socially skilled in readiness for school.

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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 EY470002 Local authority Worcestershire Inspection number 956697 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 2

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Name of provider

Date of previous inspection not applicable

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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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