Childminder in Dudley

Inspection date

Previous inspection date 09/09/2014 26/03/2014

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early years provision

This inspection: 2 Previous inspection: 4 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 is very skilled at making every day routines and activities into fun, learning experiences for children. She assesses children's progress and develops individual play plans, which support their identified next steps in learning. As a result, children make good progress in their learning and development.  Children are effectively safeguarded because the childminder has a good knowledge and understanding of appropriate safeguarding procedures. She maintains children's health and safety by eliminating hazards by conducting thorough risk assessments.  The childminder forges strong relationships with parents from the moment children start. She regularly seeks their views about her service and recognises and values their contributions. She shares information regularly so they can work in unison to fully support children's well-being, learning and development.  The childminder is pro-active in developing her service and her plans for improvement

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This provision is good

are well-targeted to strengthen her practice further.

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It is not yet outstanding because

 Text, which is clearly written and easy to see, is not displayed in the outdoor learning environment, so that children can see letters and simple words to ignite their rapidly developing interests to link sounds and letters.  Some opportunities to further promote children's independence are missed.

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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 the childminder engage in a range of indoor and outdoor learning activities, play and daily care routines with children.

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Inspection activities

 The inspector spoke with the childminder and children at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at children's assessment records, planning information, children's development folders and a selection of policies and procedures.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of the childminder, her self-evaluation form and discussed her plans for improvement.

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Inspection activities

 The inspector took account of the views of parents, carers and older children from the feedback obtained by the childminder.

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Information about the setting

The childminder was registered in 2004 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and granddaughter, aged 15 years, in Brierley Hill in the West Midlands. The whole of the ground floor of the premises is used for childminding. One bedroom on the first floor is used for sleep purposes, together with access to bathroom facilities. There is an enclosed garden available for outdoor play. The family keep ducks and chickens in secure pens in the garden, fish in the garden pool and they have two dogs. The childminder visits local parks and playgroups on a regular basis. There are currently six children on roll, three of whom are in the early years age group. Children attend for a variety of sessions. The childminder operates all year round, from 7am until 7pm, Monday to Friday, except for bank holidays and family holidays. The childminder takes children to and collects them

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Information about the setting

from local schools and pre-schools and/or nurseries. She holds a level 3 childcare qualification. The childminder is a member of the Professional Association for Childcare and Early Years and receives support from the local authority.

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

 enhance further the outdoor learning environment by displaying text that is clearly written and easy to see, so that children can further develop their understanding of letters and simple words

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

 develop ways to further encourage children's independence, for instance, by cutting up their own fruit and vegetables for snack.

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who attend

Children make good progress in their learning and development. The childminder has a thorough knowledge of the learning and development requirements of the Early Years Foundation Stage. She uses her knowledge and suitable guidance documents well to observe, teach and effectively plan for children's learning needs. The childminder regularly assesses children's progress to help her identify any gaps in the children's learning. She observes children, makes thorough observations and completes sharply focused assessments every three months. She makes good use of the progress check for children between the ages of two and three years to clearly identify the next steps in children's learning. Children enjoy a good range of varied activities and experiences, which ensures they develop strong skills in readiness for school. The childminder develops very positive relationships with parents and discusses their children's welfare initially using very

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who attend

informative All about me documents. She communicates daily with parents about children's care needs and achievements. She also invites them to add their comments and photographs from home to their children's learning journals. As a result, children are making good progress in their learning and development.

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who attend

The learning environment, generally, contains resources, which are stimulating and accessible to children, thereby promoting their learning and independence. Children initiate their own play as they self-select resources from a variety of easily accessible, labelled drawers and boxes. However, there are few opportunities for children to see text in the outdoor environment. Therefore, there is scope to enhance opportunities for children to learn new words, link sounds to letters and understand that text carries meaning. The childminder engages well with children, involving them in conversation to help nurture their language development. Children's confidence and communication skills are further enhanced as they take an active part in sessions involving storybooks and singing action and number rhymes. Children clearly enjoy looking at books with the childminder and are eager to turn pages and repeat words or retell the story in their own

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who attend

words. Children are encouraged to learn to share toys, take turns and play together to promote their social skills in preparation for the later move to nursery and school. As a result, children make good progress in their personal and social development skills.

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who attend

Children develop an understanding of number and shape through daily routines and play. For example, they play games outdoors, throwing star shaped beanbags on to the corresponding coloured stripe on the parachute or knock over their chosen numbered cones with a small ball. They show great delight if they achieve their goal. Children make colourful festive pictures and cards using a variety of shapes and materials. They complete complex jigsaw puzzles and learn to thread beads and pasta shapes to make bracelets. They investigate the properties of wet and dry sand by making sandcastles or empty sand into a wheel to make it spin. Great fun is had with bubbles outdoors, children are eager to burst them or ask the childminder to watch them float into the sky. Children develop their creative skills because the childminder provides a good variety of colouring materials and a selection of resources, such as paints for hand printing and play dough, and tools for

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who attend

making patterns. Children have good opportunities to promote their physical skills because the childminder takes them on regularly visits to stay and play groups and other play venues, where they are able to play on the larger equipment. Children learn about nature and the environment as they plant herbs and fruits, look for bugs or collect the eggs from the childminder's chickens. The childminder has a sound knowledge of promoting equality of opportunity and ensures all children and their families are valued and respected. Multi- cultural resources and visual displays of diversity and disability around the setting help to promote children's understanding of diversity.

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

Close relationships and strong attachments are highly evident between the childminder and children. New children are supported into her home through a gradual settling-in procedure, which is individual to each child's emotional needs. This ensures children settle quickly and happily. Children are confident learners who are emotionally well prepared for the next stages in their learning because the childminder actively fosters a sense of belonging. The childminder has a calm, caring and patient manner and she gives children her individual attention. This helps to ensure that each child feels valued and special. Children move freely around the childminder's home and enjoy playing with the large variety of resources available, which promotes their confidence and independence. The childminder is a good role model, treating children with kindness and respect. Children enjoy each other's company, seeking out friendships and forming relationships. As a

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

result, children behave well and good social skills develop in preparation for later move to nursery and school.

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

Healthy lifestyles are promoted as the childminder gives written information to parents regarding healthy eating and she encourages children to eat a healthy diet and try different foods. She ensures that a range of healthy snacks and meals are available daily and avoids giving children foods, which are high in additives. She discusses healthy options for packed lunches with parents and children. However, some opportunities to further promote children's understanding about healthy options and to encourage their independence are missed. For example, children are not involved in preparing the fruit for snack time. Children develop a good range of physical skills as they enjoy regular opportunities for fresh air and exercise. They develop their confidence as they play on the outdoor equipment at the childminder's home or use the large equipment at local parks and toddler groups. The childminder uses these opportunities to reinforce how to use

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

equipment safely, enabling children to take safe risks, under close supervision, learning how to protect themselves from harm. Good hygiene routines help children to understand the importance of keeping themselves clean. Children are supported well to develop an awareness of their own toileting needs and the childminder encourages them to clean their hands at appropriate times during the day and after messy activities.

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

The childminder is vigilant about children's safety and she supervises them well at all times. Children gain a good understanding of how to keep themselves safe as they follow sensible rules for playing safely indoors, such as, walking slowly and not running, picking up toys and negotiating the steps to outdoors. They regularly practise fire evacuation procedures and get involved in discussions around fire safety as the childminder encourages them to read and discuss a book about a well-known firefighter character. All children are familiar with the book and often use this character as a role-play figure. All required documentation to promote children's safety and well-being is in place, and the childminder understands the need to complete this correctly.

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provision

Since the last inspection by Ofsted, where the childminder received a number of actions to improve, and a subsequent monitoring visit, the childminder has implemented effective changes in her setting. She has obtained a valid paediatric first-aid certificate, which ensures children have their needs met in the event of an accident or emergency. Children are now kept safe when they are transported in her car as they sit on an individual seat and are fastened in by a seatbelt. Children are now able to explore a wider range of resources and play at their own pace because the childminder has re-organised the playroom to give children better opportunities and more space to access toys and resources. The childminder has introduced new procedures for younger children to wash their hands before meal times to continue to promote children's health and well-being. As a result, children's welfare is assured. The childminder has a good understanding of the

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provision

procedures to follow should she have any concerns regarding a child in her care. A safeguarding policy, which is shared with parents, includes the action to be taken and telephone numbers of who to contact to seek advice and support. The childminder has considered the appropriate use of mobile telephones and cameras in the setting, in order to fully protect children. This is also included in her safeguarding policy. The premises are safe and secure. Written risk assessments are in place, which show how the childminder has identified and minimised potential hazards to ensure children's safety.

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provision

The childminder has a good level of awareness about how children learn. She monitors her provision to ensure the learning and development requirements are met and to ensure children are motivated and interested in their activities. This is successfully achieved by providing a broad range of activities, tailored to help children make good progress. The childminder has a very clear commitment to improving the service she provides and has completed a focused improvement plan, which clearly identifies where improvements have been made and where there are areas requiring further development. She accesses training to update her knowledge and understanding and receives support from the local authority early years team. She has identified a number of training courses and workshops she is going to attend to secure her skills and knowledge. All of this clearly demonstrates how she is intending to ensure continued good learning opportunities for children.

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provision

The childminder has an excellent knowledge and understanding of how to liaise effectively with parents to build relationships. Communication is a key focus for the childminder with regard to children's well-being and development. She verbally shares daily information about their child's achievements. The childminder has a clear understanding of the importance of working in partnership with external agencies. She works closely with parents and other professionals to ensure she provides appropriate levels of support for children. The childminder develops appropriate links with the local school and nursery in order to fully complement their learning and support their future move to nursery and 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 EY278616 Local authority Dudley Inspection number 975753 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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