Childminder in Dudley

Inspection date

Previous inspection date 15/09/2014 20/07/2011

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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 because the childminder is skilled at making every day routines and activities into fun, learning experiences. She assesses children's progress and develops individual play plans which supports their identified next steps in learning.  Children are effectively safeguarded because the childminder has a good knowledge and understanding of appropriate safeguarding procedures. She also places a high priority on maintaining children's health and safety through conducting thorough risk assessments.  The relationship between the childminder and children is strong and children are settled, emotionally secure and happy.  Partnerships with parents is very good. The childminder shares detailed information with them about their child's progress, keeping them fully informed.  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

 Positive images of people with differing abilities are fewer compared to other resources and do not fully promote children's understanding of diversity as well as possible.  Partnership working with other settings is not always used to maximise opportunities to share information about children's learning and development.

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Information about this inspection

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

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Information about this inspection

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

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector observed the childminder engage in a range of indoor learning activities, play and daily care routines with the 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 documentation, including children's records, learning and development information and a selection of policies and procedures.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of the childminder and other family members, the childminder's self-evaluation and discussed her plans for improvement.

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Inspection activities

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

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Information about the setting

The childminder was registered in 1997 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. She lives with her husband and adult child in the Kingswinford area of the West Midlands. The childminder uses the whole of the ground floor and bathroom upstairs for childminding purposes. There is an enclosed garden available for outdoor play. The family have two cats, a rabbit and some fish as pets. The childminder attends local toddler groups and visits the shops and park on a regular basis. There is currently one child on roll in the early years age group. The childminder operates all year round, from 8am to 6pm, Monday to Friday, except for family holidays and bank holidays. The childminder holds a Level 3 childcare qualification 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 opportunities for children to see visual images and access resources which represent peoples' differing abilities to support their understanding of similarities and differences between themselves and others

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

 strengthen the partnerships with other providers of the Early Years Foundation Stage, so that information about children's development is shared to further consolidate learning.

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who attend

Children make good progress because the childminder uses her knowledge and suitable guidance documents to teach and effectively plan for children's learning needs. The childminder collects information from parents linked to learning during their child's initial visit and shares information with parents daily on their child's achievements. This means that they work effectively together from the outset so that children make best progress. The childminder plans a good range of activities, which incorporate the prime and specific areas of learning and which are based on children's interests. She observes children, makes notes and takes photographs to include in children's learning journals. The childminder uses guidance documents to assess and record children's present stage of development and then plans for their next steps. The childminder is aware of how to complete the progress check for children aged between two and three years and

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who attend

completes this when necessary. The childminder supports children well so that they develop skills in readiness for nursery class and school. Children's personal, social and emotional development is given a high priority and they are settled and secure in the childminder's care. Their independence is promoted well by the childminder because they can choose and select from a good range of resources inside and in the outdoor play area. The childminder engages effectively with children, involving them in conversation to help foster their language development. This includes asking open-ended questions in order to promote children's thinking skills and allowing them time to think about what they want to say in response. Children's physical development is supported well. They demonstrate good manipulative skills as they play with a good variety of colouring materials and a selection of resources are supplied to help children

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who attend

develop their creative and mathematical skills. For example, children enjoy being creative using books for sticking, matching halves of fruits and vegetables, putting wheels on cars and buses and spots on ladybirds. They learn to manipulate scissors, cutting straight, wavy and zigzag lines.

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who attend

Children use their imagination and develop new ideas while they play, for example, they pretend that they are having a picnic and make all of the foods they want from play dough. The childminder supports this learning well through conversation with the children, asking questions, such as why they need to take the microwave on a picnic. Children respond saying they need to heat up the spaghetti, informing the childminder they will use batteries instead of electricity. The childminder provides children with good opportunities to explore and investigate the natural world. She talks to children about the environment as they visit the park to feed the ducks and look at the trees, plants and birds. The children go bug hunting using magnifying glasses and grow teddy bear cress heads. The childminder has a sound knowledge of promoting equality of opportunity and ensures all children and their families are valued and respected. Some multi-cultural resources are

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who attend

available. However, positive images of people with differing abilities are fewer compared to other resources and do not fully promote children's understanding of diversity as well as possible.

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

Children are happy and confident and their relationships with the childminder are good. Their emotional security is addressed well at the outset because the childminder arranges settling-in sessions with parents. The childminder gathers useful information about their children. For example, initial details about care routines and likes and dislikes are shared through completion of child information records. Children's independence is promoted well and resources are safe and meet children's learning and development needs well. For example, children manage their own self-care needs and toy boxes are labelled with pictures and words so that children can easily make their own choices. The childminder has a calm, caring and patient manner and she gives children her individual attention, which helps children form trusting bonds and attachments with her. They develop a strong sense of belonging and are emotionally secure in her company. Children move freely

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

around the childminder's home and enjoy playing with the resources available, which promotes their confidence and independence. The childminder is a good role model, treating children with kindness and respect. They enjoy each other's company, seeking out friendships and forming relationships. Strategies for managing children's behaviour include positive reinforcement, in order to address their self-esteem. As a result, children behave well and good social skills develop in preparation for later moves on to nursery and school.

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

Children's good health is protected well because the childminder encourages them to be physically active. They play in a well-planned and stimulating outdoor area throughout the year. Children learn to pedal and steer skilfully when they ride on wheeled toys, and they gain skills with use of challenging equipment at the park and at the local children's centre and playgroup. The childminder gives written information to parents regarding healthy eating and she encourages children to eat a healthy diet and try different foods. 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 reminds them to wash their hands at appropriate times during the day. All of this promotes healthy lifestyles for children.

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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. Information obtained from parents enables her to address children's individual care needs because the childminder shares information with parents about her practice, with regard to safety, illness and accidents. Children gain a good awareness of how to keep safe, both in her home and on outings. Children learn how to keep themselves safe by recognising dangers and learning how to manage risk. For example, they know why they must sit still while they eat, and they practise the fire drill regularly to ensure they know what to do in an emergency. They also learn how to cross the road safely, understand about stranger danger and know not to run indoors so that they avoid trips and falls. As a result, children's safety and well-being is protected.

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provision

The childminder is aware of and implements all of the requirements of the Early Years Foundation Stage to ensure that children's care and learning needs are well met. She has a good knowledge of how to safeguard children and promote their welfare and well-being. She has effective procedures in place should she have any concerns regarding a child in her care. A written safeguarding policy, which is shared with parents, includes her duty of care, the action to be taken should she have any concerns and the telephone numbers of who to contact to seek advice and support. The childminder ensures that all adults living on the premises are suitable and have been vetted. The premises are secure and the childminder completes written risk assessments to show how she has identified and minimised potential hazards to ensure children's safety. She maintains an accurate daily record of the names of children being cared for on the premises and their hours of

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provision

attendance to demonstrate that appropriate adult to child ratios are always adhered to. This means children are kept safe by the robust implementation of all the necessary documentation.

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provision

The childminder has successfully met the action and recommendations that were raised at the last inspection. She has obtained consent from parents to seek any necessary emergency medical advice or treatment. Children now have good opportunities to use a range of tools safely and learn about creatures, people, plants and objects in their natural environments and in real life situations. Parents are provided with information which promotes a better, shared understanding of their children's individual needs and their involvement is encouraged through practical ways to support their child's learning and development at home. The childminder continually reviews her provision so that good standards are maintained. In order to review and seek to improve her practice she has identified new priorities for improvement in an action plan. She has a place booked on a number of training courses and workshops to further develop her skills and knowledge.

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provision

The childminder also plans to give children even better opportunities to investigate and explore the environment and nature by planting flowers and seeds in the spring. The childminder regularly monitors her planning to ensure it supports children's all-round development. All of this clearly demonstrates how she is maintaining continuous improvement in order to ensure continued good learning opportunities for children.

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provision

The partnership with parents is very good and promotes children's care and learning needs extremely well. Communication is a prime focus for the childminder with regard to children's well-being and development. She works closely with parents to ensure she provides appropriate levels of support for children. The childminder is aware of the importance of obtaining as much information as possible about each child's individual needs from parents and agreeing with them how they can work together to meet these needs. She verbally shares daily information about their child's achievements and invites them to add comments to their children's learning journals. She regularly seeks parents' views about her service and recently introduced a children's questionnaire using happy and sad face stickers, so their views are taken into consideration in the self-evaluation process. Parents and children's views about the childminder's service are very positive.

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provision

The childminder has a clear understanding of the importance of working in partnership with external agencies. The childminder develops appropriate links with the local school and nursery. However, there is scope to improve the partnership working for children attending other settings to share more detailed information about children's welfare and learning, 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 255680 Local authority Dudley Inspection number 871583 Type of provision Childminder Registration category Childminder Age range of children 0 - 17 Total number of places 6 Number of children on roll 3

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Telephone number

set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises, which are usually the childminder’s own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children,

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Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Type of provision

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

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