Childminder in Dudley

Inspection date

Previous inspection date 11/09/2014 18/02/2009

p.1

early years provision

This inspection: 2 Previous inspection: 3 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

p.1

This provision is good

 The childminder focuses on children's interests and achievements to plan a broad range of resources and activities. As a result, teaching is purposeful and children are fully engaged and motivated to learn through play.  The childminder has a good overview of children's needs, as systems used for assessing children's development are effective. This results in children being well supported to make good progress.  The childminder places a strong emphasis on building relationships with children and their families. This reinforces children's self-confidence and emotional well-being, and prepares them well for the next stage in their learning.  The childminder is fully committed towards her work with children and the importance of supporting their welfare and development. She is confident in her responsibilities with regard to child protection. Therefore, children are safeguarded and their welfare is

p.1

It is not yet outstanding because

 The childminder has not fully considered how she can overcome her storage restrictions to promote children's independence in every situation.  The childminder has not yet developed highly successful strategies to engage all parents and other settings in working together to complement and enhance children's learning and development and, therefore, help them make best possible progress.

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

 The inspector observed activities and spoke to children at appropriate times while they played.

p.2

Inspection activities

 The inspector checked evidence of suitability of the childminder and family members.

p.2

Inspection activities

 The inspector spoke to the childminder about the daily routines, children's individual learning and conducted a joint observation.

p.2

Inspection activities

 The inspector looked at policies, children's assessment records and a range of other documentation.

p.2

Inspection activities

 The inspector looked at evidence of self-evaluation, including the views of parents taken from contributions made in documentation and those spoken to on the day.

p.2

Information about the setting

The childminder was registered in 2002 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and two children, aged 17 and 14 years, in a house in Coseley, West Midlands. The whole of the ground floor, bathroom on the first floor and an enclosed garden are used for childminding. The family has two dogs as pets. The childminder attends local childminding groups and visits the library and park on a regular basis. She collects children from the local schools and pre-schools. There are currently eight children on roll, six of whom are in the early years age group and attend for a variety of sessions. She operates all year round, from 7am to 6pm, Monday to Friday, except bank holidays and family holidays.

p.3

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

 enhance opportunities for all children to make independent choices from resources and activities, for example, by using and displaying more pictures and visual prompts

p.3

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

 develop further the already good strategies that promote effective partnerships between parents, the childminder and other settings, so that children benefit from a greater shared approach to help them to make the best possible progress in their learning and development.

p.3

who attend

The childminder's teaching skills are rooted in a good knowledge of the learning and development requirements. As a result, children are well supported to make good progress, taking into account their starting points and capabilities. During the settling-in period, the childminder collects useful information from parents. She uses this information and her own detailed observations as a starting point to plan for how she can help children to learn more. The childminder plans a well-organised range of adult-led and child-initiated activities, and uses her secure knowledge of how children learn to promote engagement across all seven areas of learning and development. Well-organised routines and a welcoming environment promote all aspects of children's prime areas of development. However, children are not able to easily access toys and resources without adult support, thereby affecting their ability to make independent choices about what they

p.3

who attend

want to play with. Nevertheless, the childminder ensures that children remain motivated and interested in their play, by making regular changes to the resources provided. The childminder responds to children's individual learning and development needs, as she skilfully involves all of the children during child-initiated play. For example, she ensures that children have enough space to explore various construction materials and, as they begin to create structures, they develop their physical and mathematical development. In addition, babies gain an understanding of technology as they anticipate what happens when they press buttons on an electronic toy. As a result, children play alongside others, promoting their personal, social and emotional development, which helps them to manage their feelings and behaviour.

p.3

who attend

The childminder uses effective and clear systems for recording and assessing children's development, which clearly identify the next steps in their learning. As a result, she has a good understanding of individual children's learning needs. This ensures that she provides good levels of challenge that are appropriate to children's age and stage of development. She regularly reviews her assessments of children's progress and, subsequently, uses this information to identify any gaps in their development. The childminder makes good use of the information to help plan effectively for children's next steps in their learning. For example, she effectively introduces everyday language to help children compare the size and position of objects, count and recognise colours in a creative activity involving glue and a wide range of materials. The childminder skilfully encourages children to explore and keep on trying, as they develop new skills and begin to build a story from the picture

p.4

who attend

they are creating. She recognises their new aim and encourages children to develop their own ideas. As children experiment with the materials available, they begin to represent their own ideas, thoughts and feelings through their exploratory play. The childminder makes good use of this purposeful experience to encourage children to concentrate, think critically and begin to develop their own ideas. This well-planned activity also helps the childminder to gain an understanding of what children know and understand about positional language in their mathematical development.

p.4

who attend

The childminder uses effective processes for evidencing and tracking children's learning to ensure she maintains a good overview of their achievements. She shares children's individual progress with their parents through daily conversations, a baby diary system and the regular sharing of development records. She shares information about children's achievements with parents, so that they too can support their children's learning when they return home. There are many good and meaningful interactions and opportunities for children to engage in conversation, which supports their speaking and listening skills. For example, as babies begin to investigate the contents of a treasure basket, the childminder uses a high level of understanding of effective communication to model language very well. As their language skills are effectively supported, they begin to form positive relationships. Children feel confident and are encouraged to keep trying, strengthening

p.4

who attend

their personal, social and emotional development. Overall, the childminder has a secure understanding of the learning and development requirements and, therefore, supports children well, so that they develop skills in readiness for the next stage in their learning.

p.4

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

The childminder ensures that parents feel welcome in her home and are confident with her abilities, as information she provides covers all aspects of the safeguarding and welfare requirements. She engages very well with parents to gain all necessary care and educational information, and invites children and their parents to visit for settling-in sessions. This ensures children's routines, interests, likes and dislikes are considered when preparing for them to be cared for in her home. Consequently, children feel safe and secure and are settled and ready to learn. The childminder has a good awareness of children's emotional needs and places an emphasis on building attachments with children. She uses close purposeful interactions to form appropriate relationships with children that effectively promote their emotional development. For example, parents comment favourably that their child is happy in her care and they appreciate the good level of care

p.4

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

the childminder provides. Relationships with parents are supported through daily handovers and the effective use of a two-way diary, which includes information about what their baby has done during their day.

p.5

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

Children are encouraged to behave well as the childminder is a good role model and provides clear and consistent boundaries. She shares her expectations, which are reinforced through her well-written policies, with parents during the settling-in process. The childminder maintains effective daily and weekly routines that enhance children's self- confidence and self-awareness, in order to further promote children's personal, social and emotional development. For example, the childminder sets out resources and plans activities that she knows interests the children and that they will enjoy taking part in. This reinforces their sense of belonging, resulting in children being confident to explore and investigate their surroundings and, consequently, make good progress. The childminder ensures children's safety through clear written risk assessment of regular trips and outings. Childminding areas of her home, garden and equipment have been assessed and

p.5

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

good steps taken to minimise potential risk. As a result, children can move safely and independently within the areas available to them. The childminder supervises children closely, which supports this self-confidence and emotional development, as they look to her for reassurance as they play. The childminder encourages children to look after themselves and further develop their independence by offering support when necessary. For example, when children let her know they need to use the toilet, they are encouraged to manage their own needs and follow appropriate hygiene routines. As a result, children gain self-confidence, self-awareness and an understanding of their own needs. These developing skills help to prepare children for the next stage in their learning.

p.5

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

Children are taught about the importance of a leading a healthy lifestyle. The childminder plans regular opportunities for children to visit local parks or to play in her garden. Consequently, they enjoy fresh air and exercise and develop their physical skills. Children are encouraged to eat a healthy diet. She ensures children's dietary needs are met following discussions with parents. Parents provide packed lunches for their children, which the childminder ensures are stored appropriately. She also ensures that children have access to plenty of drinks throughout the day, and promotes a healthy choice of fruit at snack time. As a result, children gain an understanding of the importance of healthy lifestyles. Children learn about keeping safe, as they understand and follow the childminder's appropriate boundaries as they walk to school and hold onto the pushchair or the childminder's hand. The childminder uses her high level of awareness of how

p.5

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

children learn to provide an individually appropriate level of support and guidance, so they learn to take developmentally appropriate risks. For example, she observes children in her garden who are confident with physical activities provided. She then encourages them to investigate and explore larger equipment on trips to the local park. Children benefit from continuous praise and encouragement and, as a result, their self-confidence is enthusiastically supported, as well as their physical development.

p.5

provision

The childminder has secure knowledge of the requirements of the Early Years Foundation Stage. This includes a good understanding of safeguarding and the procedures to follow if she has any child protection concerns about a child in her care, including what she would do if an allegation were made towards her or her family. All required documentation and records are clear and well written, including risk assessments. The childminder understands about informing Ofsted of any significant events, and all adults within the home have completed suitability checks through the Disclosure and Barring Service, ensuring they are safe to be in the proximity of children. The identity of visitors is checked and there are very good boundaries around the use of cameras and mobile phones. As a result, the childminder's practice is effective in underpinning children's safety and welfare.

p.6

provision

The childminder establishes strong relationships with parents who are supported through daily handovers and regular updates on children's learning and development. There are clear procedures in place and permissions gained from parents, to promote individual children's health and safety needs. All information is safely recorded and shared with parents, encouraging effective communication. The childminder takes many reasonable steps to engage parents in her practice and regularly seeks their opinions through questionnaires. She has systems in place to regularly share children's progress with parents, and understands her role in supporting effective communication when children attend more than one provision. However, she has not yet been successful in always engaging parents and other providers in sharing important information about children's learning and development at home and in other settings. Nevertheless, the childminder

p.6

provision

has established good relationships with local settings and schools, and is fully committed to continue to enhance systems that promote working in partnership to complement and extend children's learning.

p.6

provision

The childminder has a secure understanding of her responsibilities regarding the learning and development requirements of the Early Years Foundation Stage. She recognises the need to monitor the breadth of areas of learning, and reflect on previous observations and assessments to ensure that children remain motivated and interested in their learning. The childminder has good overview of children's progress, as procedures used to track children's development are effective. This demonstrates her strong knowledge of how children learn. The childminder is fully aware of the requirement to provide parents with a written summary of the progress check for children between the ages of two and three years. This includes the importance of identifying any required intervention and accessing additional support when necessary. She undertakes thorough self-evaluation in order to reflect on her practice, highlighting strengths and areas for improvement. For example,

p.6

provision

the childminder has identified how improving opportunities to work in partnership with parents and other settings contributes to children meeting their full potential. She displays a high level of awareness of the importance of continual reflection on how she can improve her work with children, and the importance of supporting their welfare and development. The childminder attends all regulatory training and makes good use of local professional support networks to access additional training, peer support and encouragement. The childminder is currently studying towards an appropriate early years qualification at level 3. As a result, she has many opportunities for regular reflection of her practice that have a positive impact on the learning outcomes for children in her care.

p.6

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

p.7

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

p.8

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.

p.8

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.

p.9

Setting details

Unique reference number EY248638 Local authority Dudley Inspection number 819712 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 8

p.9

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.

p.9

Type of provision

For the purposes of this inspection the following definitions apply:

p.9

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.

p.9

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.

p.9

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.

p.10

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,

p.10

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’.

p.11

Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.11